How to develop logical thinking in preschoolers. Games for developing thinking in preschool children Formation of logical thinking in preschool children

Sections: Working with preschoolers

Thinking is mental process, with the help of which a person solves a given problem. The result of thinking is a thought that is expressed in words. Therefore, thinking and speech are closely related. With the help of thinking we gain knowledge, so it is very important to develop it from childhood.

Thinking develops in three stages:

• Visual-effective (when a child thinks through action using object manipulation) is the main type of child’s thinking early age.
• Visual-figurative (when a child thinks using images, using representations of phenomena and objects) is the main type of thinking of a preschool child.
• Verbal-logical (when a child thinks in his mind using concepts, reasoning, words) - this type of thinking begins to form in older preschool age.

In preschool children, the first two types of thinking are the main ones. If a child has well-developed all types of thinking, then it is easier for him to solve any problems, and thereby he achieves greater success in life.

Logical thinking is formed on the basis of figurative thinking. It is the highest stage of development of thinking. Development classes are very relevant these days. logical thinking, since they are important for the future student. The main and main criteria for the development of logical thinking in children are: the ability to identify essential features from secondary ones, the ability to reason, compare, analyze, classify objects, argue their point of view, establish cause-and-effect relationships, and develop non-standard thinking.

The child's development and learning should be carried out through age-appropriate activities and pedagogical means and should be relaxed. Such educational tools for preschoolers include games.

Everyone knows that children love to play, and it depends only on the adult how useful and meaningful these games will be. During the game, the child not only consolidates previously acquired knowledge, but also acquires new skills and abilities, and develops mental abilities. In the game, such personality qualities as intelligence, resourcefulness, independence are formed, constructive skills are developed, and perseverance is developed. Based on this, in my developments for the development of logical thinking, I include puzzles, ingenuity, and various game exercises, labyrinths and educational games.

In order to develop children’s skills to perform sequential actions: analyze, generalize based on characteristics, think purposefully, compare, in my work I use simple logic problems and exercises. Any unusual play situation in which there is an element of problem always arouses great interest among children. Tasks such as searching for a sign of the difference between one group of objects and another, searching for missing figures in a series, and tasks to continue a logical series contribute to the development of ingenuity, logical thinking and quick wits.

One of the main keys to successful education of children is the use of entertaining visual material when working with preschoolers. In my classes, I paid a lot of attention to pictures and illustrations, as they help attract children’s attention, develop visual-figurative thinking, which, in turn, stimulates the child’s cognitive activity.

The development of logical thinking of a preschool child depends on the creation of conditions that stimulate his practical, playful and cognitive activities. Therefore, the group has a corner for entertaining mathematics, where there are manuals for joint and independent activity. This corner presents various educational games and entertaining material: rebuses, labyrinths, puzzles.

In conclusion, I bring to your attention lesson notes on the development of logical thinking in children of senior preschool age:

Topic: "Vegetables"

Target:

Develop the ability to perform tasks that involve the development of mental operations - analysis and synthesis of objects.

Exercise children in making a whole from parts.

Learn to recognize an object by its details.

Learn to identify several objects from a group based on a certain characteristic.

To foster in children independence, initiative, a sense of responsibility and perseverance in overcoming difficulties.

Learn to reason and justify your choice.

Develop the ability to observe and compare, highlight the general, distinguish the main from the secondary.

Develop attention and perception.

Stimulate children's cognitive activity.

Material:

Demonstration: a picture with a silhouette of a hare, a picture with a vegetable bed, a picture for the task “How many hares were hiding behind the bush?”

Handout: labyrinth, cards for the game “Harvest,” cards with images of a hare made of geometric shapes, cards with images of hares with and without carrots (according to the number of children).

Lesson No. 1 "In the garden"

1. Guys, look carefully at the picture.

Who do you think came to visit us? That's right, bunny (the teacher takes out a toy). He came to us not empty-handed, but with interesting tasks. Do you want to know which ones?

2. Mom sent the bunny to get vegetables, but he got lost and can’t find his way to the garden. Let's help him.

Game: "Find the path."

3. Our bunny was confused for some reason. Guys, let's help the bunny collect vegetables.

Game: "Harvest."

Collect vegetables in one basket and fruits in another. Use arrows to show what should be put in each basket.

Fruits	Vegetables

4. Our bunny is tired. Let's relax with him together.

Physical education lesson: "Bunny"

Skok - skok, skok - skok
The bunny jumped onto a tree stump,
It's cold for the hare to sit
I need to warm my paws,
Paws up, paws down,
Pull yourself up on your toes,
We put our paws on the side,
Jump and hop on your toes.
And then squat down,
So that your paws don't get cold.

(movements through the text of the poem)

5. And now the last task that the bunny has prepared for you.

Listen to the problem, think and solve.

“There were 4 beds with carrots and cabbage in the garden. There were more beds with carrots than with cabbage. How many beds with carrots and how many with cabbage were there in the garden?”

6. Has the bunny prepared interesting tasks for you guys? Let's thank the bunny for this, and draw a carrot for him and his friends as a gift.

Lesson No. 2 "Visiting the bunny."

Guys, today I suggest you go visit our bunny. Do you agree. Then we will get on the train and go along the forest railway (all the children form a train, standing one after another, putting their hands on the shoulders of the one in front, and the teacher stands up first).

Well, here we are. And we are met by our bunny and his friends, but they got scared and hid behind a bush.

Task No. 1: How many bunnies hid behind the bush.

3. Our bunny’s friends have prepared this task for you.

Task No. 2: Circle only the white bunnies with a green line, and only the bunnies with carrots with a red line. Which bunnies were circled by both lines?

4. Now prepare your fingers:

Finger gymnastics: "Hares"

Hands rest on the table or knees, fingers relaxed. In accordance with the text, we raise a pair of fingers of the same name one by one, starting with the thumbs.

Ten gray hares
Dozing under a bush
And the two suddenly said:
"There's a man with a gun"
Two shouted:
"Let's run away!"
The two whispered:
"Let's keep quiet!"
Two suggested:
"We'll hide in the bushes!"
And two suddenly asked:
"Can he go 'BANG'?"

“BANG” - the hunter shot, (clap our hands)

Pulling the trigger of a gun,

And ten gray hares (we run our fingers along the table or knees)

They started to run away.

5. Our fingers have rested and are now ready for the next task.

Task No. 3: Color in on the right only those geometric shapes from which the bunny is drawn.

Guys, the bunny thanks you for your work!

Preschool age is special. At this time, cardinal changes occur in the child’s behavior and psyche, his abilities are revealed, and the foundation for future successes and achievements is laid. It is not surprising that attentive parents try to make every effort for the development of their baby. And often they are faced with the question: what and how to develop? Abstract-logical thinking is considered the highest form of thinking, and it affects the success of learning at school. But is there any point in developing it at 4-5 years old? Is not it too early? Before answering this question, let's first understand the peculiarities of a preschooler's thinking.

Mental activity is the ability to establish connections and relationships between phenomena and objects and draw conclusions. And it does not exist separately from the psyche as a whole, but is connected with all the processes that occur in the baby’s mind. And there are many of them, because at this age a child discovers and learns about the world.

Fundamentals of mental activity of a preschooler. Prerequisites for abstract-logical thinking

Speech

Perhaps the most fundamental role in the mental development of a preschooler is played by comprehension of the art of speech or, as psychologists say, the sign function of consciousness. Words-signs are the most important tools of thinking. And what better baby speaks well, the more successful the development of his thinking will be.

And the point here is not only in vocabulary, but also in mastering everything grammatical structure speech. Thus, knowledge about the genders of nouns is associated with:

• the most complex analysis of a wide variety of information;
• understanding the connections and relationships of living beings;
• transfer of certain characteristics (kind) from one object to another, including from living to inanimate.

And this requires abstract thinking. Knowledge and use of definitions, additions and circumstances, complication of sentences makes not only speech, but also thinking richer.

Any information about the outside world is material for thinking, and the channel through which this information enters the brain is. At preschool age, children are already more attentive, they are able to consciously concentrate, and they are interested in many things in the world around them:

• enjoy looking at flowers and clouds floating across the sky;
• notice a change in leaf color in the fall;
• love to watch kittens and puppies, butterflies and birds;
• listen to music with interest;
• they taste things that are sometimes inedible from the point of view of adults.

Kids actively accumulate material to develop their thinking. Of great importance is their need to connect speech to the process of cognition, to give “names” to everything they see and feel, to describe, to tell. Often children do not have enough words for this, and they turn to adults who must help. The designation of things and phenomena, objects and actions is a significative function of speech; it is very important for the development of thinking, first of all, conceptual, abstract-logical.

Mastering sensory standards

In preschool age, an important role is played by understanding sensory standards, that is, ideas formed in society about the characteristics of things, their properties, and relationships. The simplest sensory standards include:

• geometric figures,
• colors,
• temperature characteristics,
• sizes, etc.

Understanding and operating with sensory standards (distinguishing colors, geometric shapes, comparative characteristics of sizes and weights, etc.) is a very important prerequisite for the development of abstract logical thinking. Thus, understanding that the sun drawn in the picture is round and the house is square requires preliminary complex mental work: analysis, comparison, highlighting the characteristics of the standard (circle or square), abstracting (separating) this characteristic and transferring it to another object.

It is also important that the standards are interconnected by complex relationships, the understanding of which is an important step in the development of children’s abstract thinking. For example, pyramid rings can be put on a stick, but circles cannot; a triangular roof can stand on a square house, but not on a round ball.

Mastery of subject activity

This is another important prerequisite for the development of thinking. Children don't just play with objects, they study their properties and features. Until the age of 4, a child’s thinking occurs primarily in objective activities, in the process of games, and manipulation of things. For children in early childhood, only visual and effective learning is possible. And when they do not play with objects, there is no mental activity.

There is one more important point. In the process of evolution, it turned out that hands are of fundamental importance for humans, therefore, on the palms and fingertips there are a huge number of points associated with different parts of the brain. As psychologists say, by training fine motor skills of the hands, the child develops the brain.

In preschool age, children love to do everything with their hands:

• molded from plasticine, dough and mud;
• draw on paper and walls;
• They enthusiastically collect Legos.

Their hand movements become more precise, coordinated, and with them their thinking becomes more developed and complex.

All these changes are important prerequisites for the complication of mental activity; visual-effective thinking is replaced by figurative thinking - more complex and already abstract thinking.

In the world of images

Images occupy the main place in the thinking of children of this age; in fact, they perform the function of signs, the role of which will later be played by words. The speech form of thinking also exists, but it is not yet independent and is subordinate to images, depends on them and is determined by them. That’s why children love bright pictures so much and enjoy drawing. Some psychologists even believe that drawing partly replaces abstract thinking in children and creates the basis for it. Therefore, classes visual activities greatly contribute to the development of children's thinking.

• Unlike visual-effective thinking, imaginative thinking already allows you to be distracted from a specific situation and even fantasize. At this age, the imagination is so bright and vivid that, with the weakness of rational thinking, children sometimes mistake the images of their imagination for real beings. Remember "Carlson, who lives on the roof." This is a completely realistic story about a boy and his imaginary friend.
• Images are involved in all mental operations, and for the child they are still more important than abstract concepts. But children are already able to understand schematic images, for example, a circle, an oval and four sticks for it depicted on a piece of paper will be unmistakably called a man. And if you explain to them what a plan is, then they enthusiastically begin to draw a house plan and “place” furniture, doors, windows, and toys in it.

At preschool age, children are able to solve quite complex logical problems, however, if they can operate with images. For example, when listening to a fairy tale about Kolobok, they unmistakably come to the conclusion that it was his own fault that Kolobok was eaten - there was no need to run away from his grandparents. True, they cannot yet bring the fairy tale to a different logical conclusion - because otherwise Kolobok would have been eaten by his grandparents.

Using images, children successfully cope with all logical operations:

• analysis,
• comparison,
• comparison,
• synthesis.

We can say that imaginative thinking itself contains the prerequisites for mastering logical thinking. And by the end of preschool age, these two types of thinking coexist perfectly and complement each other.

How to help your child develop logical thinking

Of course, abstract logical thinking needs to be developed. But we shouldn’t forget that the figurative is also very important:

• Firstly, this is the basis of creativity; you need to treat imaginative thinking very carefully and not interfere with children’s imagination, but on the contrary, develop their imagination in every possible way.
• Secondly, psychologists associate the active process of development of abstract logical thinking with primary school age.

