Every parent wants their child to be smart and savvy, successful in life. That is why special importance is attached to logical thinking, on which human intelligence is based. However, each age has its own characteristics of thinking, therefore, the methods aimed at its development vary.

Specifics of a child’s thinking at different ages

• Until the age of 3-5, it is difficult to talk about the development of logical thinking in a child, since it is still at the formation stage. However, supporters early development have many exercises aimed at developing the logical thinking of children.
• Children of preschool age, up to the age of 6-7 years, are able to think figuratively and not abstractly. If you want to train logical thinking child before school should Special attention pay attention to the formation of a visual image and visualization.
• After entering school, the child develops verbal-logical and abstract thinking. If a student has poorly developed verbal-logical thinking, then difficulties arise with formulating verbal answers, problems with analysis and identifying the main thing when drawing conclusions. The main exercises for first-graders are tasks on systematizing and sorting words according to a certain characteristic and mathematical tasks.
• Further development of schoolchildren lies in the development of verbal and logical thinking through solving logical exercises, using inductive, deductive and traductive methods of inference. As a rule, the school curriculum contains the necessary exercises, but parents should practice with their child on their own. Why is it important? Undeveloped logical thinking is the key to problems with studying in general, difficulties in perceiving any educational material. Thus, logical thinking is the base, foundation educational program any person, the basis on which an intellectual personality is built.

How do books help develop logic in children?

Even when a child cannot read, it is already possible to develop his logic by reading special fairy tales with questions. If a child has a positive attitude towards reading, then you can begin to develop his thinking from the age of 2-3 years. It is worth noting that through folk tales You can impart to your child not only basic logical thinking skills (cause-effect), but also teach him fundamental concepts such as good and evil.

If you use books with pictures, this has a very good effect on the verbal and logical thinking of a child who has developed imaginative thinking. Children compare what they hear with pictures, stimulate their memory and improve their vocabulary.

For older children there are special textbooks on logic and collections of problems. Try to solve some of them with your child. Spending time together will bring you closer and give excellent results.

How to develop a child's logical thinking with the help of toys?

Game is the main form of activity little man. Through the prism of the game, not only logical chains are formed, but also personal qualities are trained, one might say, character is created.

Among the toys that develop logic:

• Regular wooden cubes, as well as multi-colored cubes. With their help, you can build a variety of towers and houses; they help to study geometric shapes, colors, and also have a positive effect on motor skills.
• Puzzles help to master the logical concepts of “whole” and “part”.
• Sorters contribute to the development of the concepts of “big” and “small”, help to recognize the properties geometric shapes, their comparability (for example, a square part will not fit into a round one and vice versa).
• Construction sets are a real treasure trove for the development of logic and intelligence in general.
• Lacing games help develop fine motor skills hands, which helps to improve and consolidate logical connections.
• Labyrinths are an excellent trainer for logical thinking.
• A variety of age-appropriate puzzles will help make the learning process even more interesting.

Everyday ways to develop logic in children

Try to use any everyday situations to develop the child’s intelligence and logic.

• In the store, ask him what is cheaper and what is more expensive, why the price of a large package is higher and the price of a small package is less, pay attention to the features of the weight and packaging of the product.
• In the clinic, talk about the logical chains associated with germs and diseases, about the ways of contracting diseases. It is very good if the story is supported by illustrations or posters.
• At the post office, tell us about the rules for filling out addresses and compiling indexes. It would be great if you could send a card together while on vacation and then receive it at home.
• While walking, talk about the weather or the days of the week. Form the concepts of “today”, “yesterday”, “was”, “will be” and other time parameters on which logic is based.
• Use interesting riddles while you are waiting for someone or in a queue.
• Come up with a variety of riddles, or use ready-made ones.
• Play antonyms and synonyms with your child.

If desired, parents can significantly improve the child’s logical thinking and form a creative, intellectual and extraordinary personality. However, consistency and regularity are the two main components of the success of developing abilities in children.

Computer games for the development of logical thinking for children

Today, gadgets are successfully used from an early age - computers, smartphones, tablets are in every family. On the one hand, this technique makes life easier for parents, providing interesting and exciting leisure time for children. On the other hand, many are concerned about the negative impact of computers on the fragile children's psyche.

Our Brain Apps service offers a series of high-quality games that are suitable for children of different ages. When creating the simulators, the knowledge of psychologists, game designers, and scientists from Moscow State University was used.

Children enjoy games such as Anagram (reading words backwards), Geometric Switches, Math Comparisons, Math Matrices, and Letters and Numbers.

By developing logical thinking day by day, your child will understand the patterns of the outside world, see and learn to formulate cause-and-effect relationships. Many scientists agree that logical thinking helps people achieve success in life. From childhood, the knowledge gained will help in the future to quickly find the main and secondary in the flow of information, see relationships, create conclusions, prove or refute different points of view.

Sections: Working with preschoolers

Classes: d/s, 1

Keywords: logical thinking, visual-effective thinking

Thinking in young children develops - from perception to visual-effective thinking, and then to visual-figurative and logical thinking.