Therefore, you should not rush and put the cart before the horse - the child’s psyche is not yet ready for full-fledged logical thinking. But the basis for it, the prerequisites for further successful development are really needed.

What should be developed

The main tools of logical thinking: words-concepts and verbal structures - judgments and inferences. Therefore, the development of the sign function of consciousness, that is, speech, must be taken as seriously as possible.

• When working with a child, you should pay attention to both the volume of vocabulary and understanding the meaning of the words that the child uses.
• The construction of sentences is also important. Compound and complex sentences are forms of logical thinking in which connections and interdependencies between objects, a sequence of actions, etc. are established. Therefore, it is necessary to help the child construct and use complex sentences in speech.
• At this age, the child uses speech, pronouncing his actions and reasoning while playing and drawing. Such speech is only an addition to figurative thinking, but it can gradually be turned into a full-fledged one, inviting the child to tell what he is doing.

The word is not yet an absolute tool of thinking, so it is important to organize play activity so that the child actively uses speech and learns to use words not only in external, but also in internal speech.

The next direction in the development of logical thinking is the child’s assimilation of abstract concepts, that is, the meanings and meanings of words that are not associated with specific sensory images. The simplest of these concepts are sensory standards; they are easier for a child to understand, because there is still an attachment to specific objects. More complex concepts for a child are:

• joy;
• justice;
• holiday;
• game, etc.

Abstract concepts of logical thinking include signs, such as road signs and numbers. Mathematical operations with them are very useful for the development of a higher form of thinking. As a rule, children in older preschool age can already perform simple arithmetic operations, but they do them based on an image, for example, counting cars, apples, bunnies.

Mastering at the elementary level the basic forms of logical thinking (analysis, comparison, synthesis) is also quite accessible to children of this age. For example, establishing cause-and-effect relationships.

Kids love to ask: “Why?” And adults should not just answer the child’s questions, but invite him to reason and find the answer on his own. Even if this answer is not entirely factually correct, it is important that it is logical. For example, to the question: “Why is there wind outside?” a child may say: “Because the branches of the trees sway strongly, they disperse the air and it turns out to be wind.” In fact, this is an incorrect answer, but it is quite logical within the framework of the child’s existing knowledge. And he should be praised for such an answer, but given the correct one.

How to better develop logical thinking

The development of a child is a very delicate process, especially when it comes to his psyche. Therefore, there are 3 basic rules that should be followed:

1. The formation of logical thinking should take place in game form, since at this age play is the leading activity.
2. The game should be collaborative. The more actively the adult interacts with the child, the more effective the development will be.
3. Developmental activities will only be beneficial if the child enjoys them.

Therefore, it is worth showing creativity and ingenuity, inventing and organizing exciting games. And if you can’t come up with something, then you can use ready-made exercises. There are quite a lot of them on the Internet. And we offer you a few as an example.

Exercises to develop logical thinking in preschoolers

Speech development exercise “Making a fairy tale”

Children enjoy making up stories about their favorite toys and pets. But they do it together with adults. It is the adult who should be the initiator, invite the child to choose a character and come up with his adventures.

Initially, it is difficult for a child to find a suitable plot, so an adult should help by starting sentences and asking leading questions. For example, like this:

– One morning the kitten Murzik went for a walk... Where?

- Who? What did they start doing? Etc.

Such exercises not only develop speech and the ability to build sequence and logic of events, but also the child’s imagination.

Word games

You can come up with a lot of games with words, using existing knowledge and supplementing it with new ones. Knowledge of the names of colors and the transfer of color characteristics to objects can be practiced in the game: “What color lives in the kitchen?” Ask your child to name objects, for example, red or Brown in your kitchen.

You can search for objects with a specific letter or those with a hidden number. For example, a chair, a dog, a pillow, etc. have the number four.

Show your child geometric shapes (circle, triangle, square) and ask him to say what they look like. You can also suggest finishing these figures. For example, make a bun or a sun out of a circle, or a house or a gnome’s hat out of a triangle and square. You may have to do the first drawings yourself, but children will be happy to join this game once they understand what is required.

The same exercise can be done in reverse. Invite the child to say what shape a ball, pancake, book, cat's ear, etc. looks like.

Exercise "Pathfinder"

For it, you will need to draw different traces on a sheet of paper: a person, animals, birds. Then ask the child: “Who walked through this snowy clearing?” You can even complicate the exercise by introducing a task to find a logical inconsistency. Draw traces of bare human feet in the “snow” and ask the child: “What’s wrong, wrong?” If he guesses that no one walks barefoot in the snow, then it means that things are going well with the development of his logical thinking.

You can create similar exercises and games yourself, or even better, after doing various exercises with your baby, invite him to come up with a task for mom or dad.

Any of these exercises develops a whole complex of mental processes. In addition to logical thinking, speech, imagination, objective activity, and imaginative thinking are activated in them. And just as important, children learn to solve problems together with adults; they see their parents not only as elders with power, but also as their partners and friends. And how important this is will become clear when your children are born.

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Course work

Subject:DevelopmentlogicalthinkingchildrenpreschoolageWiththat

thinking preschooler logicalclass

WITHpossession

Introduction

1. Theoretical aspect of the development of thinking in preschoolers

1.1 The concept of thinking, its types and forms

1.2 Stages of development of children's thinking

1.3 Peculiarities of thinking of preschoolers

2. Pedagogical conditions for the formation of logical thinking in older preschoolers

2.1 Conditions and techniques used for the experimental study

2.2 Experimental study

Conclusion

List of used literature

Applications

INconducting

Thinking is the height of bliss and the joy of life, the most valiant occupation of man.

Aristotle

Preschool age is an important period in a person’s life. At the age of 3 to 7 years, the foundations of the future personality are laid, the prerequisites for physical, mental, moral development child.

Deep dive into features preschool childhood led scientists to the conclusion that at each age stage as children develop different types activity, a certain “floor” is formed, taking its place in the structure of the integral personality. On this “floor”, mental properties and abilities are formed that are necessary not only for the transition to the next “floor”, but also for the entire future life, which have lasting significance.

The greatest scientist A.V. Zaporozhets writes in his works that “the goal of preschool education should be amplification, that is, enrichment, maximum development of those valuable qualities to which this age is most susceptible.”

Thinking is a process cognitive activity an individual, characterized by a generalized and indirect reflection of reality."

The development of thinking in children does not occur by itself, not spontaneously. It is led by adults, raising and teaching the child. Based on the experience of the child, adults pass on knowledge to him, inform him of concepts that he could not have thought of on his own and which have developed as a result of work experience and scientific research of many generations.

Under the influence of upbringing, a child learns not only individual concepts, but also logical forms developed by mankind, rules of thinking, the truth of which has been verified by centuries of social practice. By imitating adults and following their instructions, the child gradually learns to formulate judgments correctly, correctly relate them to each other, and draw informed conclusions.

That is why the topic “Development of logical thinking in preschool children”, chosen for this work, is relevant.

The purpose of the work is to study the theoretical and practical aspects of the formation of logical thinking in preschool children.

The following tasks were set in the work:

Studying the theoretical foundations of the development of logical thinking in preschool children;

Experimental study of the process of formation of logical thinking.

The object of the study is the process of formation of logical thinking in older preschoolers.

The subject of the study is the peculiarities of the formation of logical thinking in children of senior preschool age.

The experimental study was carried out on the basis of the preparatory preschool educational institutions groups No. 1 “Bee” (Yoshkar-Ola). Number of children - 15. Age - 6-7 years. The study was conducted in February 2009.

1. Ttheoreticalaspectdevelopmentthinkingatpreschoolers

1.1 The concept of thinking, its types and forms

The crown of the evolutionary and historical development of human cognitive processes is his ability to think.

Thinking is the highest level of knowledge and ideal development of the world in the forms of theories, ideas, and human goals. Based on sensations and perceptions, thinking overcomes their limitations and penetrates into the sphere of supersensible, essential connections of the world, into the sphere of its laws.

The ability of thinking to reflect invisible connections is due to the fact that it uses practical actions as its tool. It is also associated with the functioning of the brain, but the very ability of the brain to operate with abstractions arises in the course of a person’s assimilation of forms of practical life, norms of language, logic, and culture.

Thinking is carried out in diverse forms of spiritual and practical activity, in which the cognitive experience of people is generalized and preserved; it is carried out in a figurative and symbolic form, the main results of its activity are expressed here in the products of artistic and religious creativity, which uniquely generalize the cognitive experience of mankind.

The first feature of thinking is its indirect nature. What a person cannot know directly, directly, he knows indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge. Indirect knowledge is mediated knowledge.

The second feature of thinking is its generality. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, in the concrete.

There are many definitions of the concept of thinking.

Thinking is a process of human cognitive activity, characterized by a generalized and indirect reflection of the external world and internal experiences.

Thinking is a set of mental processes underlying cognition; Thinking specifically includes the active side of cognition: attention, perception, the process of associations, the formation of concepts and judgments. In a narrower logical sense, thinking involves only the formation of judgments and conclusions through analysis and synthesis of concepts.

Thinking is an indirect and generalized reflection of reality, a type of mental activity consisting in knowing the essence of things and phenomena, natural connections and relationships between them.

Bertrand Russell believed: “What we call thoughts... depends on the organization of pathways in the brain, in much the same way that travel depends on roads and railway tracks.”

Thinking is a socially conditioned cognitive process inextricably linked with speech, characterized by a generalized and mediated reflection of connections and relationships between objects in the surrounding reality.

Thinking, reflecting objects and phenomena of reality, is the highest level of human knowledge. At the same time, having sensation as its only source, it expands the boundaries of direct reflection, which makes it possible to obtain knowledge about properties and phenomena that cannot be directly perceived by humans.

Generalization of the results of sensory experience, which occurs when a person experiences the world, reflects the general properties of things. To understand the world around us, it is not enough to just notice the connection between phenomena; it is necessary to establish that this connection is a common property of things. On this generalized basis, a person solves specific cognitive problems.

Such indirect reflection is possible only on the basis of generalization, on the basis of knowledge. Thanks to thinking, a person correctly navigates the world around him, using previously obtained generalizations in a new, specific environment.

Human activity is rational thanks to knowledge of the laws and relationships of objective reality. Thinking is an indirect and generalized reflection of the essential, natural relationships of reality. This is a generalized orientation in specific situations of reality.

The psychology of thinking is considered here in the broad sense of this concept, since thinking is studied not only in psychology and neurophysiology, but also in the theory of knowledge and logic, in cybernetics in connection with problems technical modeling thought processes.

Thinking processes, as it were, complete the chain of information processing, but, at the same time, perception, attention and memory are closest to nervous activity and are fundamental processes. Thinking is an active process in which stored and retrieved mental representations interact to produce new representations.

Thanks to conceptual thinking, man has infinitely expanded the boundaries of his existence, outlined by the possibilities of cognitive processes of a “lower” level - sensations, perceptions, ideas. Sensory images created with the help of these processes, having the quality of reliable authenticity, that is, a high degree of correspondence to objects and situations of the real world, make it possible to respond in a timely manner to ongoing changes and effectively build one’s behavior in response to these present, directly perceived events.

Giving movements a certain direction in space, and regulating their strength and speed, sensory images, at the same time, being rigidly “tied” to the object, its shape, properties, location and speed of its movement, create certain restrictions in the knowledge of the surrounding world. In these images the world appears, so to speak, in an untouched form. In order to penetrate into the essence of things and phenomena, to understand the connections and relationships hidden from direct view within and between them, it is necessary to actively intervene in them, to perform some physical or mental manipulations with them, as a result of which these hidden connections and relationships become obvious .

The purpose of thinking is to adapt to new conditions at the behavioral level and solve new problems. Thinking processes come down to the formation of: 1) general ideas and concepts; 2) judgments and conclusions.

The essence of thinking is a person’s mental modeling of various events. Thinking makes it possible to understand the patterns of the material world, the connections and relationships in which objects and phenomena are located, the cause-and-effect relationship in socio-historical events, the patterns of the human psyche. Thinking is of a generalized nature, dealing with the general and essential characteristics of objects. Thinking makes it possible to know and judge what a person does not directly observe or perceive. It makes it possible to foresee the course of events and the results of actions in the future.

The thinking process begins with an emerging need (desire, desire) to answer this or that question, solve this or that problem, get out of this or that difficulty. How more people knows, the richer his horizons, the more new questions he has, the more active and independent his thoughts.