Development of thinking in early and before school age. The first thought processes arise in a child as a result of knowledge of the properties and relationships of objects around him in the process of their perception and in the course of experience of his own actions with objects, as a result of acquaintance with a number of phenomena occurring in the surrounding reality. Consequently, the development of perception and thinking are closely related, and the first glimpses of children's thinking are of a practical (effective) nature, i.e. they are inseparable from subject activity child. This form of thinking is called “visual-effective” and is the earliest.

Visual and effective thinking arises where a person encounters new conditions and a new way of solving a problematic practical problem. The child encounters problems of this type throughout childhood - in everyday and play situations.

An important feature of visual-effective thinking is that practical action, which is carried out by trial, serves as a means of transforming a situation. When identifying the hidden properties and connections of an object, children use the trial and error method, which in certain life circumstances is necessary and the only one. This method is based on discarding incorrect options for action and fixing correct, effective ones and, thus, plays the role of a mental operation.

When solving problematic practical problems, the identification, “discovery of the properties and relationships of objects or phenomena occurs, the hidden, internal properties of objects are discovered. The ability to obtain new information in the process of practical transformations is directly related to the development of visual and effective thinking.

How does a child’s thinking develop? The first manifestations of visual-effective thinking can be observed at the end of the first - beginning of the second year of life. As the child masters walking, his encounters with new objects expand significantly. Moving around the room, touching objects, moving them and manipulating them, the child constantly encounters obstacles, difficulties, looks for a way out, making extensive use of trials, attempts, etc. in these cases. In actions with objects, the child moves away from simple manipulation and moves on to object-play actions that correspond to the properties of the objects with which they are acting: for example, he does not knock the stroller, but rolls it; he places the doll on the crib; puts the cup on the table; stir with a spoon in a saucepan, etc. Producing various actions with objects (feeling, stroking, throwing, examining, etc.), he practically learns both the external and hidden properties of objects, discovers some connections that exist between objects. So, when one object hits another, noise arises, one object can be inserted into another, two objects, having collided, can move away in different directions, etc. As a result, the object becomes, as it were, a conductor of the child’s influence on another object, i.e. Effective actions can be performed not only by directly influencing an object with the hand, but also with the help of another object - indirectly. As a result of the accumulation of some experience in its use, an object is assigned the role of a means with the help of which one can obtain desired result. A qualitatively new form of activity is being formed - instrumental, when the child uses aids.

Children become familiar with auxiliary objects primarily in everyday life. Children are fed, and then they themselves eat with a spoon, drink from a cup, etc., and begin to use auxiliary aids when they need to get something, secure it, move it, etc. The child’s experience gained in solving practical problems is consolidated in methods of action. Gradually, the child generalizes his experience and begins to use it in various conditions. For example, if a child has learned to use a stick to bring a toy closer to him, then he gets out the toy that has rolled under the closet with the help of another one that is suitable in shape and length: a toy-shovel, a net, a stick, etc. Generalization of the experience of activity with objects prepares the generalization of experience in words, i.e. prepares the child for the formation of visual and effective thinking.

The development of objective activity and its “verbalization” in a child occurs with the active participation of the people around him. Adults set certain tasks for the child, show ways to solve them, and name actions. The inclusion of a word denoting the action being performed qualitatively changes the thought process of a child, even if he does not yet speak spoken language. The action designated by the word acquires the character of a generalized method of solving a group of homogeneous practical problems and is easily transferred to other similar situations. By being involved in the child’s practical activities, speech, even if only audible at first, as if from the inside, rebuilds the process of his thinking. Changing the content of thinking requires its more advanced forms, and already in the process of visual-effective thinking, the prerequisites for visual-figurative thinking are formed.

In early preschool age, profound changes occur both in the content and in the forms of visual and effective thinking. Changing the content of children's visual-effective thinking leads to a change in its structure. Using his generalized experience, the child can mentally prepare and foresee the nature of subsequent events.

Visual-effective thinking contains all the main components of mental activity: defining a goal, analyzing conditions, choosing means to achieve it. When solving a practical problem problem, indicative actions are manifested not only on the external properties and qualities of objects, but also on the internal relationships of objects in a certain situation. At preschool age, a child can already freely navigate the practical tasks that arise before him and can independently find a way out of a problematic situation. Under problematic situation understand a situation in which you cannot act in the usual ways, but need to transform your past experience and find new ways to use it.

The basis for the formation of visual and effective thinking of preschoolers is the development of independent orientation and research activities in solving problematic and practical problems, as well as the formation of the basic functions of speech. In turn, this allows us to strengthen the weak relationship between the main components of cognition: action, word and image.
In the process of acting with objects, the preschooler acquires a motive for his own statements: reasoning, conclusions. On this basis, images-representations are formed that become more flexible and dynamic. When performing actions with objects and changing the real situation, the child creates a fundamental basis for the formation of images and representations. Thus, the visual-practical situation is a unique stage in establishing a strong connection between action and word in a preschooler. Based on this connection, full-fledged images and representations can be built.

Forming a relationship between word and image

The ability to correctly imagine a situation based on its verbal description is a necessary prerequisite for the development of figurative forms of thinking and speech in a child. It underlies the formation of a mechanism for mentally operating with images of the recreating imagination. In the future, this allows you to perform adequate actions according to instructions, solve intellectual problems, and plan. Thus, this skill forms the foundation of high-quality, purposeful voluntary activity.

It is the relationship between word and image that forms the basis for the development of elements of logical thinking.

Tasks to develop the ability to find a toy or object based on a verbal description, consolidating ideas about the environment.

TASK “GUESS!”

Equipment: toys: ball, matryoshka, Christmas tree, hedgehog, bunny, mouse.

Progress of the lesson. The teacher shows the children beautiful box and says: “Let’s look at what lies there.” The teacher examines all the toys with the children and asks them to remember them. Then he covers the toys with a napkin and says: “Now I’ll tell you about one toy, and you can guess which toy I’m talking about.” The teacher recites the poem: “Round, rubber, rolls, they beat him, but he doesn’t cry, he just jumps higher, higher.” In case of difficulty, he opens the napkin and repeats the description of the toy as the children directly perceive it. After the child chooses a toy according to the description, he is asked to talk about it: “Tell me about this toy. What is she like?

The lesson continues, the teacher talks about other toys.

TASK “FIND THE BALL!”

Equipment: five balls: small red, large red with a white stripe, large blue, small green with a white stripe, large green with a white stripe.

Progress of the lesson. The children are shown all the balls one by one and asked to remember them. Then the teacher covers all the balls with a napkin. After this, he gives a description of one of the balls in the form of a story. He says: “Vova brought the ball to kindergarten. The ball was large, red, with a white stripe. Find the ball that Vova brought. We'll play with him." The teacher opens the napkin and asks the child to choose the ball he told about. In case of difficulty or an erroneous choice, the teacher repeats the description of the ball, while the balls remain open. If this technique does not help the child, then clarifying questions should be used: “What size ball did Vova bring? What colour? What was written on the ball? What color is the stripe?”

After the child chooses a ball, he is asked to tell which ball he chose, i.e. justify your choice in a speech statement. Then the children stand in a circle and play with this ball. The game can be continued by offering the children a description of another ball. With such techniques, the teacher attracts children’s attention to consideration and analysis. external signs toys, which, in turn, helps to connect these signs with the child’s own speech.

Equipment: stencils depicting animals: hare, crocodile, giraffe; rectangles representing cells; toys: hare, crocodile, giraffe and building set - bricks.

Progress of the lesson. The teacher invites the children to help “place” the animals in the cages of the zoo, he says: “There are three free cages in the zoo, they are different in size: one is small, low; the other is large and very tall; the third is large and very long. Animals were brought to the zoo: a crocodile, a hare and a giraffe. Help place these animals in cages that are comfortable for them. Tell us which animal should be “placed” in which cage. In case of difficulty, the teacher invites the children to build cages from bricks and place animals in these cages. After the practical activity, children are asked to tell which animals they “placed” in which cages and why.

TASK “WHO LIVES WHERE?”

TASK “GUESS AND DRAW!”

TASK “HALVES TOYS”

Equipment: for each player - a collapsible toy (or object): a mushroom, a car, a hammer, an airplane, an umbrella, a fishing rod, a shovel; bags for each player.

Progress of the lesson. Children are given one half of a toy in bags and asked to guess the toy by touch, without naming it out loud. Then you need to talk about it in such a way that the other child, who ends up with the other half of this toy, guesses and shows his other half. After this, the children connect both halves and make a whole toy.

Puzzles.

• A cap and a leg - that’s all Ermoshka (mushroom).
• Cabin and body, and four wheels, two shiny lights, not buzzing, but humming and running down the street (car).
• Wooden neck, iron beak, knocking "knock, knock, knock" (hammer).
• What kind of bird: doesn’t sing songs, doesn’t build nests, carries people and cargo (airplane).
• On a clear day I stand in the corner, on a rainy day I go for a walk, you carry me above you, but what am I - tell me yourself (umbrella).
• A thread on a stick, a stick in your hand, and a thread in the water (fishing rod).
• I walk next to the janitor, shovel the snow around and help the guys make a slide and build a house. (scapula).

When repeating the game, you need to put other toys in the bags.

TASK “PICTURES-HALVES”

Equipment: subject cut pictures from two parts: scissors, watering can, leaves, turnip, fishing rod, glasses, cucumber, carrot, snowflake; envelopes.

Progress of the lesson. Children are given one part of a cut-out picture in envelopes and asked to examine it without showing it to other children. Having guessed the object shown in the cut-out picture, the child must draw the whole object. Next, each child asks the children a riddle or tells them about the object shown in the picture (or describes it: what shape it is, color, where it grows, what it is needed for, etc.). After the children guess the riddle, the child shows his drawing of the answer. In case of difficulty, the teacher invites the child to ask the children a riddle together.

Puzzles.