In the process of transformative human activity, thinking acts as a means of goal setting and as an apparatus for preparing purposeful actions. Both are possible only on the basis of the use of language as a means in which the most general properties of objects and phenomena and the relationships between them are fixed in a generalized form.

The formation of a language that exists in speech form and is a means of communication, in turn, is possible only in a social environment. The specificity of reflection at the level of thinking is the reflection of precisely the relationships between objects and the features within them; it is required, including for the implementation of generalizations.

A specific reflection of these relationships in thinking is psychologically represented in the phenomenon of understanding. Until these relationships are understood by the subject, their reflection in the psyche will be presented only at the sensory-perceptual level, as happens when perceiving speech sounds - you can hear a phrase spoken in your native language, but not understand anything.

The initial conditions for the emergence of thinking are two forms of activity: objective activity and communication. The biological prerequisite is developed perception, which gives the subject the most adequate image of an object, without which adequate manipulation of it is impossible and, accordingly, reflection of connections both within the object and between objects is impossible. Without the regulating function of images, the primary initial forms of objective activity and communication are also impossible: without available images, people, figuratively speaking, simply would not have found either an object for joint action or each other.

In turn, joint substantive activity and communication, as they develop, become a powerful driving force and the main factor in the development of thinking. An exceptionally powerful means of forming thinking, therefore, is not contemplation at all, but activity, action, which, in the figurative expression of S.L. Rubinstein, “as if it carries thinking on its edge, penetrating into objective reality.”

The initial prerequisite for the development of thinking is the direct transformative activity of the individual. This activity leads to the formation of the first phase of the entire process - the formation and improvement of special organs of action. In humans, such an organ is the hand.

The second phase is determined by the fact that the action becomes instrumental and communicatively mediated, that is, the instruments themselves, the goals, and the meaning of the action are determined together with other people. Further, instrumental communicatively mediated activity itself becomes the main factor in the formation of thought processes. Both phases of this process are intertwined and mutually influence each other.

So, at the initial stages, practical action is a powerful means of developing thinking. Later, with developed thinking, thought becomes a means of organizing action, a preceding factor, performing a programming and regulatory function. At the same time, practical action does not lose its significance and continues to serve as one of the main means of improving thought.

Thinking is divided into types depending on the means used, the nature of the problems being solved, the degree of deployment and awareness of the operations performed, the goals pursued and the quality of the result obtained.

Theoretical thinking is aimed at knowing the most general laws and rules. It operates with the most general categories and concepts. All kinds of scientific concepts, theories, methodological foundations of science are the product of this type of thinking. Theoretical thinking is the basis of scientific creativity.

The main task of practical thinking is the preparation of physical transformations of reality, that is, setting a goal, creating a plan, project, scheme of actions and transformations. Its ability lies in the fact that it is often deployed in conditions of time shortage, and also in the fact that in the conditions of practical activity its subject has disabilities to test hypotheses. After you and your mushrooms have fallen into the river from an incorrectly designed and constructed floating device, it is pointless to make a plan for crossing the river.

Theoretical and empirical thinking differ from each other in the nature of the concepts with which thinking operates. Theoretical thinking operates with as precisely defined concepts as possible, regarding which the degree of people's agreement is quite high. Empirical thinking is thinking with intuitively and situationally determined concepts, in addition, in this case, between the concepts used different people, there may be a low degree of consistency.

Productive thinking generates new knowledge, new material or ideal results. Productive, for example, is the thinking of a scientist making a new discovery, a writer creating a new work, an artist painting a new picture. Reproductive is thinking that rediscovers already known knowledge or recreates something that was once created by someone. Reproductive thinking is typical for people who repeatedly solve typical problems. In this type of thinking, a person follows a known, well-trodden path, which is why this type of thinking is also called uncreative.

There is also a distinction between intuitive and analytical thinking. Analytical thinking is developed in time, has more or less clearly defined stages, and the thinking process itself is sufficiently conscious. Unlike analytical thinking, intuitive thinking is compressed in time, sometimes the solution to a problem is carried out at lightning speed, there are no stages, and finally, its process is realized to a minimal extent.

From the point of view of the adaptive functions of thinking, it is very important to divide it into realistic and autistic. Realistic thinking is based on real knowledge about the world, is aimed at achieving goals determined by vital needs and circumstances, it is regulated by logical laws, and its flow is consciously controlled and directed. Autistic thinking is based on arbitrary, irrational assumptions while ignoring real facts. Its main driving and guiding force is poorly realized or unconscious desires or fears. It is poorly controlled by consciousness.

The following simplest and somewhat conventional classification of types of thinking is also common: 1) visual-effective; 2) visual-figurative; 3) abstract (theoretical); 4) verbal-logical thinking.

Visually-effective is thinking that comes down to real, practical actions of a person in a visually perceived situation (setting). Here, internal, mental actions are reduced to a minimum, and the task is mainly solved through external, practical actions with real material objects. This type of thinking can be observed already in young children, starting from the 6-8th month of life.

Visual-figurative thinking is thinking in which problems are solved not by manipulating real, material objects, but by means of internal actions with images of these objects.

On the basis of practical and visual-sensory experience, children of school age develop—at first in the simplest forms—abstract thinking, that is, in the form of abstract concepts. Thinking appears here in the form of abstract concepts and reasoning.

Verbal-logical thinking is the highest type of human thinking, dealing with concepts about objects and phenomena, and not with the objects, phenomena or their images themselves. This type occurs entirely in the internal, mental plane.

Individual characteristics of thinking in different people are manifested in the fact that they have different relationships between different and complementary types and forms of mental activity. TO individual characteristics thinking also includes other qualities of cognitive activity: independence, flexibility and speed of thought.

A concept is knowledge of the essential, general in objects and phenomena of reality. In the process of cognition, the content of concepts expands, deepens and changes.

A concept is a thought that reflects general, essential properties and connections of objects and phenomena. Concepts not only reflect the general, but also dissect things, group, classify them in accordance with their differences.

Unlike sensations, perceptions and ideas, concepts lack clarity or sensitivity. Perception reflects trees, and concept reflects trees in general. That is why relatively few concepts cover countless things, properties and relationships.

Concepts arise and exist in a person’s head only in a certain connection, in the form of judgments. To think means to judge something, to identify certain connections and relationships between different aspects of an object or between objects.

Judgment is a form of thinking that contains the affirmation or denial of some position. Judgments are where we find affirmation or negation, falsity or truth, as well as something conjectural.

If only ideas flashed in our consciousness, concepts themselves were present and there was no logical “coupling” of them, then there could be no process of thinking. It is known that the life of a word is real only in speech, in a sentence. Similarly, concepts “live” only in the context of judgments.

Thinking is not just judgment. In the real process of thinking, concepts and judgments do not stand alone. They are included as links in a chain of more complex mental actions - in reasoning. A relatively complete unit of reasoning is an inference. From existing judgments it forms a new one - a conclusion. It is the derivation of new judgments that is characteristic of inference as a logical operation. The propositions from which the conclusion is drawn are premises. Inference is a thinking operation during which a new judgment is derived from a comparison of a number of premises.

Inference is a complex mental activity, during which a person, by comparing and analyzing various judgments, comes to new general and particular conclusions. A person uses two types of inferences: inductive (a method of reasoning from particular judgments to a general one) and deductive (a method of reasoning from a general judgment to a particular one).

In cognition, as in reality itself, everything is mediated, and, of course, to varying degrees. Inference is a higher level of logical mediation than judgment, and it historically arose much later.

Thus, thinking is a socially conditioned, inextricably linked with speech, mental process of searching and discovering something essentially new, a process of indirect and generalized reflection of reality in the course of its analysis and synthesis. Thinking arises on the basis of practical activity from sensory knowledge and goes beyond its limits.

1.2 Stages of development of children's thinking

One of the most famous theories of the formation and development of human thinking is the theory developed by J. Piaget. The famous Swiss psychologist was the first to explore the content of ideas about the world and physical causality.

J. Piaget considered the central characteristic of children's thinking to be egocentrism. When solving any problems, the starting point for the child is himself. A preschooler is not able to clearly separate his existence and his capabilities from the outside world.

J. Piaget considered syncretism to be one of the consequences of egocentrism in thinking: when, instead of explaining, a child connects “everything with everything” and gives not arguments, but a description of the situation. He discovered that many preschool children lack the ability to perform mental operations.

Piaget came up with a series of experimental problems and came to the conclusion that in its development, children's thinking goes through the following four stages.

1. Stage of sensorimotor intelligence. It covers the period of life from birth to 2 years. At this stage, visual and effective thinking is presented in the most elementary forms. Thanks to this thinking, the child gets the opportunity to understand the world around him in its invariants, stable properties.

2. Stage of pre-operational thinking. At this stage there are children from 2 to 6-7 years old. At this time, children develop speech and the process of connecting it with thinking begins. This is where interiorization takes place. external actions with objects, that is, the transformation of any process or phenomenon from external, in relation to a person, into internal. For example - joint, divided between several people, activity in an internal, psychological process. However, the child is not yet able to perform operations.

3. Stage of specific operations. At this stage there are children aged 7-8 years to 11-12 years. They can perform operations with specific objects, and the actions included in such operations become reversible. However, children of this age are not yet able to perform operations with abstract concepts.

4. Stage of formal operations. It includes children aged 11-12 years to 14-15 years. These children are able to perform full-fledged mental, reversible operations with concepts, acting according to the laws of logic. The mental operations of children at this stage represent a structurally organized, internally consistent system.

L. S. Vygotsky studied the process of concept development in children in approximately the same age range with which J. Piaget dealt. Vygotsky identified the following four stages of concept formation in children.

1. Stage of syncretic thinking. Children at this stage cannot cope with the task of forming concepts, and instead of searching for essential signs of a concept, they select objects on a random basis (a syncret is a random, unordered set of objects).

2. Stage of complex thinking. Objects at this stage are combined by children into groups based on common objective features. However, these signs are random and insignificant for the items being compared. In addition, the features identified by children can vary randomly in the same experiment: first, the child selects objects based on one feature, then on another, etc.

3. Stage of pseudo-concepts. At this stage, children seem to act correctly, selecting objects according to their essential characteristics. It seems that they understand what the corresponding concept means. However, these definitions do not highlight the essential features of the relevant items.

4. Stage of present concepts. At this stage, children not only act correctly, but also give correct verbal definitions of concepts, highlighting in them the most general and essential features of the corresponding objects.

P. Ya. Galperin proposed another theory of the development of thinking, which he called the theory of planned (stage-by-stage) development of mental actions. This theory represents and scientifically substantiates the process of gradual transformation of external, practical actions with material objects into internal, mental actions with concepts. This process naturally goes through the following stages.

1. The stage of forming an indicative basis for action. At this stage, the person who must form a new mental action becomes familiar with the action, its composition and the requirements for it, that is, he orients himself in it.

2. The stage of performing an action in an external, expanded form, with real material objects. At this stage, the corresponding action is practically performed in its entirety on real, material objects and is carefully practiced.

3. The stage of performing actions in terms of loud speech. Here the action worked out at the previous stage is spoken out loud from beginning to end, but is practically not performed.

4. The stage of performing the action in terms of speech “to oneself”. At this stage, the action is spoken by the person to himself, that is, with the help of so-called silent speech. A person’s vocal cords are working, but people around him cannot hear him.

5. The stage of performing an action in terms of inner speech. This is the final stage in the formation of a mental action, at which it becomes completely internal, is associated with inner speech, is performed quickly and automatically, so that it seems that the person instantly, without hesitation, gives the answer to the question posed.

Modern researchers identify several stages in the development of thinking, corresponding to the stages of human development.

1. Visual-effective (practical) thinking is genetically the most early form thinking, observed in a child from one to three years old, until he masters active speech. The child already understands words, but for him they are closely connected with how he perceives an object, sees, hears, touches it. For example, with the word “key” he means all shiny objects. In one word he can name a stuffed dog, a fur coat and a live cat, classifying them according to the presence of fur.

In the first months of life, the child’s mental actions are mainly spontaneous, unrelated to each other, and intellect does not manifest itself in almost anything. The infant's thinking is limited to his immediate environment. Further, his behavior gradually becomes purposeful and by the end of the first year of life, working memory is “turned on”, and the opportunity to imitate the movements and actions of adults appears.

The beginning of understanding words is the most important event on which a multiple increase in the efficiency of thinking depends. By the age of one and a half years, working memory, visual and auditory perception become more mature. Voluntary movements make it possible to control entire processes consisting of 2-3 sequential and repeating actions. At the same time, a sense of humor appears.

By the age of 3, a child’s knowledge, skills, vocabulary, and working memory capacity increase. As a result, thought processes acquire a new quality. Awareness of oneself and others gives rise to role-playing games. The direct purposeful activity. By the end of the third year, it becomes possible to talk with the child about himself, his loved ones, and toys. He understands the meanings of several prepositions, correctly classifies objects into certain classes, and has an understanding of people of different genders, ages, and professions. This is the time when logical thinking begins.

Between the ages of 3 and 7 years, children begin to form concepts and use symbols. These concepts are limited to their personal direct experience. Children learn about the world mainly through their own actions and do not make generalizations about the whole class of objects.

According to E.E. Kravtsova, “a child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish cause-and-effect relationships and dependencies.”

As the famous psychologist A. A. Lyublinskaya points out, “the first means of solving problems for a small child is his practical action.” So, for example, having received a toy helicopter in the hands of which the propeller and wings suddenly stop rotating, or a box closed with a latch, a child of 3-5 years old does not think about ways and means of solving this problem.

Not receiving desired result, he turns to an adult for help or generally refuses further attempts. This kind of thinking is called visual-effective, or practical: the problem is given visually and is solved by hand, that is, by practical action. “Thinking with your hands” does not disappear as you grow up, but remains in reserve even in adults, when they cannot solve some new problem in their minds and begin to act through trial and error.

To master the operation of comparison, a child must learn to see similarities in different things and different things in similar things. This, as A. A. Lyublinskaya points out, requires a clearly directed analysis of the objects being compared, a constant comparison of the distinguished features in order to find homogeneous and different ones. It is necessary to compare form with form, the purpose of an object with the same quality of another object, external features, color, size of an object with similar sides of another object.

As V.S. Mukhina writes, by older preschool age, tasks of a new type appear, where the result of an action will not be direct, but indirect, and in order to achieve it, the child will need to take into account the connections between two or more phenomena occurring simultaneously or sequentially. For example, such problems arise in games with mechanical toys (if you place a ball in a certain place on the playing field and pull the lever in a certain way, the ball will end up in the right place), in construction (its stability depends on the size of the base of the building), etc. .

2. Visual-figurative thinking is typical for children 4-6 years old. In their minds, the image of an object and its name are no longer associated with any specific object; he understands that the “girl” is not only his sister, but also the creature from the next door, and the girl’s drawing in the book. But in order to think and talk about this, it is very important for him to see the subject of the conversation. It is known that the easiest way for a preschooler to explain something is by drawing or showing it. Inferences about the properties of an object are made based on their senses.

When solving similar problems with indirect results, four- to five-year-old children begin to move from external actions with objects to actions with images of these objects, performed in the mind. This is how visual-figurative thinking develops, which is based on images: the child does not have to take the object in his hands, it is enough to clearly imagine it. In the process of visual-figurative thinking, visual representations are compared, as a result of which the problem is solved.

The ability to solve problems in the mind arises due to the fact that the images used by the child acquire a generalized character. That is, they do not display all the features of an object, but only those that are essential for solving a specific problem. That is, schemes and models arise in the child’s mind. Model-shaped forms of thinking develop and manifest themselves especially clearly in drawing, design and other types of productive activities.

In his studies, J. Piaget points out that the child’s thinking at the beginning of schooling is characterized by egocentrism, a special mental position due to the lack of knowledge necessary for the right decision certain problem situations. Thus, the child himself does not discover in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight and others.

A child's thinking is connected with his knowledge. N. N. Poddyakov discovered such trends in the development of knowledge in children. The first is that in the process of mental activity there is an expansion of the volume and deepening of clear, clear knowledge about the world around us. This stable knowledge forms the core of the child’s cognitive sphere. The second trend suggests that at the same time a circle of vague, not entirely clear knowledge appears and grows, appearing in the form of guesses, assumptions, and questions. For the development of children's thinking, it is very important that, along with the formation of a core of stable knowledge, there is a continuous growth of uncertain, unclear knowledge, which is a powerful stimulus for the mental activity of children.

Poddyakov showed that at the age of 5-6 years there is an intensive development of skills and abilities that contribute to children’s study of the external environment, analysis of the properties of objects, influencing them in order to change them. This level of mental development, that is, visually effective thinking, is, as it were, preparatory. It contributes to the accumulation of facts, information about the world around us, and the creation of a basis for the formation of ideas and concepts. In the process of visual-effective thinking, the prerequisites for the formation of visual-figurative thinking appear, which are characterized by the fact that the resolution problematic situation carried out by the child with the help of ideas, without the use of practical actions.

Psychologists characterize the end of the preschool period by the predominance of visual-figurative thinking or visual-schematic thinking. A reflection of the child’s achievement of this level of mental development is schematism children's drawing, the ability to use schematic images when solving problems.

Psychologists note that visual-figurative thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts. Figurative forms reveal their limitations when the child is faced with tasks that require the identification of properties and relationships that cannot be visually represented.

3. Verbal-logical thinking is carried out using logical operations with concepts, without relying on a real object or a specific image. For example, mental calculations or mental “playing out” of the development of a situation. This type of thinking is typical for adults, since it is faster and more convenient and does not require external surroundings. True, sometimes even an adult, in order to understand the design of something, needs to see an image or do some kind of action.

Verbal-logical thinking is the most complex; it operates not with specific images, but with complex abstract concepts, in expressed words. In preschool age, we can only talk about the prerequisites for the development of this type of thinking.

By the age of three, the child begins to understand that an object can be denoted using another object, a drawing, or a word. When performing various actions, the child often accompanies them with words, and it may seem that he is thinking out loud. But in fact, at this stage, the child uses images, not words, in his mental actions. Speech plays a supporting role. Thus, four- to five-year-old preschoolers, when given specially damaged toys, in many cases correctly identified the cause of the breakdown and eliminated it. But they couldn’t tell why they did this, pointing to some secondary signs of the toy (V.S. Mukhina, ).

The word begins to be used as an independent means of thinking as the child masters the concepts developed by humanity - knowledge about the general and essential features of objects and phenomena of reality, enshrined in words. Adults often make the mistake of believing that words have the same meaning for them and preschoolers. For a child, the words used are representation words. For example, the word “flower” may be strongly associated in the child’s mind with the image of a specific flower (for example, a rose), and the presented cactus is not considered as a flower. During preschool age, the child gradually moves from individual concepts to general ones.

By the age of six, children’s concepts become deeper, more complete, more generalized, and they include more and more essential features of an object or phenomenon. In order for words to turn into concepts, specially organized teaching of the child by an adult is required. Systematic mastery of concepts begins in the process of schooling. However, specially organized classes with older preschoolers allow them to master some concepts.

For example, when forming concepts about the quantitative characteristics and relationships of things, children are taught to use such a tool as a measure. Let's say, with the help of a colored rope of a certain length, used as a measure, a child, together with an adult, measures objects different sizes, comparing them with each other. Using a measure, the value is determined objectively, regardless of appearance. The child can see that a high cabinet and a low table can be the same length. Later, without the external support of the measure (colored rope), the child can do in his mind correct conclusions about the size of objects.

In older preschool age, children begin to master operations with numbers and mathematical symbols. It is important to manage this and strive to form in children an abstract concept of number as a characteristic of any objects, mathematical operations, without relying on images. Otherwise, it will cause difficulties in school learning. At preschool age, the child masters some abstract concepts: about temporal relations, cause and effect, space, etc. At the same time, concepts about concrete objects are formed, of course, easier and faster.

Although logical thinking makes it possible to solve a wider range of problems and master scientific knowledge, there is no need to rush to form this type of thinking in a preschooler as early as possible. First, it is important to create a solid foundation in the form of developed figurative forms. It is imaginative thinking that allows the child to find solutions based on a specific situation.

Extreme generalization and sketchiness of logical thinking often turns into weakness, giving rise to a phenomenon called “formalism of thinking.” The child’s consciousness operates with dry schemes, not capturing the richness and fullness of life’s phenomena, and therefore turns out to be incapable of adequately solving developmental problems. The development of imaginative thinking is facilitated by games, design, applications, drawing, listening to fairy tales, dramatization and other children's productive activities.

During preschool age, forms of mental activity such as judgment and inference also develop. In child psychology for a long time There have been discussions regarding children's capacity for these forms of thinking. There is no reason to equate children's judgments and conclusions with adults. But we can’t talk about children’s lack of logic. The child tries to explain what is observed, but cannot draw the correct conclusion due to limited experience.

Preschool age is a time of endless children's questions. As noted by Ya. L. Kolominsky and E. A. Panko, questions caused by curiosity predominate among children of primary preschool age. At four or five years old, the child begins to show interest in a more “distant” reality (questions about school, professions), and questions arise about his birth. At the age of five or six, questions prompted by curiosity are increasingly heard, expressing a causal relationship in the form of “Why?” The questions of a six- or seven-year-old child are no longer caused so much by curiosity as by the need to be convinced of the truth.

From the point of view of D. B. Elkonin, the study of children's questions shows that children's thought is aimed at differentiating and generalizing objects and phenomena of the surrounding world. The distinction between living and nonliving, good and evil, past and present, etc. is the basis for a child’s penetration into the essence of different spheres of life. On the basis of this, the first generalizations of ideas about the world arise, the outline of the future worldview.

Thus, in the course of the child’s objective activity and communication with others, and his mastering of social experience, thinking develops. First, the child must accumulate a certain amount of knowledge and skills, and then he can learn to manage them.

1.3 Peculiarities of thinking of preschoolers

The path of knowledge that a child goes through from 3 to 7 years old is enormous. During this time, he learns a lot about the world around him. His consciousness is not just filled with individual images and ideas, but is characterized by some holistic perception and understanding of the reality around him.

Psychological research indicates that during preschool childhood, a child already develops self-esteem. Of course, not the same as in older children, but not the same as in young children. In preschoolers, their emerging self-esteem is based on their taking into account the success of their actions, the assessments of others, and the approval of their parents. The thinking of a young child, although inextricably linked with speech, is still of a visual and effective nature.

The second feature of children's thinking in the early stages of its development is the peculiar nature of the first generalizations. Observing the surrounding reality, the child primarily distinguishes the external signs of objects and phenomena and generalizes them by their external similarity. The child cannot yet understand the internal, essential features of objects and judges them only by their external qualities, by their appearance.

L.N. Tolstoy wrote about a small child: “The quality in a thing that first struck him, he accepts as the general quality of the whole thing. In relation to people, the child forms ideas about them based on the first external impression. If the face made a funny impression on him, then he won’t even think about it. good qualities, which can be connected with this funny side; but the whole totality of a person’s qualities already constitutes the worst concept.”

A characteristic feature of children's first generalizations is that they are based on external similarities between objects and phenomena. Thus, already in early childhood the child begins to develop the rudiments of thinking. However, the content of thinking in preschool age is still very limited, and its forms are very imperfect. Further development of the child’s mental activity occurs in preschool period. In preschool age, the child’s thinking rises to a new, higher level of development. The content of children's thinking is enriched.

As A.V. Zaporozhets points out in his works, the knowledge of the surrounding reality in a young child is limited to a rather narrow range of objects and phenomena that he directly encounters at home and in the nursery in the process of his play and practical activities.

In contrast, the area of ​​cognition of a preschool child expands significantly. It goes beyond what happens at home or in kindergarten, and covers a wider range of natural and social phenomena that a child becomes familiar with on walks, during excursions, or from the stories of adults, from a book read to him, etc.

The development of a preschool child’s thinking is inextricably linked with the development of his speech, with teaching his native language. In the mental education of a preschooler, an increasingly important role is played, along with visual demonstration, by verbal instructions and explanations from parents and educators, concerning not only what the child perceives at the moment, but also objects and phenomena that the child first learns about with the help of words. It is necessary, however, to keep in mind that verbal explanations and instructions are understood by the child (and not assimilated mechanically) only if they are supported by his practical experience, if they find support in the direct perception of those objects and phenomena that the teacher talks about, or in representations of previously perceived, similar objects and phenomena.

Here it is necessary to remember the instructions of I.P. Pavlov regarding the fact that the second signaling system, which forms the physiological basis of thinking, successfully functions and develops only in close interaction with the first signaling system.