• Two ends, two rings, studs in the middle (scissors).
• The cloud is made of plastic, and the cloud has a handle. This cloud went around the garden bed in order (watering can).
• Green coins grow on a tree in the spring, and gold coins fall from the branch in the fall. (leaves).
• Round, but not an onion, yellow, but not butter, sweet, but not sugar, with a tail, but not a mouse (turnip).
• What is in front of us: two shafts behind the ears, a wheel in front of the eyes and a seat on the nose? (glasses).
• I have a magic wand, friends. With this stick I can build a tower, a house, an airplane, and a huge steamship. What is the name of this stick? (pencil).
• It slips away like something alive, but I won’t let it go. It foams with white foam, I’m not too lazy to wash my hands (soap).
• The red nose is rooted in the ground, and the green tail is outside. We don't need a green tail, we only need a red nose (carrot).
• In the summer in the garden - fresh, green, and in the winter in a barrel - green, salted, guess, well done, what is our name...? (cucumbers).
• A white star fell from the sky, landed on my palm and disappeared (snowflake).
• When playing the game again, children should be offered other pictures.

Tasks to develop skills to perform classification

Target- teach children to identify the essential and the secondary, to combine objects on various grounds into one group based on common features.

Games and tasks “Grouping objects (pictures)” without a sample and without a generalizing word. The goal is to teach children to use a visual model when solving elementary logical problems for classification.

GAME “SOLVED THE TOYS!”

Equipment: a set of toys of different sizes (three each): nesting dolls, bells, vases, houses, Christmas trees, bunnies, hedgehogs, cars; three identical boxes.

Progress of the lesson. The teacher shows the children toys and says: “These toys need to be put into three boxes. Each box should contain toys that are somewhat similar to each other. Think about which toys you will put in one box, which in another, and which in a third.” If a child arranges toys in random order, the teacher helps him: “Which toys are similar to each other, choose them (for example, nesting dolls). How do these nesting dolls differ from each other? Put them in boxes." Then the teacher gives the child bells and asks them to distribute them to the nesting dolls: “Think about which bell you will give to the largest nesting doll.” Next, the child arranges the toys himself and generalizes the principle of grouping. The teacher asks: “Tell me which toys you put in the first box, which ones in the second, and which ones in the third.” In case of difficulty, he himself generalizes: “In one box there are the smallest toys; in the other - more, and in the third - the largest."

GAME “SOLD OUT THE PICTURES!”

Equipment: pictures depicting objects: transport, dishes, furniture (eight of each type).

Progress of the lesson. The teacher shows the children a set of pictures and asks them to sort them into several groups so that the pictures in each group are somewhat similar. In case of difficulty, the teacher gives the child the instruction as a basis for grouping: “Select all the pictures depicting dishes. Now let’s see where the furniture is,” etc. After the child has laid out all the pictures, it is necessary to help him formulate the principle of grouping: “In one group all the pictures depict dishes, in another - furniture, and in the third - transport.”

GAME “SOLVED THE OBJECTS!”

Equipment: a set of eight toys and objects of various purposes, but some are wooden, and others are plastic: cars, pyramids, mushrooms, plates, beads, cubes, houses, two Christmas trees; two identical boxes.

Progress of the lesson. The teacher examines all the toys with the child one at a time (not in pairs), and then says: “These toys must be placed in two boxes so that each box contains toys that are somewhat similar to each other.” In case of difficulty, the teacher takes the first pair of toys - Christmas trees - puts them next to each other and asks the children to compare: “How do these Christmas trees differ from each other?” If the children cannot find the main difference, the teacher draws the children's attention to the material from which these toys are made. Then the children act independently. At the end of the game, you need to generalize the principle of grouping: “In one box - everything wooden Toys, and in the other - all plastic."

TASK “DRAW A PICTURE!”

Equipment: 24 cards depicting fish, birds and animals (eight of each type); three envelopes.

Progress of the lesson. The teacher tells the children: “Someone mixed up my pictures. You need to arrange these pictures into three envelopes so that the pictures are somewhat similar to each other. On each envelope you need to draw a picture so that it is clear what kind of pictures are there.” The teacher does not interfere in the process of completing the task, even if the child completes the task incorrectly. After the child arranges the pictures, the teacher says: “Tell me what pictures you put in this envelope, why? How are they similar to each other? etc. In case of difficulty, the teacher gives examples for arranging pictures in envelopes. Then asks the child to name this group of pictures in one word and draw a picture on the envelope.

TASK “PAIRED PICTURES”

Equipment: eight pairs of pictures that depict the same objects, only some are singular and others are plural: one cube - three cubes; one chicken - five chickens; one pencil - two pencils; one apple - four apples; one nesting doll - three nesting dolls; one flower - eight flowers; one cherry - seven cherries; one machine - six machines.

Progress of the lesson. The teacher allows the child to look at all the pictures, and then asks them to divide them into two groups: “Arrange them so that in each group there are pictures that are somewhat similar to each other.” Regardless of how the child arranges the pictures, the teacher does not interfere. After the child has sorted out the pictures, the teacher asks: “Which pictures did you put in one group and which ones in another?” Then he offers to explain the principle of grouping. In case of difficulty, the teacher asks the child to choose one pair of booths, compare them, and explain how they differ. After this, it is again proposed to arrange the pictures according to the pattern, and then explain the principle of grouping.

Word games

“WHAT IS ROUND AND WHAT IS OVAL?”