At preschool age, children can learn known information about physical phenomena (the transformation of water into ice and vice versa, the floating of bodies, etc.), also get acquainted with the life of plants and animals (germination of seeds, plant growth, life and habits of animals), learn the simplest facts of social life. life (some types of human labor).

When organizing the appropriate educational work The area of ​​a preschooler’s knowledge of the environment expands significantly. He acquires a number of elementary concepts about a wide range of natural phenomena and social life. The knowledge of a preschooler becomes not only more extensive than that of a young child, but also deeper. The preschooler begins to become interested in the internal properties of things, the hidden causes of certain phenomena.

A.V. Zaporozhets believes that, within the range of phenomena known to him, a preschooler can understand some dependencies between phenomena: the reasons underlying the simplest physical phenomena; developmental processes underlying plant and animal life; social purposes of human actions. In connection with this change in the content of thinking, the nature of children's generalizations changes.

Young children in their generalizations proceed mainly from the external similarity between things. In contrast, preschoolers begin to generalize objects and phenomena not only according to external, but also internal, essential features and characteristics.

Children of primary preschool age often make their assumptions about weight based on such external features as the shape and size of an object, while middle-aged and especially older preschoolers are increasingly focused on such an essential feature of the object in this case as material, from which it was made. As the content of a preschooler’s thinking becomes more complex, the forms of mental activity are also restructured.

The thinking of a young child occurs in the form of separate mental processes and operations included in play or practical activities. In contrast, the preschooler gradually learns to think about things that he does not directly perceive, with which he is not currently acting. The child begins to perform various mental operations, relying not only on perception, but also on ideas about previously perceived objects and phenomena.

In a preschooler, thinking acquires the character of coherent reasoning, relatively independent of direct actions with objects. Now you can set cognitive, mental tasks for the child (explain a phenomenon, guess a riddle, solve a puzzle).

In the process of solving such problems, the child begins to connect his judgments with each other and come to certain conclusions or conclusions. Thus, the simplest forms of inductive and deductive reasoning arise. In the early stages of development younger preschoolers, due to the limited experience and insufficient ability to use mental operations, reasoning often turns out to be very naive and does not correspond to reality.

However, getting acquainted with new facts, in particular with facts that do not coincide with his conclusions, listening to the instructions of an adult, the preschooler gradually rebuilds his reasoning in accordance with reality, learns to substantiate them more correctly.

Getting acquainted with new facts, in accordance with the phenomena of reality, a preschool child learns to reason more or less consistently, avoiding mistakes and contradictions.

A characteristic feature of the thinking of preschoolers is its concrete, figurative nature. Although a preschooler can already think about things that he does not directly perceive and with which he practically does not act at the moment, in his reasoning he does not rely on abstract, abstract concepts, but on visual images of specific, individual objects and phenomena.

Due to the clarity and figurative thinking, it is very difficult for a preschool child to solve a problem given in an abstract, abstract form. For example, younger schoolchildren easily solve problems with abstract numbers (like 5-3), without thinking particularly about what 5 and 3 were - houses, apples or cars. But for a preschooler, such a task becomes accessible only when it is given a concrete form, when, for example, he is told that five birds were sitting on a tree, and three more flew to them, or when he is shown a picture that clearly depicts this event. Under these conditions, he begins to understand the problem and perform the appropriate arithmetic operations.

When organizing the mental activity of a preschool child, when imparting new knowledge to him, it is necessary to take into account this specific, visual nature of children's thinking. However, it should be noted that with the organization of appropriate educational work, by the end of preschool age a child can achieve great success in the ability to abstract, in the ability to think abstractly. These successes are revealed, in particular, in the fact that a child of senior preschool age can acquire not only specific, but also generic concepts, accurately correlating them with each other.

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Development of the fundamentals of logical thinking in older preschoolers in mathematics classes

Course work

Volgograd 2010

Introduction………………………………………………………………………………..…2

Chapter 1. Theoretical aspects of studying the problem of the development of logical thinking in preschool children………………………………………………………………………………………...….5 1.1 Psychological and pedagogical study of the characteristics of the development of thinking in preschool children…………………………………..…5 1.2 Specifics of the development of the foundations of logical thinking in preschool children………………………………………………………...……………………………......11 Conclusion for Chapter 1………………………………………………………………………………..16 Chapter 2. Experimental study of the level of development of logical thinking in preschool children……………………………………………………………………………………….….17 2.1 Methods and results of the study……………………………………..17 2.2 Developmental work……………………………………………………………...…22 2.3 Result of development work……………………………………………………27 Conclusion on Chapter 2……………………………………………………………………......28 Conclusion……………………………………………………………...31 List of references……………………………..………...33 Appendix…………………………………………………………..............35

Introduction

A necessary condition for the qualitative renewal of society is the increase in its intellectual potential. The solution to this problem largely depends on the design of the educational process. Most existing educational programs is focused on transferring to students the socially necessary amount of knowledge, on their quantitative increase, on practicing what the child already knows how to do. However, the ability to use information is determined by the development of logical thinking techniques and, to a greater extent, by the degree of their formation into a system.

Work on the development of a child’s logical thinking is carried out without realizing the importance of psychological techniques and means in this process. This leads to the fact that most students do not master the techniques of systematizing knowledge based on logical thinking even in high school, and these techniques are already necessary for junior schoolchildren: without them, the material cannot be fully mastered.

The basic intellectual skills include logical skills that are formed when teaching mathematics. The objects of mathematical inferences themselves and the rules for their construction accepted in mathematics contribute to the formation in an individual of the ability to formulate clear definitions, substantiate judgments, develop logical intuition, allow one to comprehend the mechanism of logical constructions and teach them how to use them.

P.P. Blonsky, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.V. Zaporozhets, G.S. Kostyuk, A.N. made a great contribution to the development of the foundations of the theory of the development of logical thinking. Leontyev, A.R. Luria, N.A. Menchinskaya, D.B. Elkonin, A.V. Beloshistaya, R.N. Nepomnyashchaya and others.

The need and possibility of developing the logical sphere of a preschool child is undeniable, as is the fact that this is the problem most of all mathematical development. The only question is what content is most optimal for the development of logical skills of preschoolers: traditional arithmetic content or less traditional - geometric content.

Addressing the topic of the formation of logical thinking of preschoolers in mathematics classes is due to the insufficient attention of modern educational programs to the development of logic.

Psychological and pedagogical research by scientists has proven that basic logical skills at the elementary level are formed in children starting from 5-6 years of age. However, almost all of the presented works are aimed at developing individual components of logical thinking, and not logical thinking as a structure.

In this regard, there arises contradiction between the need for structural development of logical thinking and the lack effective remedy allowing this to be done in practice.

The relevance of our chosen topic “Formation of the foundations of logical thinking in older preschoolers in mathematics classes” is that if the psychological and pedagogical requirements for the development of logical thinking, the use of logic-developing tasks, games, exercises are observed in mathematics classes in a preschool institution, the foundations of logic will be laid in a timely manner.

Object of study development of logical thinking of a preschooler in the educational process of a preschool educational institution.

Subject of study the process of developing logical thinking of preschoolers through mathematical tasks.

Purpose of the study define pedagogical conditions development of logical thinking in preschool children.

Research objectives:

1. study and analyze psychological and pedagogical literature on the problem of the development of logical thinking in preschool children;

2. select valid methods that allow you to determine the level of development of logical thinking in preschool age;

3. identify the level of development of logical thinking in the examined group of preschool children;

4. determine the means that ensure the development of logical thinking of preschoolers in the educational process.

Hypothesis:

The development of logical thinking in preschoolers will be more effective if we:

1) let’s analyze the problem of developing logical thinking in preschoolers;

2) we will identify the level of formation of logical thinking;

3) we will determine the means to ensure the development of logical thinking.

Research methods:

1. Theoretical

Review and analysis of psychological and pedagogical literature.

2. Experimental

Observation, conversation, experiment.

Research stages:

1. Ascertaining experiment.

1. Formative experiment.

2. Control experiment.

CHAPTER I. Theoretical aspects of studying the problem development logical thinking of preschool children

1.1 Psychological and pedagogical study of features development thinking of preschool children

Thinking is the highest cognitive process. It is a form of creative reflection by a person of reality, generating a result that does not exist in reality itself or in the subject at a given moment in time. J. Piaget argued that “Human thinking... can also be understood as a creative transformation of ideas and images existing in memory. The difference between thinking and other psychological processes of cognition is that it is always associated with an active change in the conditions in which a person finds himself. In the process of thinking, a purposeful and expedient transformation of reality is carried out. Thinking is a special kind of mental and practical activity, presupposing a system of actions and operations of a transformative and cognitive (indicative and research) nature included in it.”

The concept of “Thinking” includes the concept of “logical thinking”. In a brief dictionary of the system of concepts, logical thinking is defined as “a type of thinking, the essence of which is to operate with concepts, judgments and conclusions using the laws of logic.” The mechanism of logical thinking consists in the operations of logical thinking, based on the four laws of logic: identity, non-contradiction, excluded middle, sufficient reason.

Human logical thinking is the most important point in the process of cognition. All methods of logical thinking are inevitably used by the human individual in the process of cognition of the surrounding reality in Everyday life, from a very early age. The ability to think logically allows a person to understand what is happening around him, to reveal significant aspects, connections in objects and phenomena of the surrounding reality, to draw conclusions, solve various problems, check these decisions, prove, refute in words, everything that is necessary for the life and successful activity of any person. Logical laws operate independently of the will of people, are not created at their request, they are a reflection of the connections and relationships of things in the material world.

L. M. Friedman, in his study on the psychological and pedagogical foundations of teaching mathematics at school, rightly notes that the logic of thinking is not given to a person from birth. He masters it in the process of life, in training. Emphasizing the importance of mathematics in the education of logical thinking, the scientist highlights the general provisions for the organization of such education:

The duration of the process of developing a culture of thinking, its implementation on a daily basis;

Inadmissibility of errors in the logic of presentation and justification;

Involving children in constant work to improve their thinking, which they would consider as a personally significant task;

Inclusion of certain theoretical knowledge into the content of the teaching system.

The development of a child’s logical thinking is a process of transition of thinking from the empirical level of cognition (visual-effective thinking) to the scientific-theoretical level (logical thinking), followed by the formation of a structure of interconnected components, where the components are techniques of logical thinking (logical skills) that provide a holistic functioning of logical thinking.

N.V. Grigoryan gives mathematics a privileged place in the process of forming logical thinking and reduces its teaching to the following:

1. Whole and parts. The meaning of almost all mathematical actions and operations can be given without definitions, but in the process of independent search (for example, intuitively: to add means to put together, to connect into a whole). The result of this approach is a logical and effective scheme that allows you to collapse a number of mathematical rules (mastering the principles of addition, multiplication, division, subtraction; solving equations; breaking figures into parts; solving a certain type of problem; mastering the concept of “fraction”; finding projections, etc.). d.) into a certain logical block of certain actions.

2. Unity of opposites. The principle of constructing mathematical knowledge, like no other subject, is obviously based on the presented pattern (addition-subtraction, direct and inverse problems, greater and less signs, positive and negative numbers, ordinary and decimal fractions, powers - roots, etc.) . When studying any actions and phenomena, asking the child to find the opposite, a logical component is included in the search process, since it is necessary to act with abstraction, relying on specific material.

3. Transformation idea from a mathematical perspective, it is most clearly seen when observing the change in the result depending on the change in the components (“...how would the solution and answer change if the problem had instead...”). The idea of ​​transformation always gives children the opportunity, starting from known knowledge, to propose trying to solve a problem that is new to them. In this situation, the obligatory use of logical thinking in the search process is obvious and implies a mechanism for its improvement.

The relationship between the formation and development of mathematical abilities of preschool children and the formation of the logical sphere of preschoolers is one of the popular methodological problems of recent decades. The most significant research in this area was the work of J. Piaget “The Genesis of Number in a Child” (1941), in which the author quite convincingly proves that the formation of the concept of number in a child (as well as an understanding of the meaning of arithmetic operations) is correlative with the development of logic itself (the formation logical structures, in particular, the formation of a hierarchy of logical classes, i.e. classification, and the formation of asymmetric relationships, i.e. qualitative seriations).

In modern science, there are various areas of research into the formation of logical structures of thinking. They all agree in recognizing that the foundations of this structure are laid in preschool age. However, supporters of one of the directions believe that the process of structuring logical thinking occurs naturally, without “external stimulation,” while others argue for the possibility of targeted pedagogical influence, which ultimately contributes to the development of logical thinking.

In the works of L.S. Vygotsky, L.V. Zankova, N.A. Menchinskaya, S.L. Rubinshteina, A.N. Leontyev, M. Montessori substantiates the leading role of learning as the main stimulus for development, and points out the illegality of contrasting the development of psychological structures and learning.

Experiments on studying children's reasoning, children's understanding of cause-and-effect relationships, and their formation of scientific concepts made it possible to determine the age at which it is possible and advisable for children to successfully develop initial logical skills.

The possibility of systematic assimilation of logical knowledge and techniques by children of senior preschool age is shown in the studies of Kh. M. Veklerova, S.A. Ladymir, L.A. Levitova. L.F. Obukhova, A.G. Leaders. They proved the possibility of forming individual logical actions (seriation, classification, inferences based on the transitivity of relations between quantities) in older preschoolers using a special frontal technique appropriate for their age (S.A. Ladymir, L.A. Levitov). In the conditions of individual learning, the technique of summing up a concept was formed in the experiment of Kh.M. Veklerova in children 6-7 years old on the material of “artificial concepts” (Veklerova, 1998).

Well-developed logical thinking of “capable students” allows them to apply acquired knowledge in new conditions, solve atypical problems, find rational ways to solve them, take a creative approach to learning activities, and actively and with interest participate in their own learning process. The phenomena of children's thinking only indicate the spontaneity of its development in the mental activity of children.

The problem of developing logical thinking has been widely reflected in psychological and pedagogical literature. Scientific research covering this problem has been published, the possibility and necessity of developing a child’s logical thinking has been theoretically substantiated, and ways to solve the problem have been outlined. However, the age range for the beginning of the formation of logical thinking is not clearly defined.

Nepomnyashchaya R.N. argues that the use of visual models in the formation of mathematical concepts serves as a means of transferring children from visual-effective thinking to visual-figurative thinking. Educational process it is necessary to build in such a way as to help the child master a high level of logical thinking and methods of mental activity.

“A child’s curiosity is a constant focus on understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish various cause-and-effect relationships and dependencies. Logical thinking is the main type of thinking of an older preschooler. Senior preschool age is sensitive for learning based on visualization,” said A.V. Beloshistaya.

The development of thinking is associated with the emergence of such important age-related new formations as analysis, internal plan of action, reflection, synthesis, generalization. Preschool age is of great importance for the development of basic mental actions and techniques: comparison, identification of existing and non-existent features, generalization, definitions of concepts, etc. d.

Analysis of psychological and pedagogical research allows us to come to the conclusion that the development of logical thinking techniques also has a certain sequence. It is clear that it is impossible to start work with an arbitrary operation, since within the system of logical methods of thinking there is a strict relationship, one method is built on another.

1.2 . Specifics of the development of the foundations of logical thinking in preschool children

The interdependence of mathematical development and the formation of logical techniques of mental actions is one of the main methodological problems of mathematical education of preschool children. This problem was paid attention to by Z.A. Mikhailova, L.A. Wenger, A.A. Stolyar, A.Z. Zach. The formation of a child’s logical thinking means the development of logical techniques of mental activity, as well as the ability to understand, trace the cause-and-effect relationships of phenomena, and draw simple conclusions on their basis.

In the literature, logical techniques of mental actions - comparison, generalization, analysis, synthesis, classification, seriation, analogy, systematization, abstraction - are also called logical techniques of thinking. Their formation is important for the child both from a general educational point of view and for the development of the thinking process itself.

Almost all studies by psychologists, the topic of which is the analysis of the methods and conditions for the development of a child’s thinking, indicate that methodological guidance of this process is not only possible, but also highly effective. In other words, special work, the purpose of which is the formation of logical thinking techniques, significantly increases the effectiveness of the process, regardless of the initial level of development of the child. And one more thing: in many studies - both by psychologists and teachers - the problem of organizing developmental education for children of any level is associated with special classes. Academician V.V. In this regard, Davydov noted: the development of a child largely depends on the activities that he performs during the learning process.

It is advisable to consider the development of children in the context of mathematical studies. The question is which means and content are most optimal: traditional - arithmetic or less traditional - geometric.

An analysis of the literature shows that most researchers offer geometric content. The essence of the problem is to form and develop logical structures through a system of special tasks and exercises with mathematical content. This combination - systematic tasks of a logical and constructive nature that develop fine motor skills - actively influences the mathematical development of a preschooler. The teacher needs to use such techniques as seriation, analysis, synthesis, comparison, construction, generalization, etc.

Seriation is the construction of ordered, increasing or decreasing series. A classic example of seriation is matryoshka dolls, pyramids, and insert bowls. Series for children can be provided by size - length, height, width, if the objects are of the same type: dolls, sticks, ribbons, pebbles. If the objects different types, then by “size,” which characterizes their differences (with an indication of what is considered “size”), for example, toys that differ in height.

Analysis is the selection of the properties of an object, or the object itself from a group, or a group of objects according to a certain criterion. For example, the attribute is given: all objects are sour. First, the presence or absence of this attribute is checked for an object in the set, then the objects are selected and combined into a group based on the “sour” attribute.

Synthesis is the combination of various elements (signs, properties) into a single whole. In psychology, analysis and synthesis are considered as processes that complement each other (analysis is carried out through synthesis, synthesis through analysis).

Psychologically, the ability to synthesize is formed earlier than to analyze, and it can be actively developed through construction. At first, the child learns to reproduce the object, repeating the entire construction process after the teacher, then from memory. Finally, he learns how to independently restore the construction of a finished object. The next stage of tasks is of a creative nature. The child must build, for example, a tall house, a garage, but without a model, according to an idea, and - most importantly - adhere to the given parameters (for example, build a garage for a specific car).

For construction, mosaics, construction sets, cubes, cut-out pictures are used, recommended for each age group. The teacher in these games plays the role of an unobtrusive assistant; his goal is to facilitate the completion of the work, i.e. fulfill your plans.

Comparison is a logical method of mental action that requires the ability to identify similarities in the characteristics of an object and the differences between them (an object, a phenomenon, a group of objects), to identify some characteristics of an object (or a group of objects) and to abstract from others, as well as to establish quantitative relationships.

The most effective teaching method is a task game, during which you need to find similarities (or differences) in the specified characteristics, for example, determine which of the objects - a ball or a bear - is large and small. Or what could be big, yellow and round? But here’s what you should pay attention to: the child must also understand the role of the leader. Only then will he learn to answer questions that require the ability to characterize an object (watermelon is large, round, green; the sun is round, yellow, hot; the ribbon is blue, long, shiny, silk) or give general characteristics (white, cold, crumbly).

First you need to learn to compare two objects, then a group. It is easier for a preschooler to first identify signs of difference, then similarities. Therefore, we can suggest the following sequence:

1) tasks to separate a group of objects according to some criterion (large and small, red and blue), requiring comparison;

2) games (such as “Find the same one”) aimed at developing the ability to compare. However, for children 2-4 years old, the set of signs by which he must find similarities must be clearly identifiable. With older children 5-6 years old, the number and nature of similarities can vary widely.

Classification is the division of a set into groups according to some characteristic, which is called the basis of classification. Classification is carried out either according to a given basis, or by searching for the basis itself (this option is more often used with older children, since it requires a certain level of formation of operations - analysis, comparison, generalization). When classifying a set, the resulting subsets do not intersect in pairs; their union must form the given set. In other words, each object must be included in only one set, and with a correctly defined basis for classification, not a single object will remain outside the groups determined by the given basis.

Classification can be carried out:

By name (cups and plates, shells and pebbles, skittles and balls, etc.);

By size (there are large balls in one group, small ones in another; long pencils in one box, short pencils in another, etc.);

By color (there are red buttons in one box, blue buttons in another, etc.);

By shape (in one box there are squares, in another - circles; in the third - cubes, in the fourth - bricks, etc.);

According to other signs of a non-mathematical nature: what you can and cannot eat; who flies, who runs, who swims; some live in the house, some in the forest; what happens in summer and what in winter; what grows in the garden and what in the forest, etc.

The listed examples are a classification based on a given basis: the teacher reports - the children share. In another case, classification is performed on a basis that children determine independently. The teacher sets the number of groups into which many subjects (objects) should be divided. Children independently look for the appropriate basis. In this case, the basis can be defined in several ways.

Generalization - formalized in verbal form of the results of the comparison process - is formed in preschool age as the ability to identify and form a common feature of two or more objects. Children understand this process well if the result of an activity, such as classification, is produced by them independently. The operations of classification and comparison end with generalization.

Then preschoolers are able to generalize the results of their activities, even empirically. But for this, the teacher must select objects of activity, ask questions and follow the developed sequence in order to lead to the necessary generalization. When forming a generalization, help children construct sentences, select the necessary terms and phrases.

Forming in children the ability to independently make generalizations is extremely important from a general developmental point of view.

Conclusion for chapter 1

Human logical thinking is the most important moment in the process of cognition. All methods of logical thinking are inevitably used by the human individual in the process of understanding the surrounding reality in everyday life, from a very early age.

The interdependence of mathematical development and the development of logical techniques of mental action is one of the main methodological problems in the mathematical education of preschool children. This problem was paid attention to by Z.A. Mikhailova, L.A. Wenger, A.A. Stolyar, A.Z. Zach. The formation of a child’s logical thinking means the development of logical techniques of mental activity, as well as the ability to understand, trace the cause-and-effect relationships of phenomena, and draw simple conclusions on their basis.

A.A. Stolyar, implementing the ideas of the simplest logical training of preschoolers, has developed a methodology for introducing children to the world of logical and mathematical concepts of properties, sets, and operations on them.

Nepomnyashchaya R.N. argued that “The educational process should be structured in such a way as to help the child master a high level of logic, i.e. methods of mental activity that allow you to independently obtain the necessary information, understand it, apply it in practice, etc. independently advance in your chosen field of knowledge.”

Chapter 2. Experimental study of the level of development of logical thinking in preschool children

2.1. Research methods and results

At the beginning of practical research in the field of development of logical thinking in preschoolers, we organized a confirmatory experiment.

Goal: to identify the level of development of logical thinking in preschool children.

The study was conducted on the basis of the Olympia kindergarten in the Dzerzhinsky district of the city of Volgograd, with 15 children of senior preschool age, from 02/8/2010 to 05/8/2010.

To achieve the goal, the methods of Beloshistaya A.V. were selected. and Nepomnyashchaya R.N., on their basis we developed a set of diagnostic tasks. The tasks were aimed at developing children's ideas about form, space and time.

Task No. 1.

Material: a sheet of paper with a task.

Fill out the table and enter the missing numbers.

Task No. 2.

Material: sheet of paper with drawn figures.

Divide the figures shown by:

Task No. 3.

Material: cards with pictures.

How many items need to be added to get these numbers?

Enter the required number in the empty cell.

Task No. 4.

Material: furniture models.

The teacher places models of furniture on the table.

Tell us about the position of objects. What is in front, behind, right, left.

Task No. 5.

“It’s a maple tree. There are two branches on the maple tree, on each branch there are two cherries. How many cherries grow on a maple tree?

Answer: none. Cherries don't grow on maples.

Task No. 6.

“Two sisters have one brother each. How many children are in the family?

Answer: there are three children in the family.

Task 7.

Material: counting sticks.

Make a house out of sticks.

Arrange the sticks to make a flag.

Task 8.

Material: counting sticks.

Lay out the deer sticks.

Arrange the sticks so that the deer is facing the other direction.

Task 9.

Material: counting sticks.

Make a house out of sticks.

Rearrange the sticks so that the house faces the other direction.

Task 10.

“What does it look like?”

Material: thread.

The teacher and the child take turns laying out any contours with thread and come up with what the resulting image looks like.

So, for example, a circle resembles a ball, apple, sun, plate, clock, wheel, hoop, drum, etc.

Oval – egg, melon, soap, potato, plum, mirror.

The pear-shaped figure resembles a pear, a lamp, a weight, a mushroom, a matryoshka doll.

“Eight” looks like glasses, the number 8, a propeller, a bow.

Trapeze on a skirt, bucket, flower pot, cup, lampshade.

The wavy line resembles a worm, a snake, a rope, a path.

The results obtained were entered into the table (see Appendix No. 1).

We have developed criteria, development levels and scores.