Progress of the lesson. The teacher asks the child to name as many round and round objects as possible. oval shape. The child starts the game. If he cannot name it, the teacher begins: “I remember, an apple is round, and a testicle is oval. Now you continue. Remember which is the shape of a plum and which is a gooseberry? That’s right, the plum is oval, and the gooseberry is round.” (Helps the child name objects and compare them by shape: ring-fish, hedgehog-ball, cherry-cherry leaf, watermelon-melon, acorn-raspberry, tomato-eggplant, sunflower-seed, zucchini-apple). In case of difficulty, the teacher shows the child a set of pictures and together they sort them into two groups.

"IT FLYS - DOESN'T FLY"

Progress of the lesson. The teacher invites the children to quickly name objects when he says the word “flies”, and then name other objects when he says the word “does not fly”. The teacher says: “It flies.” Children call: “Crow, airplane, butterfly, mosquito, fly, rocket, dove,” etc. Then the teacher says: “It doesn’t fly.” Children call: “Bicycle, daisy, cup, dog, pencil, kitten,” etc. The game continues: the words “flies” and “does not fly” are named by one of the children, and the teacher names the objects together with the children. The game can be played while walking.

"EDIBLE-INEDIBLE"

The game is played in the same way as the previous one.

"LIVING-NON-LIVING"

The game is played by analogy with the game “It doesn’t fly.”

“WHAT HAPPENS BELOW AND WHAT HAPPENS ABOVE?”

Progress of the lesson. The teacher invites the children to think and name what happens only at the top. If the children find it difficult, he prompts: “Let's look up, the sky is above us. Does it happen downstairs? No, it always happens only at the top. What else happens only at the top? Where are the clouds? (stars, moon). Now think about what happens only below? Look at the ground. Where does the grass grow? Where does she go? "(plants, bodies of water, earth, sand, stones, etc.). After this, the children independently list the objects of nature that are only at the top, and those that are only at the bottom.

“WHAT IS SWEET?”

Progress of the lesson. The teacher invites the children: “Listen carefully, I will call what is sweet. And if I make a mistake, then I need to be stopped, I need to say: “Stop!” The teacher says: “Sugar, marshmallows, raspberries, strawberries, lemon.” The children listen carefully and stop him on the word where he “made a mistake.” Then the children themselves name what is sweet.

"RESPOND QUICKLY"

Equipment: ball.

Progress of the lesson. The teacher, holding a ball in his hands, stands in a circle with the children and explains the rules of the game: “Now I will name a color and throw the ball to one of you. The one who catches the ball must name an object of the same color. Then he himself names any other color and throws the ball to the next one. He also catches the ball, names the object, then his color, etc.” For example, “Green,” says the teacher (takes a short pause, giving the children the opportunity to remember green objects) and throws the ball to Vita. “Grass,” Vitya answers and, saying: “Yellow,” throws the ball to the next one. The same color can be repeated several times, since there are many objects of the same color.

The main feature for classification can be not only the color, but also the quality of the item. The beginner says, for example: “Wooden,” and throws the ball. “Table,” answers the child who caught the ball, and offers his word: “Stone.” “House,” answers the next player and says: “Iron,” etc. IN next time The main feature is the form. The teacher says the word “round” and throws the ball to anyone playing. “Sun,” he replies and names another shape, for example “square,” throwing the ball to the next player. He names a square-shaped object (window, scarf, book) and suggests some form. The same shape can be repeated several times, since many objects have the same shape. When repeated, the game can be complicated by offering to name not one, but two or more objects.

“WHAT ARE THEY SIMILAR?”

Progress of the lesson. The teacher invites the children to look around and find two objects that are somewhat similar to each other. He says: “I’ll call it: chicken sun. How do you think they are similar to each other? Yes, that's right, they are similar in color. And here are two more objects: a glass and a window. How are they similar to each other? And now each of you will name two objects that are similar to each other.”
Games to eliminate the fourth “extra” word.

"BE CAREFUL!"

Progress of the lesson. The teacher tells the children: “I will name four words, one word does not fit here. You must listen carefully and name the “extra” word.” For example: matryoshka, tumbler, cup, doll; table, sofa, flower, chair; chamomile, hare, dandelion, cornflower; horse, bus, tram, trolleybus; wolf, crow, dog, fox; sparrow, crow, dove, chicken; apple, Christmas tree, carrot, cucumber. After each highlighted “extra” word, the teacher asks the child to explain why this word does not fit into this group of words, i.e. explain the principle of grouping.

“GUESS WHICH WORD DOESN’T FIT!”

Progress of the lesson. The teacher says that this game is similar to the previous one, only here the words are combined differently. He further explains: “I will name the words, and you think about how three words are similar and one is not similar. Name the “extra” word.” The teacher says: “Cat, house, nose, car. What word doesn't fit? In case of difficulty, he himself compares these words according to their sound composition. Then he offers the children another series of words: frog, grandmother, duck, cat; drum, tap, machine, raspberry; birch, dog, wolf, kitten, etc. In each proposed series of words, the teacher helps the child compare the words according to their syllable composition.

“MAKE UP A WORD!”

Progress of the lesson. The teacher invites the children to come up with words for a certain sound: “Now you and I will find out what words consist of. I say: sa-sa-sa - here is a wasp flying. Shi-shi-shi - that's what babies are like. In the first case, I repeated the sound “s” a lot, and in the second, which sound did I name the most? - The sound “sh” is correct. Now think of words with the sound “s”. The first word I will name is “sugar”, and now you name words with the sound “s”. Then, by analogy, the game continues with the sound “sh”.

"LISTEN CAREFULLY!"

Progress of the lesson. The teacher says to the child: “I will name the words, and you will say which word does not fit: cat, cone, dress, hat; tractor, basket, rubber, elderberry; river, turnips, beets, carrots; book, faucet, ball, cat; water, pen, watchman, cotton wool.” In case of difficulty, he slowly repeats a certain set of words and helps the child identify the common sound in the words. When playing the game again, the teacher offers the children various options tasks to eliminate the fourth “extra.”

Train compliance. Matching games can enhance perceptual reasoning by developing children's ability to recognize and compare visual information. There are an almost endless number of ways to train compliance, but to get started, try:

• Color matching. Challenge the children to find as many blue things as possible, then as many red things as possible, and so on. You can ask them to find objects or things in the room that are the same color as their shirt or eyes.
• Matching shapes and sizes. Take cubes and blocks various shapes and sizes and ask the children to assemble them according to shape or size, and if the children are already quite developed, then according to two parameters at once.
• Write the letters on cards or paper and ask the children to find the matching ones. Once this skill is mastered, you can move on to short and longer words.
• Give the children the task of finding a match between the word and the picture. This game strengthens the connection between the written word and visually. There are similar cards and games on the market designed to develop this skill, but you can also make them yourself.
• Encourage children to find objects or things that start with a certain letter. This game strengthens the connections between a particular letter or sound and the objects and people whose names or names begin with it.
• Play memory training games. Memory games develop both matching and memory skills. For such games, paired cards with different symbols are usually used. The cards are turned face down (after they have been reviewed) and players must find matching ones in a new deck.

Work on your ability to spot differences. Part of imaginative thinking involves the ability to distinguish and determine on the fly what belongs to a certain group of objects and what does not. There are many simple activities that can help children develop these skills. For example:

• Try using "Find the odd one out" pictures. They are in magazines, books and on the Internet. The objects in the picture may be similar, but children need to look carefully and find those small differences between them.
• Encourage children to find objects that do not belong to them. Combine a group of items - say, three apples and a pencil - and ask which object does not belong to them. As you progress, you can come up with more challenging tasks: using an apple, an orange, a banana and a ball, for example, then an apple, an orange, a banana and a carrot.

Train your visual memory. Show children the pictures, then hide some or all of them. Ask them to describe what they saw. Alternatively, show children a number of objects, set them aside, and ask them to name as many as they can.

• Encourage the children to talk about the pictures they see. After they have described them, tell them stories about the objects depicted and compare them with other pictures.

Develop attention to detail. Show children a picture with words or pictures and ask them to find as many as they can.

Put together puzzles. By playing with various puzzles, children train their visual perception: they rotate the puzzle elements, connect them and imagine the picture as a whole. This is a key skill in mathematics.

Teach children where is right and where is left. Orientation as to where is right and where is left is part of perceptual and visual perception. Explain the difference between the left and right sides in the child's hands, using the one he writes with as a basis. Strengthen knowledge by asking your child to take the object left hand yours or wave right hand– use whatever comes to mind.

• Useful for children in their early age explain the concept of arrows indicating direction. Show children pictures of left and right arrows and ask them to identify the direction.

Critical thinking will help children avoid becoming victims of provocation and manipulation by their peers.

For any person in our modern world The ability to think critically plays a role. It is recommended to develop critical thinking in a child from 4-5 years of age. At this age, the baby actively asks questions about the structure of the world around him. It is critical thinking and the ability to separate truth from manipulation that will help him in the future be able to correctly navigate the world around him and better understand the logic of current events and relationships between people.

What is it for?

This is the so-called thought process, during which the child receives the information necessary to make an informed decision and form his attitude to events.

Adults have repeatedly noticed that the most common children's question- "Why?" This is where the development of critical thinking in a child begins. The answers to the questions he asks help to understand the essence of phenomena, motives for actions and relationships between people. If parents ignore his questions, then he may gradually lose curiosity and interest in many aspects of life. If a child often asks the question “why?”, then this may also indicate a lack of attention from significant adults.

Unfortunately, weakness of critical thinking can often be observed not only in children, but also in adults. Parents and teachers began to think about the need for its development relatively recently.

Common answers like “don’t argue with your elders” and “don’t ask unnecessary questions” are recognized as archaic and harmful. It is the development of critical thinking in a child that can make him an independent and free person.

How to develop critical thinking at different ages?

That's all today more parents refuse the authoritarian model of education and consider it necessary to teach their children to think critically. The main question that concerns them is what is the most appropriate age to develop such skills? This is 4-5 years, when preschoolers already have social contacts with other children and adults and are able to analyze the relationships and actions of people.

At the age of 5, children are able to draw logical conclusions based on books, stories and fairy tales they have read. When analyzing a work of art, they can already predict the development of events, as well as answer questions about the content of the text and justify their answer.

Teaching critical thinking to elementary school children includes the following:

1.Identification of the cause and effect of events and actions.

2. Understanding the relationship between pieces of information.

3. Rejection of unnecessary or false information.

4. Identification of false stereotypes leading to incorrect conclusions.

5. The ability to distinguish between real facts and personal opinion.

6. The ability to separate the significant from the unimportant.

The main goal of developing critical thinking in children is not to increase the amount of information, but to analyze it, draw conclusions and apply it in life. The development of critical thinking does not imply the search for shortcomings, as some may think, but promotes an objective assessment, including positive and negative sides object of knowledge. A striking example of teaching critical thinking is the analysis of a literary work. The cultural and historical background of writing a novel helps to draw conclusions about the motives of the characters’ actions and give them your own assessment, which differs from the opinion of the textbook authors and famous literary critics.

Tips for Parents to Develop Critical Thinking

First of all, the ability to think critically must be instilled in the family. This is the “ability to think,” the lack of which so often worries adults. By learning with children, they can develop their own critical thinking skills.

Don't just answer the question “why?””, but also ask the question “why do you think?”; do not scold children for their misdeeds, do not blame them, but calmly explain the reasons for your dissatisfaction. This can significantly improve communication between children and adults. Moreover, children will not feel guilty, and family relationships will be more harmonious;

Share your problems in a way that children can understand. For example, it is quite possible to suggest finding a solution to the problem of quarrels between brothers and sisters, which so tire the mother, by asking what the children would do in her place;

Learn to consider different points of view, for example, on a grandmother’s opinion about food or on a conflict with a boyfriend or girlfriend. One common technique is to try to imagine yourself in the place of a friend or grandmother, and thus understand the opinion of the opposite side;

Always remain calm. It is helpful to explain to children how emotions can influence decision making.

Learning not to give in to the provocations of classmates and not to obey their opinions too blindly is also one of the components of critical thinking.

The development of critical thinking will help children avoid many problems not only in kindergarten or when communicating with adults, but also much later. Unfortunately, there are not many examples of the development of critical thinking. But the family can do this on their own, even without textbooks and tutors. It is critical thinking that will help children avoid becoming victims of provocations and manipulation by peers, as well as biased media.

Even if family members themselves do not have critical thinking, it will be useful for them to learn it themselves and teach it to their children. The development of critical thinking allows us to solve another important task - to build full-fledged communication between adults and children and establish harmonious interaction.

Good communication between family members always helps strengthen relationships and helps avoid many conflicts.

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Ministry of Education of the Republic of Belarus

EE Vitebsk State University named after P.M. Masherova

Test № 6

by subject Age-related psychology

on the topic Development of thinking in children

Introduction

1.2 Development of speech and thinking in preschool age

1.3 Development of speech and thinking in early school age

Chapter 2. The theory of the development of children's intelligence according to J. Piaget

2.1 Basic concepts and principles of intellectual development

2.2 Stages of development of intelligence according to J. Piaget

2.3 Egocentrism of children's thinking

2.4 Piaget's phenomena

Chapter 3. Intellectual development of a child according to J. Bruner

Table

Conclusion

Literature

Introduction

The development of a child's thinking occurs gradually. At first, it is largely determined by the development of object manipulation. Manipulation, which at first has no meaning, then begins to be determined by the object at which it is directed and acquires a meaningful character.

The intellectual development of a child is carried out in the course of his objective activity and communication, in the course of mastering social experience. Visual-effective, visual-figurative and verbal-logical thinking are successive stages of intellectual development. Genetically most early form thinking - visual and effective thinking, the first manifestations of which in a child can be observed at the end of the first - beginning of the second year of life, even before he masters active speech. Primitive sensory abstraction, in which the child highlights some aspects and is distracted from others, leads to the first elementary generalization. As a result, the first unstable groupings of objects into classes and bizarre classifications are created.

In its development, thinking goes through two stages: pre-conceptual and conceptual. Pre-conceptual thinking is the initial stage of the development of thinking in a child, when his thinking has a different organization than that of adults; Children’s judgments are singular about this particular subject. When explaining something, they reduce everything to the particular, the familiar. Most judgments are judgments by similarity, or judgments by analogy, since during this period memory plays the main role in thinking. The earliest form of proof is an example. Considering this feature of the child’s thinking, when convincing him or explaining something to him, it is necessary to reinforce his speech clear examples. The central feature of pre-conceptual thinking is egocentrism. Due to egocentrism, a child under 5 years old cannot look at himself from the outside, cannot correctly understand situations that require some detachment from his own point of view and acceptance of someone else's position. Egocentrism determines such features of children's logic as: 1) insensitivity to contradictions, 2) syncretism (the tendency to connect everything with everything), 3) transduction (the transition from the particular to the particular, bypassing the general), 4) the lack of an idea of ​​​​the conservation of quantity. During normal development, there is a natural replacement of pre-conceptual thinking, where concrete images serve as components, with conceptual (abstract) thinking, where concepts are components and formal operations are used. Conceptual thinking does not come immediately, but gradually, through a series of intermediate stages. So, L.S. Vygotsky identified five stages in the transition to the formation of concepts. The first - for a 2-3 year old child - is manifested in the fact that when asked to put together similar objects that fit together, the child puts any objects together, believing that those placed next to each other are suitable - this is the syncretism of children's thinking. At the second stage, children use elements of objective similarity between two objects, but already the third object can be similar only to one of the first pair - a chain of pairwise similarities arises. The third stage appears at 6-8 years old, when children can combine a group of objects by similarity, but cannot recognize and name the features that characterize this group. And finally, in adolescents aged 9-12 years, conceptual thinking appears, but it is still imperfect, since primary concepts are formed on the basis of everyday experience and are not supported by scientific data. Perfect concepts are formed at the fifth stage, at the youthful age of 14-18 years, when the use of theoretical principles allows one to go beyond one’s own experience. So, thinking develops from concrete images to perfect concepts, designated by words. The concept initially reflects the similar, unchangeable in phenomena and objects.

Thus, visual-figurative thinking occurs in preschoolers aged 4-6 years. Although the connection between thinking and practical actions remains, it is not as close, direct and immediate as before. In some cases, no practical manipulation of the object is required, but in all cases it is necessary to clearly perceive and visualize the object. That is, preschoolers think only in visual images and do not yet master concepts (in the strict sense). Significant changes in a child’s intellectual development occur at school age, when his leading activity becomes learning aimed at mastering concepts in various subjects. The mental operations that are developing in younger schoolchildren are still connected with specific material and are not sufficiently generalized; the resulting concepts are concrete in nature. The thinking of children of this age is conceptually concrete. But junior schoolchildren They have already mastered some more complex forms of inference and are aware of the power of logical necessity.

Schoolchildren in middle and older ages become able to undertake more complex cognitive tasks. In the process of solving them, mental operations are generalized and formalized, thereby expanding the range of their transfer and application in various new situations. There is a transition from conceptually concrete to abstract conceptual thinking.

The intellectual development of a child is characterized by a natural change of stages, in which each previous stage prepares the subsequent ones. With the emergence of new forms of thinking, old forms not only do not disappear, but are preserved and developed. Thus, visual and effective thinking, characteristic of preschoolers, acquires new content, finding, in particular, its expression in solving increasingly complex structural and technical problems. Verbal-figurative thinking also rises to a higher level, manifesting itself in schoolchildren’s mastery of works of poetry, visual arts, music.

Chapter 1. Development of speech and its influence on thinking

1.1 Development of speech and thinking in early childhood

Early childhood - sensitive period for speech acquisition.

The child’s autonomous speech transforms and disappears quite quickly (usually within six months). Words with unusual sound and meaning are replaced by phrases of “adult” speech. But, of course, a quick transition to the level speech development is possible only in favorable conditions - first of all, with full communication between the child and the adult. If communication with an adult is not enough or, conversely, relatives fulfill all the child’s wishes, focusing on autonomous speech, speech development slows down. Delayed speech development is also observed in cases where twins grow up and intensively communicate with each other in a common language. children's language.

Mastering native speech, children master both its phonetic and semantic aspects. The pronunciation of words becomes more correct, the child gradually stops using distorted words and fragmentary words. This is also facilitated by the fact that by the age of 3 all the basic sounds of the language are acquired. The most important change in a child’s speech is that the word acquires an objective meaning for him. The child uses one word to denote objects that are different in their external properties, but similar in some essential feature or way of acting on them. Therefore, the first generalizations are associated with the emergence of objective meanings of words.

At an early age, the passive vocabulary grows - the number of words understood. By the age of two, a child understands almost all the words that an adult utters, naming the objects around him. By this time, he begins to understand the adult’s explanations (instructions) regarding joint actions. Since a child actively explores the world of things, manipulating objects is a significant activity for him, and he can only master new actions with objects together with an adult. Instructive speech, which organizes the child’s actions, is understood by him quite early. Later, at 2–3 years, understanding of speech-story emerges.

Active speech also develops intensively: the active vocabulary grows (and the number of spoken words is always less than the number of understood ones), the first phrases appear, the first questions addressed to adults. By the age of three, the active vocabulary reaches 1,500 words. Sentences initially, at about 1.5 years old, consist of 2 - 3 words. This is most often the subject and his actions (“Mom is coming”), the action and the object of the action (“Give me a bun,” “let’s go for a walk”) or the action and the place of action (“The book is there”). By the age of three, the basic grammatical forms and basic syntactic structures of the native language are mastered. Almost all parts of speech occur in a child’s speech, different types sentences, for example: “I’m very glad that you came,” “Vova offended Masha. When I’m big, I’ll beat Vova with a shovel.”

A child's speech activity usually increases sharply between 2 and 3 years. His circle of contacts is expanding - he can already communicate through speech not only with close people, but also with other adults and children. In such cases, the child’s practical action is mainly spoken out, that visual situation in which and about which communication occurs. Dialogues intertwined with joint activities with adults are frequent. The child answers the adult’s questions and asks questions about what they are doing together. When he enters into a conversation with a peer, he delves little into the content of the other child’s remarks, so such dialogues are poor and children do not always answer each other.