Development criteria:

1. Sustained interest in mathematics classes.

2. Level of mastery of the material.

3. Demonstration of independence in reasoning and activity.

Levels of development and points:

8-10 tasks = 3 points – high level;

4-7 tasks = 2 points – average level;

0-3 tasks = 1 point – low level.

The data was entered into table No. 1 (see Appendix No. 1).

The table shows that Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B, Kirill K, Anya D, Alena K have an average level of development. These children made inaccuracies and mistakes when completing tasks; with the help of the teacher, they continued to perform correctly, were interested in the work, showed diligence, and were not distracted. Inna K, Oleg B, Egor A, Vlad N, Polina U are at a low level of development. When completing tasks, they made many mistakes, were not interested in the work, left tasks without completing them, did not understand the teacher’s help well, and were distracted. No children with a high level of development were identified. Such results were obtained possibly because the work on developing children’s logical thinking is not carried out systematically enough, and little attention is paid to individual work with children. The results are not encouraging. In order to transfer children to a higher level of development, it is necessary to carry out correctional and developmental work, systematically, purposefully and consistently using didactic games and exercises.

2.2 Developmental work

The purpose of the formative experiment is to determine the conditions conducive to the effective development of the foundations of logical thinking in children of senior preschool age.

At this stage, we carried out correctional and developmental work with the children, using didactic games.

Intensity of classes: 2 times a week for 1 hour.

Duration: 3 months.

Didactic game No. 1. “Draw!”

The rectangle was inside the circle;

The circle was in a rectangle.

Didactic game No. 2. “Listen and draw”

Goal: developing children's knowledge about shape.

Material: sheet of paper and pencil.

Progress: Children complete the following task.

Draw a circle and a rectangle so that

The rectangle and the circle intersected;

The rectangle and the circle were next to each other.

Didactic game No. 3.

Goal: development of orientation in space, knowledge of geometric shapes.

Material: a sheet of paper with dots drawn on it, a set of colored pencils.

Progress: Children perform the following task:

Connect the drawn dots

What kind of figure did you get?

How many sides does a figure have?

How many angles does a figure have?

Paint the corners red.

Didactic game No. 4. "Connect the dots"

Goal: development of orientation in space, analysis and synthesis of thinking.

Material: checkered sheet of paper, pencil.

Progress: Graphic dictation. Children draw in squares, under the dictation of the teacher.

Make a point. From it 2 cells →, 1 cell ↓, 2 cells →, 2 cells, 3 cells →, 2 cells ↓, 2 cells →, 4 cells, 2 cells →, 1 cell ↓, 1 cell ←, 4 cells ↓, 4 cells ←, 2 cells, 1 cell ←, 2 cells ↓, 4 cells ←, 1 cell, 1 cell ←, 1 cell.

Didactic game No. 5. "What is missing?"

Goal: development of knowledge about geometric shape, analysis of thinking.

Material: sheet of paper with drawn figures, colored pencils.

Progress: Children complete the following task from the teacher.

Fill out the table and add the missing figure.

Children complete the missing figure.

Color the circles red, triangles green, squares in blue.

Didactic game No. 6. "The Enchanted Traveler"

Goal: development of children's temporal representations, logical thinking.

Material: stopwatch.

Move: the players move around the leader, who claps his hands and says:

“You are entering the magic circle,

Everything freezes around!

Three minutes will only pass,

The traveler will come to life again!”

You can assign different time periods. With the last word, the presenter presses the stopwatch button and begins counting the time. The one who most accurately sensed the right time becomes the leader.

Didactic game No. 7. “When does this happen?”

Goal: development of children’s time concepts and logic.

Material: not required.

Progress: The teacher guesses the time of day and shows what they are doing at that time.

The observer’s task is to determine what the leader is doing and name the time of day.

Didactic game No. 8. "Season"

Goal: to orient children in time.

Material: sheet of paper and colored pencils.

Procedure: the teacher reads poems to the children about the time of year, and after reading, asks a question.

1) Beginning of the year,

Its frost is strong,

All nature fell asleep

There's no time for thunderstorms now.

What month of the year is this?

2) Beginning of summer.

All the meadows turned golden,

There is so much sun, so much light,

That the snow seems like a dream to us.

What month of the year is this?

Assignment: sketch the seasons we talked about.

Didactic game No. 9. “Wha-where is it?”

Goal: orientation in space, development of analysis and synthesis of thinking.

Materials: room plan, sheet of paper and pencils.

Progress: Children are shown a floor plan of the room. Together with the teacher, they discuss which subject is located where. The teacher removes the plan diagram and the children must draw it from memory.

2.3. The result of development work

The purpose of the control experiment is to identify the effectiveness of the correctional and developmental work carried out.

In this experiment, we used the same techniques and diagnostic tasks as in the ascertaining experiment. We entered the results of the experiment into a table (see Appendix No. 2).

From Table 2 (see Appendix No. 2) it is clear that children Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B and Kirill K moved from an average level to a high level of development. When completing tasks, they performed the work diligently and correctly, did not make mistakes, showed interest in the work, were motivated to succeed, and were not distracted. These children showed creativity in didactic games and diagnostics. Inna K, Oleg B, Egor A, Vlad N, Polina U and Ulyana B - moved from low to medium level of development. When completing tasks, they made inaccuracies and mistakes, but with the help of the teacher they continued to do it correctly and were interested in the work. No children with a low level of development were identified, since the work was carried out purposefully, systematically and consistently.

Conclusion on chapter 2

Practical study of the level of development of logical thinking in preschool children began with the organization of an ascertaining experiment.

The purpose of the ascertaining experiment is to identify the level of development of logical thinking in preschool children.

The results of the ascertaining experiment were entered into table No. 1 (see Appendix No. 1).

The table shows that Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B, Kirill K, Anya D, Alena K have an average level of development. These children made inaccuracies and mistakes when completing tasks, but with the help of the teacher they continued to perform correctly and were interested in the work. Inna K, Oleg B, Egor A, Vlad N, Polina U are at a low level of development. When completing assignments, they made many mistakes, were not interested in the work, left assignments without completing them, and did not understand the teacher’s help well. No children with a high level of development were identified. Such results were obtained possibly because the work on developing children’s logical thinking is not carried out systematically enough, and little attention is paid to individual work with children. The results are not encouraging. In order to move children to a higher level of development, it is necessary to carry out correctional and developmental work using didactic games and exercises.

At the second stage - the formative experiment, the goal is to determine the conditions conducive to the effective development of the foundations of logical thinking in children of senior preschool age. During the implementation of developmental work with children, tasks were completed and didactic games were played aimed at developing logical thinking. Correctional and developmental work consisted of complex, sequential didactic games.

At the third stage of the study - a control experiment, the goal is to identify the effectiveness of the correctional and developmental work carried out.

We conducted diagnostics with the children to identify the development of logical thinking, using the same diagnostic tasks and techniques as at the ascertaining stage.

The table shows that children Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B and Kirill K moved from an average level to a high level of development. When completing tasks, they performed the work diligently and correctly, did not make mistakes, showed interest in the work, creativity, and motivation for success. Inna K, Oleg B, Egor A, Vlad N, Polina U and Ulyana B - moved from low to medium level of development. When completing tasks, they made inaccuracies and mistakes; with the help of the teacher, they continued to perform correctly, were interested in the work, and showed diligence and accuracy. No children with a low level of development were identified, since the work was carried out purposefully, systematically and consistently.

Therefore, step-by-step training and properly selected games and game material, the conditions created for the implementation of acquired knowledge in independent activity contribute to the fact that the development of the foundations of logical thinking occurs more effectively.

Thus, we can conclude that the purposeful actions of the teacher, the correct selection of tasks and exercises help the child in the formation of cognitive processes, namely the formation of logical thinking. This means our assumption is confirmed.

Conclusion

The problem of developing a child’s logical thinking is one of the most important tasks, the solution of which determines the improvement of the entire educational process of the school, aimed at the formation of productive thinking, internal needs and the ability to independently acquire knowledge, the ability to apply the existing knowledge in practice, in creative transformation reality.

This problem was paid attention to by Z.A. Mikhailova, L.A. Wenger, A.A. Stolyar, A.Z. Zach. The formation of a child’s logical thinking means the development of logical techniques of mental activity, as well as the ability to understand, trace the cause-and-effect relationships of phenomena, and draw simple conclusions on their basis. Nepomnyashchaya R.N. argues that the use of visual models in the formation of mathematical concepts serves as a means of transferring children from visual-effective thinking to visual-figurative thinking. The educational process must be structured in such a way as to help the child master a high level of logical thinking and methods of mental activity.

Beloshistaya A.V. argued that “A child’s curiosity is a constant focus on understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish various cause-and-effect relationships and dependencies. Logical thinking is the main type of thinking of an older preschooler. Senior preschool age is sensitive for learning based on visualization.

The introduction of targeted development of logical thinking into preschool practice is far from a solved task. It requires a thorough analysis of scientific literature on the problem of the development of thinking, the foundations of modern sciences, and on this basis the development of programmatic, methodological, didactic and psychological support for the entire preschool education system.

Practical study of the level of development of logical thinking in preschool children began with the organization of an ascertaining experiment. The goal was to identify the level of development of logical thinking in preschool children.

The results of the ascertaining experiment were entered into the table (see Appendix No. 1).

The table shows that Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B, Kirill K, Anya D, Alena K have an average level of development. These children made inaccuracies and mistakes when completing tasks, but with the help of the teacher they continued to perform correctly and were interested in the work. Inna K, Oleg B, Egor A, Vlad N, Polina U are at a low level of development. When completing assignments, they made many mistakes, were not interested in the work, left assignments unfinished, did not understand the teacher’s help well, and were often distracted. No children with a high level of development were identified. Such results were obtained possibly because the work on developing children’s logical thinking is not systematic enough, and little attention is paid to individual work with children. The results are not encouraging. In order to transfer children to a higher level of development, it is necessary to carry out correctional and developmental work, systematically, purposefully and consistently using didactic games and exercises.

The purpose of the formative experiment was to determine the conditions conducive to the effective development of the foundations of logical thinking in children of senior preschool age.

During the implementation of developmental work with children, tasks were completed and didactic games were played aimed at developing logical thinking. Correctional and developmental work consisted of complex, sequential didactic games that were carried out with children regularly.

The purpose of the control experiment was to identify the effectiveness of the correctional and developmental work carried out. At this stage of the study, the same techniques were used as at the ascertaining stage.

The obtained data were entered into table No. 2 (see Appendix No. 2).

The table shows that children Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B and Kirill K moved from an average level to a high level of development. When completing tasks, they performed the work diligently and correctly, showed interest and motivation for success. Inna K, Oleg B, Egor A, Vlad N, Polina U and Ulyana B - moved from low to medium level of development. When completing tasks, they made minor inaccuracies and mistakes; when prompted by the teacher, they continued to perform correctly, and were interested in the work. No children with a low level of development were identified, since the work was carried out purposefully, systematically and consistently.

Therefore, step-by-step training and correctly selected games and game material, conditions created for the implementation of acquired knowledge in independent activity contribute to the fact that the development of the foundations of logical thinking occurs more effectively.

Thus, our assumption is completely confirmed.

Bibliography

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2. Vileikin N. Ya., Dribyshev Yu. A. Education of algorithmic thinking in mathematics lessons // Primary school. – 1988. - No. 12.

3. Volkova S.I., Sushkova E.Yu. Mathematics: assignments for students in grades 1-2 of a four-year school: Methodological recommendations for teachers. – M., 1988.

4. Methods of initial teaching of mathematics: Textbook for pedagogical institutes / Ed. ed. A. A. Stolyar and V. L. Drozd. – Minsk, 1988.

5. Mikhailova Z. I. Game and entertaining tasks for preschoolers. – M., 1985.

6. Erdniev P. M., Erdniev B. P. Theory and methods of teaching mathematics in primary school. – M. 1988.

7. Uruntaeva G. A. Preschool psychology. Tutorial. M., 1999.

8. Zaporozhets A. V. Development of logical thinking in preschool children // Questions of psychology of a preschool child / Ed. Leontyeva A.N., Zaporozhets A.V. - M., 1953.

9. Mukhina V. S. Age-related psychology. – M., 1997.

10. Agayeva E. Formation of elements of logical thinking // Preschool education. – 1982. - No. 1.

11. Wenger L., Mukhina V. Development of thinking of a preschooler // Preschool education. – 1974.- No. 7.

12. Podyakov N. N. Thinking of a preschooler. M.; Pedagogy, 1977.

13. Gogoleva V. G. Logical alphabet for children 4-6 years old. St. Petersburg, 1993.

14. Zak A. Z. 600 game problems for the development of logical thinking in children. Yaroslavl, 1998.

15. Tikhomorova L. F. Development of logical thinking in children. – SP., 2004.

16. Beloshistaya A.V. Formation and development of mathematical abilities of preschool children - M. 2004.

17. Istomina N.B. Methods of teaching mathematics in primary school. – M., 2000.

18. Durova N.V., Novikova V.P. 200 exercises to prepare children for school. M., 2000.

19. Dmitrieva V. 365 educational games for children from 3 to 6 years old. – SP., 2007.

20. Mikhailova Z.A. Game tasks for preschoolers. St. Petersburg, 1999.

21. Wenger L.A. and others. Games and exercises for the development of mental abilities in preschool children. M., 1990.

22. Antonova O. Smart games for smart children. Educational games and exercises for children. Novosibirsk 2008.

23. L.V. Upraviteleva Preparing for school in kindergarten: counting, reading, speaking, thinking. Yaroslavl Development Academy - 2006.

24. Warner P. 150 educational games for preschoolers from 3 to 6 years old. Minsk 2007.

25. Beloshistaya A.V. Let's develop logic. Journal of Preschool Education 2002, No. 6

No.	F.I. child	age	tasks										points	state of the art
			1	2	3	4	5	6	7	8	9	10
1	Sonya Bayramova	5 years 3 months	+	+	+	-	+	+	-	-	-	+	2	average
2	Vova Ulchenko	5 years 2 months	+	-	+	+	-	-	+	+	-	+	2	average
3	Sofia Glubokaya	5 years 5 months	+	-	-	+	+	+	+	-	-	+	2	average
4	Zakhar Altaliev	5 years 4 months	+	+	+	-	-	-	+	-	-	+	2	average
5	Semyon Tugarinov	5 years 2 months	-	-	+	+	+	-	+	+	+	-	2	average
6	Milana Buzmakova	5 years 1 month	+	-	+	+	+	-	-	+	-	-	2	average
7	Kirill Konovalov	5 years 6 months	+	+	-	+	-	-	+	-	-	-	2	average
8	Anya Dmitrieva	5 years 3 months	+	-	-	+	+	+	+	-	-	-	2	average
9	Alena Kupavina	5 years 4 months	-	-	-	+	+	+	+	+	+	+	2	average
10	Inna Kim	5 years 4 months	+	-	-	-	-	-	+	+	-	-	1	short
11	Oleg Bochkov	5 years 3 months	-	-	-	-	+	-	+	-	-	-	1	short
12	Egor Anisimov	5 years 2 months	-	-	-	-	+	+	-	-	-	-	1	short
13	Vlad Nikitin	5 years 5 months	-	-	-	-	-	-	+	+	-	-	1	short
14	Polina Uzun	5 years 4 months	-	-	-	+	+	-	-	-	-	-	1	short
15	Ulyana Boldina	5 years 3 months	+	-	-	-	-	-	-	-	-	-	1	short

Appendix No. 1

No.

F.I. child

age

tasks

points

state of the art

1

2

3

4

5

6

7

8

9

10

1

Sonya Bayramova

5 years 6 months

+

+

+

+

+

+

+

-

-

+

3

high

2

Vova Ulchenko

5 years 5 months

+

-

+

+

+

+

+

+

+

+

3

high

3

Sofia Glubokaya

5 years 8 months

+

+

+

+

+

+

+

+

-

+

3

high

4

Zakhar Altaliev

5 years 7 months

+

+

+

+

+

+

+

+

-

+

3

high

5

Semyon Tugarinov

5 years 5 months

-

+

+

+

+

+

+

+

+

+

3

high

6

Milana Buzmakova

5 years 4 months

+

+

+

+

+

+

+

+

-

-

3

high

7

Kirill Konovalov

5 years 9 months

+

+

+

+

-

-

+

+

+

+

3

high

8

Anya Dmitrieva

5 years 6 months

+

+

+

+

+

+

+

-

-

-

2

average

9

Alena Kupavina

5 years 7 months

-

-

-

+

+

+

+

+

+

+

2

average

10

Inna Kim

5 years 7 months

+

+

+

-

-

-

+

+

-

-

2

average

11

Oleg Bochkov

5 years 6 months

-

+

+

+

+

-

+

-

-

-

2

average

12

Egor Anisimov

5 years 5 months

-

+

+

-

+

+

-

+

-

-

2

average

13

Vlad Nikitin

5 years 8 months

-

-

-

+

+

+

+

+

-

-

2

average

14

Polina Uzun

5 years 7 months

-

+

+

+

+

-

-

+

-

-

2

average

15

Ulyana Boldina

5 years 6 months

+

+

-

-

-

+

+

+

+

-

2

average

In order to understand how small man perceives the reality around him, you need to have an idea of ​​how the child comprehends and systematizes the information received from the outside world.

Therefore, understanding the patterns of development of thought processes in preschool children will make communication between parents and small child more productive and enjoyable.

Thinking of preschoolers: stages and features

Visual-effective thinking

In the earliest period of his life, at the age of one and a half to two years, the baby “thinks” with his hands - disassembles, explores, sometimes breaks, thus trying to explore in an accessible form and form his own idea of ​​​​what surrounds him.

Therefore, we can talk about a visually effective way of thinking. That is, the child’s thinking is completely determined by his active actions aimed at researching and changing the objects around him.

Ways to develop visually effective thinking

At this stage, the main task of parents is not to interfere with the desire of the little explorer to try everything with his own hands. Despite the fact that, undoubtedly, in the process of his actions, the baby can break something, break something, damage it, and even injure himself. Therefore, it is important to encourage his desire to learn, while not forgetting about safety measures.

This type of thinking is well trained by toys, the elements of which somehow reflect the result of the child’s actions - sorters, sets for applied activities, activities with different materials- loose sand, cereals, water, snow.

Try to ensure that your child forms a clear connection during the game - “action-result of action”, this will be useful for future lessons in logic and mathematics.

Visual-figurative type of thinking

At the next stage, from three to four years old to first grade, the child actively develops a visual-figurative type of thinking. This does not mean that the previous, visually effective one is being supplanted, no. It’s just that, in addition to the already existing skills of mastering surrounding objects by actively perceiving them with “hands,” the baby begins to think using a system of images. This type of thinking is reflected especially clearly in the child’s emerging ability to draw.

When drawing any object, for example, a house, children rely on their idea of ​​it, on those of its characteristic features (roof, walls, window) that are imprinted in their memory. In this case, the resulting image is not individualized - it is only an image formed in the baby’s mind at a given moment in time.

It is very important that the child enjoys visualizing and embodying in reality the images that arise in his mind.

This is well facilitated by drawing, modeling, design, and appliqué classes.

Verbal - logical thinking

At the age of 5-7 years, preschoolers begin to actively develop the following type of thinking - verbal-logical. The ability not only to report facts, but also to subject them to detailed analysis in verbal form speaks of well-developed verbal and logical thinking.

For example, if you ask a child of three or four years old, “What is a cat?”, he will say: “The cat is Fluff, and he lives in his grandmother’s yard.” A five- to six-year-old child will most likely answer this question like this: “A cat is an animal that catches mice and loves milk.” This answer demonstrates the child’s visual ability to analyze - one of the most important mental operations, which is a kind of “engine” for the development of thinking in preschool children.

Creative thinking

This type of thinking characterizes the ability to be creative – that is, to create new, non-standard solutions. The successful development of a child’s creative abilities will largely depend on the parents’ desire to develop creativity in him.

Unlike previous types of thinking, the creative type is not determined by the factors of growth and formation of the child’s intellectual abilities.

Such forms of mental activity as fantasies and imagination are characteristic of any child and are an essential condition for the emergence of the creative process. It is only important to create an environment in which a little person can develop his creative impulses. Absolutely all types of creativity will help with this: literary, visual, choreographic, musical.

There are no children incapable of creativity; parents of preschoolers should remember this. Even children who are lagging behind in development are able to find original creative solutions to the proposed problems if classes with parents and teachers contribute to this.

Mental operations and their role in the development of thinking in preschoolers

Universal mental operations inherent in human thinking are analysis, synthesis, comparison, generalization and classification. It is the ability to use these operations that determines the development of thinking in preschool children.

Comparison

In order for a child to fully be able to use this category, it is necessary to teach him the skill of seeing the same in different, and different in the same. Starting from the age of two, teach your child to compare and analyze objects by comparing homogeneous features, for example: shape, color, taste, consistency, set of functions, etc.

It is necessary that the child understands the importance of analysis based on homogeneous features and is able to identify and name them. Expand the horizons of the concepts being compared - let them be not only objects, but also natural phenomena, seasons, sounds, properties of materials.

Generalization

This mental operation becomes available to a preschooler at the age of 6-7 years. A child aged three to four years old can use the words “cup”, “spoon”, “plate”, “glass” very well, but if you ask him to name this entire group of objects in one word, he will not be able to do it.

However, as the vocabulary and coherent speech are filled, the use of generalizing concepts will become accessible to preschoolers, and they will be able to operate with them, expanding their thinking abilities.

Analysis

This way of thinking makes it possible to “dismember” the analyzed object or phenomenon into its constituent components or to identify a number of individual signs and traits characteristic of it.

Ask your child to describe the plant. At the age of 3-4 years, he will most likely point out and name its parts without difficulty: stem, leaves, flower, thus demonstrating his ability to analyze. Analysis can be aimed not only at “dismembering” a concept, but also at identifying exceptional features unique to it.

Synthesis

A mental operation that is the opposite of analysis. If, while analyzing, a child “dismembers” an object, a concept, a phenomenon, then synthesis, as a result of the analysis, will allow him to combine the characteristics obtained separately. This operation is illustrated very well by a preschooler’s mastery of coherent reading skills. From individual elements(letters and sounds) he learns to add syllables, from syllables - words, words form sentences and text.

Classification

Mastering this method of mental action will allow the child to identify the similarities or differences of certain objects, concepts and phenomena. By highlighting one, but, as a rule, essential feature, the baby can classify a group of objects under consideration.

For example, toys can be classified according to the material from which they are made - these are toys made of wood, plastic, Stuffed Toys, from natural materials etc.

Exercises to develop analysis, synthesis and classification skills

“What’s extra?”

Place in front of your child several pictures depicting objects that he understands. You can use children's lotto cards, or you can make pictures yourself.

For example, the pictures show the following objects: an apple, candy and a book. The child must analyze and correctly classify these objects. An apple and a candy can be eaten, but a book cannot. This means that the picture with the book in this row will be superfluous.

“Pig in a poke” (we train analysis and synthesis skills)

One of the players (if the child is still small and does not speak very well, let it be an adult) takes a picture from the children's lotto and describes what is depicted on it, without showing it to the other player. However, the object itself cannot be named! The other player must guess, based on the description, what is shown in the picture. Over time, when the child grows up (starting from 4-5 years), you can change roles - let the child describe what is shown in the picture, and the adult player guesses. In this case, not only thinking abilities are trained, but also coherent speech skills.

“Pick a pair” (training analysis, comparison)

You need two sets of children's lotto with the same cards. One child (player) takes a card and, without showing it, explains to the other players what is written on it. Other players, analyzing, offer their own version of the card, which, in their opinion, depicts what the first child described. If the description and the answer match, two identical cards are removed from the game, and the game continues further with the remaining cards.

"What is this?" (analysis, comparison, generalization)

Invite your child to characterize the following vocabulary lines using a generalizing word.

• glass, plate, fork, knife; /dishes/;
• plum, apple, orange, banana; /fruits/;
• sparrow, stork, goose, dove; /birds/;
• cat, pig, rabbit, sheep; /animals, pets/;
• rose, tulip, lily of the valley, poppy; /flowers/.

Come up with vocabulary lines on your own, complicate the tasks over time, move from simple objects to concepts and phenomena (seasons, human feelings, natural phenomena, etc.).

The development of thinking in preschool children is a task, the solution of which directly depends on how successfully the child has mastered and can use the above mental operations.

Activities and games aimed at training them will ensure not only the intellectual development of the preschooler, but the harmonious formation of the personality of the growing child as a whole, because developed thinking distinguishes a person from other living beings.

Teacher, child development center specialist
Druzhinina Elena

Useful video about the development of creative thinking in children: