Preschool is special. At this time, cardinal changes take place in the behavior and psyche of the child, 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 face the question: what and how to develop? Abstract-logical thinking is considered the highest form of thinking, and it affects the success of schooling. But does it make sense to develop it in 4–5 years? Is not it too early? Before answering this question, let's first understand the peculiarities of the thinking of a preschooler.

Cognitive 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 mind of the baby. And there are many of them, because a child at this age discovers and learns the world.

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

Speech

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

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

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

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

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 know how to consciously focus, they are interested in a lot in the world around them:

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

Toddlers actively accumulate material for the development of their thinking. Of great importance is their need to connect speech to the process of cognition, to give “names” to everything that 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, primarily conceptual, abstract-logical.

Assimilation of sensory standards

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

• geometric figures,
• colors,
• temperature characteristics,
• dimensions, 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. So, understanding that the sun drawn in the picture is round, and the house is square requires preliminary complex mental work: analysis, comparison, selection of the characteristic of the standard (circle or square), abstraction (separation) of 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 cannot on a round ball.

Mastery of subject activity

This is another important prerequisite for the development of thinking. Children do not just play with objects, they study their properties and features. And up to the age of 4, the child's thinking proceeds mainly in substantive activity, in the process of games, manipulating things. Toddlers in early childhood only the visual-effective 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 a person, therefore, on the palms and fingertips great amount points associated with different parts of the brain. As psychologists say, training fine motor skills hands, the child develops the brain.

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

• molded from plasticine, dough and dirt;
• draw on paper and walls;
• enthusiastically collect Lego constructors.

The movements of their hands become more precise, coordinated, and with them the thinking becomes more developed and complex.

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

In the world of images

Images in the thinking of children of this age occupy the main place, in fact, they perform the function of signs, in the role of which words will later act. There is also a speech form of thinking, but it is not yet independent and is subject to images, depends on them and is determined by them. Therefore, children love bright pictures so much and draw with pleasure. Some psychologists even believe that drawing partly replaces abstract thinking for kids and creates a basis for it. Therefore, visual activities are very conducive to the development children's thinking.

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

At preschool age, children are able to solve and quite complex problems. logical tasks, however, if it is possible to operate with images in them. For example, listening to a fairy tale about Kolobok, they unmistakably conclude: that Kolobok was eaten, he himself is to blame - there was no need to run away from grandparents. True, they still cannot bring the fairy tale to another logical end - after all, otherwise the Gingerbread Man would have been eaten by grandparents.

Using images, children successfully cope with all logical operations:

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

It can be said that figurative thinking in itself contains the prerequisites for mastering logical thinking. And towards the end preschool age these two kinds of thinking coexist perfectly and complement each other.

How to help your child develop logical thinking

Of course, abstract-logical thinking must be developed. But do not forget that the figurative is also very important:

• Firstly, this is the basis of creativity, figurative thinking must be treated very carefully and not interfere with children's imagination, but, on the contrary, develop 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 constructions - judgments and conclusions. Therefore, the development of the sign function of consciousness, that is, speech, must be taken as seriously as possible.

• When studying with a child, one should pay attention to both the volume of the vocabulary and understanding the meaning of the words that the child uses.
• The structure 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, you need to help the child build 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 be gradually turned into a full-fledged speech by inviting the child to tell what he is doing.

The word is not yet an unconditional tool of thinking, therefore it is important to organize play activities 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 meaning of such words that are not associated with specific sensory images. The simplest of these concepts are sensory standards, it is easier for a child to understand them, because there is still a binding to specific objects. More complex concepts for a child are:

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

The abstract concepts of logical thinking include signs, for example, road signs and numbers. Mathematical actions with them are very useful for the development of a higher form of thinking. As a rule, children at the senior preschool age already know how to perform the simplest arithmetic operations, but they do them based on the image, counting, for example, cars, apples, bunnies.

Assimilation at the elementary level of 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.

Toddlers are very fond of asking: "Why?" And adults should not just answer the child's questions, but invite him to reason and find the answer on his own. Even though this answer may not be entirely correct in fact, it is important that it be logical. For example, to the question: “Why is there wind outside?” the child can say: "Because the branches of the trees sway a lot, they disperse the air and get wind." In fact, this is the wrong answer, but it is quite logical within the framework of the baby's knowledge. And he should be praised for such an answer, but given the correct one.

How best to 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 to follow:

1. The formation of logical thinking should take place in a playful way, since at this age the game is the leading activity.
2. The game must be collaborative. The more actively the adult interacts with the child, the more effective the development will be.
3. Developing activities will be beneficial only 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 it, then you can use ready-made development exercises. There are quite a lot of them on the Internet. And we offer you a few as examples.

Exercises to develop logical thinking in preschoolers

Speech development exercise "Composing a fairy tale"

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

Initially, it is difficult for the baby 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 to?

- Who? What did they start doing? Etc.

Such exercises not only develop speech well and the ability to build a 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 them 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 the child to name objects, for example, red or Brown color in your kitchen.

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

Show your child geometric shapes (circle, triangle, square) and ask them to tell you what they look like. You can also suggest to finish these figures. For example, make a bun or a sun out of a circle, a house or a gnome's hat out of a triangle and a square. You may have to do the first drawings yourself, but children are happy to join this game when they understand what is required.

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

Exercise "Pathfinder"

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

Such exercises and games can be compiled independently, and even better, having done various exercises with the baby, invite him to come up with a task for mom or dad himself.

Any of these exercises develops a whole complex of mental processes. In addition to logical thinking, speech, imagination, objective activity, and figurative thinking are activated in them. And no less important, children learn to solve problems together with adults, they see in their parents not only elders with power, but also their partners and friends. And how important this is, it will become clear when your children will be.

Ministry of Education of the Republic of Belarus

UO Vitebsk State University named after P.M. Masherova

Test № 6

in the subject Developmental psychology

on the topic Development of thinking in children

Introduction

1.2 The 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 intelligence development according to J. Piaget

2.3 Egocentrism of children's thinking

2.4 Piagetian phenomena

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

Table

Conclusion

Literature

Introduction

The development of the child's thinking occurs gradually. At first, it is largely determined by the development of the manipulation of objects. Manipulation, which at first does not have meaningfulness, then begins to be determined by the object to which it is directed, and acquires a meaningful character.

The intellectual development of the 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, the earliest form of thinking is visual-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 mastering active speech. Primitive sensory abstraction, in which the child singles out 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 formation, thinking goes through two stages: pre-conceptual and conceptual. Pre-conceptual thinking is the initial stage in the development of thinking in a child, when his thinking has a different organization than that of adults; children's judgments are single about this particular subject. When explaining something, everything is reduced by them 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. Given this peculiarity of the child's thinking, convincing him or explaining something to him, it is necessary to support his speech with illustrative examples. The central feature of pre-conceptual thinking is egocentrism. Due to egocentrism, a child under 5 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 causes such features of children's logic as: 1) insensitivity to contradictions, 2) syncretism (the tendency to connect everything with everything), 3) transduction (transition from the particular to the particular, bypassing the general), 4) the lack of an idea about the conservation of quantity. During normal development, there is a regular replacement of pre-conceptual thinking, where concrete images serve as components, by conceptual (abstract) thinking, where concepts serve as components and formal operations are applied. Conceptual thinking does not come all at once, but gradually, through a series of intermediate stages. So, L.S. Vygotsky singled out five stages in the transition to the formation of concepts. The first - for a child of 2-3 years old - is manifested in the fact that when asked to put together similar, matching objects, the child puts together any, believing that those that are placed side by side are suitable - this is the syncretism of children's thinking. At the second stage, children use elements of the objective similarity of two objects, but already the third object can only be similar to one of the first pair - a chain of pairwise similarity arises. The third stage manifests itself at the age of 6-8, when children can combine a group of objects by similarity, but cannot recognize and name the signs that characterize this group. And, finally, adolescents of 9-12 years old have conceptual thinking, but it is still imperfect, since the 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, in adolescence 14-18 years old, when the use of theoretical provisions allows you to go beyond your own experience. So, thinking develops from concrete images to perfect concepts, denoted by the word. The concept initially reflects similar, unchanged in phenomena and objects.

Thus, visual-figurative thinking occurs in preschoolers at the age of 4-6 years. The connection between thinking and practical actions, although it remains, 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 possess concepts (in the strict sense). Significant shifts in the intellectual development of the child occur at school age, when teaching becomes its leading activity, aimed at mastering concepts in various subjects. The mental operations that form in younger schoolchildren are still connected with specific material, they are not generalized enough; the resulting concepts are concrete in nature. The thinking of children of this age is conceptually concrete. But younger schoolchildren are already mastering some of the more complex forms of reasoning, they are aware of the power of logical necessity.

Schoolchildren in middle and older age become more complex cognitive tasks. In the process of solving them, mental operations are generalized, formalized, thereby expanding the range of their transfer and application in various new situations. A transition is being made from conceptual-concrete to abstract-conceptual thinking.

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

Autonomous speech of the child rather quickly (usually within six months) is transformed and disappears. Words that are unusual in sound and meaning are replaced by words of “adult” speech. But, of course, a quick transition to the level of speech development is possible only under 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 wishes of the child, focusing on autonomous speech, speech development slows down. There is a delay in speech development in cases where twins grow up, intensively communicating with each other in a common children's language.

Mastering their 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 facilitated by the fact that by the age of 3 all the basic sounds of the language are assimilated. The most important change in the child's speech is that the word acquires an objective meaning for him. The child denotes in one word objects that are different in their external properties, but similar in some essential feature or mode of action with them. Therefore, the first generalizations are connected with the appearance of the objective meanings of words.

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

Active speech also develops intensively: the active vocabulary grows (moreover, 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 1500 words. Sentences initially, at about 1.5 years, consist of 2 - 3 words. This is most often the subject and his actions (“Mom is coming”), the actions and the object of the action (“Give me a roll”, “let's go for a walk”) or the action and the scene of the action (“The book is there”). By the age of three, the basic grammatical forms and basic syntactic constructions of the native language are assimilated. In a child's speech, almost all parts of speech are found, different types sentences, for example: “I am 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 dramatically between 2 and 3 years of age. The circle of his communication is expanding - he can already communicate with the help of speech not only with loved ones, but also with other adults, with children. In such cases, the practical action of the child is mainly spoken out, that visual situation in which and about which communication occurs. Dialogues intertwined in joint activities with adults are frequent. The child answers the adult's questions and asks questions about what they do together. When he enters into a conversation with a peer, he does not delve into the content of the other child's remarks, therefore such dialogues are poor and the children do not always answer each other.

Every parent wants their child to be smart and quick-witted, successful in life. That is why special importance is attached to logical thinking, on which the human intellect is based. However, each age has its own peculiarities of thinking, therefore, the methods aimed at its development differ.

The specificity of the child's thinking at different ages

• Up to 3-5 years, it is difficult to talk about the development of logical thinking in a child, since it is still at the stage of formation. However, supporters early development have a lot of exercises aimed at developing the logical thinking of kids.
• Children of preschool age, up to the age of 6-7, are able to think figuratively, and not abstractly. If you want to train a child's logical thinking before school, special attention should be paid to the formation of a visual image, visualization.
• After entering school, the child develops verbal-logical thinking and abstract thinking. If a student has poorly developed verbal-logical thinking, then there are difficulties with the formulation of verbal answers, problems with analysis and highlighting the main thing when creating conclusions. The main exercises for first graders are tasks for systematizing and sorting words to a certain attribute and mathematical tasks.
• The further development of schoolchildren consists in the development of verbal-logical thinking through the solution of logical exercises, while using inductive, deductive and traductive methods of inference. As a rule, the school curriculum has the necessary exercises, but parents should work with the child on their own. Why is it important? Undeveloped logical thinking is a guarantee of problems with learning in general, difficulties in perceiving any educational material. Thus, logical thinking is the base, the foundation of the educational program of any person, the foundation 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 logic in him 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 2-3 years old. It is worth noting that through folk tales it is possible to transfer to the child not only the elementary skills of logical thinking (cause-effect), but also teach him fundamental concepts, such as good and evil.

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

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

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

The game is the main form of activity of a small person. Through the prism of the game, not only logical chains are formed, but personal qualities are also trained, one might say, a character is created.

Among the toys that develop logic:

• Ordinary wooden cubes, as well as multi-colored cubes. With their help, you can build a variety of towers and houses, they help to explore 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 learn the properties of geometric shapes, their comparability (for example, a square part will not fit into a round one and vice versa).
• Constructors are a real storehouse for the development of logic and intelligence in general.
• Lacing games help develop fine motor skills of the hands, which helps to improve and consolidate logical connections.
• Labyrinths are a great simulator for logical thinking.
• A variety of age-appropriate puzzles will help make the learning process even more interesting.

Household ways of developing logic in children

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

• In the store, ask him what is cheaper and what is more expensive, why a large package has a higher price, and a small one has a lower price, pay attention to the features of the weight and packaged goods.
• In the clinic, talk about the logical chains associated with microbes and diseases, about the ways in which diseases are transmitted. It is very good if the story is supported by illustrations or posters.
• At the post office, tell us about the rules for filling in addresses and compiling indexes. It would be great if you 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 the logic is based.
• Use interesting riddles while waiting for someone or in line.
• Come up with a variety of puzzles, or use ready-made ones.
• Play with your child in antonyms and synonyms.

If desired, parents are able to significantly improve the logical thinking of the child, form a creative, intellectual and extraordinary personality. However, consistency and regularity are the two main components of the success of the development of 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 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 well-made games that are suitable for children. different ages. When creating simulators, the knowledge of psychologists, game designers, scientists from Moscow State University was used.

Kids love games like Anagram (reading words backwards), Geometric Switching, Math Comparisons, Math Matrices, Letters and Numbers.

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

Development of thinking in children

In children, the formation of thinking goes through certain stages.

Stage 1. Visual-active thinking.

The child in practice solves primitive problems - twirls, pulls, opens, presses. Here, in practice, he reveals the cause with the effect, such a peculiar method of trial and error. Not only the child possesses such thinking, often adults also use it.

Stage 2. Visual-figurative (concrete-objective) thinking.

At this stage, the child does not have to perform actions with his hands, he is already able to figuratively (visually) imagine what will happen if he performs some action.

Stage 3. Verbal-logical (abstract-logical) thinking.

The most difficult thinking process for children. Here the child operates not with concrete images, but with complex abstract concepts, expressed words. For example, in early childhood, a child associates a certain word with a specific object he has seen. For example, with the word cat, a child of primary preschool age imagines his own cat, and may be surprised that another cat is also called a cat. Children of senior preschool age can already generalize the concept of “cat”. A child with a developed verbal-logical thinking is able to operate with such abstract concepts as time and space.

With a properly developed mindset, a person is able to:

* Analyze - to divide objects or phenomena into constituent components.

* Synthesize - combine separated by analysis with the identification of significant relationships.

* Compare - comparison of objects and phenomena, while discovering their similarities and differences.

* Classify - group items according to features.

* Generalize - to unite objects according to common essential features.

* Concretize - highlight the particular from the general.

* Abstract - highlight any one side or aspect of the subject while ignoring others.

Children's thinking is a complex process, radically different from that of an adult. The first means of solving problems for a child is his practical action. So, for example, having received a toy helicopter in which the propeller and wings suddenly stop rotating, or a box closed on the latch, a child of three to five years does not think about the ways and means of solving this problem. He immediately begins to act: something pulls, twists, pulls, shakes, knocks ... Children of four or five years old begin to move from external actions with objects to actions with images of these objects, performed in the mind.

Special children tend to avoid any intellectual effort. For them, the moment of overcoming difficulties is unattractive (refusal to perform a difficult task, substitution of an intellectual task for a closer, game task.). Such a child performs the task not completely, but its simpler part.

Thinking in children must be developed. Consider a few games that allow you to develop a child's thinking.

Examples didactic games which can be used to develop thinking.

"It happens - it doesn't happen"Name some situation (dad left for work; the train flies through the sky; the cat wants to eat; the postman brought a letter; the apple is salty; the house went for a walk; glass shoes, etc.) and throw the ball to the child. The child must catch the ball in the event that the named situation happens, and if not, then the ball must be hit.

"Name the item"An adult, throwing a ball to a child, names a color, a child, returning the ball, must name an object of this color. You can name not only color, but any quality (taste, shape) of an object.

"What are the similarities?"A set of subject pictures are folded into a deck. Each player is given one subject picture. Players take turns taking any card from the deck and placing it face up. Then they compare their card with the one on the deck. If they can find a similarity and explain it, then they take the card and put it on top of theirs. The next similarity is sought with this card.

"Compare Items"Invite the child to consider balloons (air balloons), for example, a group of balloons of the same color and ask what they have in common. Instead of balloons, you can take any other objects: cubes, balls. You can generally make a selection of toys on one topic, say, cars (tank, car, helicopter) and one toy that does not fit into the general row, for example, an animal. Let him determine which toy is superfluous, why.

"Come up with a title"A short story is read to the children, after which an understanding of the meaning of the story is clarified. If the meaning is understood, then the children are given the task to choose as many different titles for the story as possible that reflect its content.

"Why do you like it, don't like it?"Say what you like about this subject or phenomenon, and what you don't. For example: why do you like winter and why not? I like it because in winter you can go sledding, play snowballs, meet New Year. I don't like winter because it's cold, you have to dress warmly, the days are short and the nights are long. Give an assessment to such concepts as rain, injection, fountain pen, alarm clock, bow.

"Alternation" Invite your child to draw and color or string beads on a string. Please note that the beads must alternate in a certain sequence. Thus, you can lay out a fence of multi-colored sticks.

"Rainbow" Collect and mix several different items (toys, rags, cups) base colors. It is better to start with two colors, gradually increasing the number. Have your child arrange blue to blue and red to red. Comment on what is happening, name and describe objects.

"Play with Kitten"Draw or paste a picture of a kitten on a piece of paper. Remember with your child what kittens like to play. Cut out small pictures. Let the kid choose toys for the kitten from the set of pictures, stick them on the sheet with the kitten. If you do not have any pictures that the child will remember, you can draw them together. Get a real funny picture. You can also select products for soup, bedroom furniture, etc.

"What is inside?" The facilitator names an object or place, and the players in response name something or someone that may be inside the named object or place. (house - table, wardrobe - sweater, refrigerator - kefir, pot - soup, etc.)

"Fold the picture"Show the child one picture with a schematic representation of the object (trailer, ship, snowman, mushroom), consider how many parts the object consists of, what they are in shape. Then offer to find the same among the geometric shapes lying nearby, ask the child to try to put together a picture of geometric shapes according to the pattern.

"Learn and Draw"Children are offered a picture depicting “noisy” objects (images of objects are superimposed on each other). It is easy to get such a picture by transferring several 3 - 6 images onto the same piece of tracing paper individual items. To begin with, objects are taken from one semantic group. Children must recognize and name objects. As a hint, you can start tracing the outline of the subject. After all the items are named, the children are invited to draw each of them separately.

"In the kitchen" Ask the child to help, for example, count potatoes according to the number of family members (four large ones for dad, three large ones for mom, two small ones for a bunny and a doll, etc.); distinguish potatoes from carrots and beets; sort the cereals of different types.

"Guess the object by its parts"The players are given cards with the image of various objects - furniture, vegetables, animals, vehicles, etc. The child, without showing his card to other players, and without saying what exactly is drawn, names the parts of the object. The one who first guesses what in question, takes the card and gets one point.

"Find an item" The child and the adult alternately hide the toy in the room and mark its location on the plan. The driver must find a toy in the room, based on the diagram. This game can be played on the playground, which will greatly complicate the task.

"Guess the item"The game consists in the fact that an adult chooses any object in the room and describes it to the child, telling where this object is, what it is for, what material it is made of, etc. The child must guess which object the adult thought of . Then the players change places. In order to complicate the task, you can invite the child to ask questions about the hidden object, and in this case the child is better off learning to highlight the essential features of the object.

"Speak the opposite"The game consists in the fact that one player says the word, and the other - the opposite in meaning, the antonym. For example: "cold - hot", "sky - earth", "light - dark", etc.

"Supermarket"To play, you need pictures depicting objects of 4 groups: fruits, vegetables, musical instruments, school supplies (3-4 cards of each group). The plot of the game is this. They brought a lot of different goods to the department store, but they put them in a mess. The kid who plays the role of the seller will have to hard work sort the goods into sections. One department should contain goods that fit together so that they can be called in one word. Tell the child that there should be four sections in total. After completing this task, invite the baby to halve the number of departments, but so that in each of the two remaining departments the goods also fit each other, are somewhat similar, so that they can also be called in one word.

"Who is the best"If the child does not understand the condition, rephrase the problem. If difficulty arises again, depict the condition in the form of drawings or strips of colored paper (narrower-wider, longer-short). So, examples of tasks (read the condition slowly, repeat if necessary).

-Three girls were friends - Lucy, Oksana, Lena. Lusya is taller than Oksana, and Oksana is taller than Lena. Which girl is the tallest? Who is the lowest?

Roman, Sasha, Boris like to play tennis. Roman plays better than Sasha, and Sasha plays better than Boris. Who plays the best? And who plays average?

-Alla, Ira, Luda learned how to sew. Alla sews worse than Ira, and Ira sews worse than Luda. Who sews the best? And who is the worst?

"I am the moon and you are the star"One of the participants says, for example: "I am a thunderstorm!". The other should quickly respond with something appropriate, such as "I am rain." The next one continues the theme: "I am a big cloud!". You can quickly answer him: "I am autumn." And so on...

"Scheme of a fairy tale" Any story or fairy tale can be encrypted, translated into a schematic form. This is useful for training complex thought processes such as analysis and reduction. The story can be acted out with substitute toys. This is a process well known to the child. It will be more difficult to play the same fairy tale using geometric shapes. Cut out a dozen different shapes of different sizes from paper, and then invite the child to choose which figures will replace the heroes of the fairy tale. For example, it is quite fair if the kid for the fairy tale "Three Bears" chooses 3 circles: large, medium, small and a square equal to the size of a small circle. After the roles have been distributed, act out the fairy tale with the help of substitute figures, and then sketch it schematically.

"Speed ​​of Thinking"Invite your child to play this game: you will start the word, and he will finish it. "Guess what I want to say!" A total of 10 syllables are offered: ON, ON, FOR, MI, MU, DO, CHE, PRY, KU, ZO. If the child quickly and easily copes with the task, invite him to come up with not one word, but as many as he can.

"Who will be who?" The host shows or names objects and phenomena, and the child must answer the question of how they will change, who they will be. Who (what) will be: an egg, a chicken, an acorn, a seed, a caterpillar, an egg, flour, a wooden board, iron, bricks, fabric, leather, day, student, sick, weak, summer, etc. There may be multiple answers to one question. It is necessary to encourage the child for several answers to the question.

"Guessing Fables"An adult talks about something, including several tall tales in his story. The child must notice and explain why this does not happen.

Example: Here's what I want to tell you. Yesterday, I was walking along the road, the sun was shining, it was dark, the blue leaves were rustling under my feet. And suddenly a dog jumps out from around the corner, how it growls at me: "Ku-ka-re-ku!" - and the horns have already set. I got scared and ran away. Would you be scared?

I am walking through the woods yesterday. Cars drive around, traffic lights flash. Suddenly I see a mushroom. It grows on a branch. He hid among the green leaves. I jumped up and tore it off.

- I came to the river. I look - a fish sits on the shore, crosses its legs and chews sausage. I approached, and she jumped into the water - and swam away.

"Hurry up to touch"Invite your baby to touch “something red, soft, cold, etc.” while you count to five. You can complicate the game by increasing the number of objects: "Please touch two round objects"

“What is extra” Choose from several cards with pictures an image with an extra item.

“Describe in words”When opening a card with a picture and not showing it to other players, you need to try to describe in words what is shown in your picture, while the name of the item itself cannot be called.

“Like - dislike”You can play with cards, or you can play verbally. We choose an object or a phenomenon and tell what exactly we like and what we don’t, that is, we evaluate the object. For example, a picture of a cat: like it - soft, pleasant to the touch, playful, catches mice ...; don't like it - scratches, runs away, etc.

“Say one word”We name several objects with one word. for example, with the named words plate, cup, spoon - you need to voice the word “dishes”.

“It happens - it doesn’t happen”Variant of the game "edible - not edible". We throw the ball and tell the truth or fiction. With the correct phrase, the child catches the ball, if an error is found, the ball must be discarded. Approximate fables: an airplane floats on the sea, a square ball, salted sugar.

“We respond quickly”It's also a ball game. The adult throws the ball to the child with the name of the objects (noun), and the child must quickly name the adjective. You can agree that the baby will only name the colors of objects. For example: a cucumber is green, the sun is yellow, the ceiling is white ... Alternatively, you can complicate the game: an adult will say either nouns or adjectives in turn. If the player said the answer out of place, and it does not correspond to reality, the parent and child change places.

Dictionary games

“With explanatory dictionary”We play the game “describe in words”, only with an explanatory dictionary. We read the definition from the child explanatory dictionary the child guesses what is being said.

"Phrasebook"Here you need to try to explain the meaning of phrases such as: “hang your nose”, “fed up”, “easier than a steamed turnip” ...

"Changeling game". (Dictionary of antonyms)Try to tell a fairy tale to a child in a different way: replace keywords with antonyms. Sample fairy tales: “A dog without a hat” (Puss in boots), “Blue boot” (little red riding hood) ... We change not only the name of the fairy tale, but also, as far as possible, the content

The development of a child's logical thinking is no less important than the development of reading, writing and speech skills. Logic for children is the basis of good intelligence, it helps to think broadly, analyze, reason, compare and draw conclusions. The formation of the child's logical skills should be given attention from an early age.

The scientists stressed that the development of logical thinking in preschool children is one of the main areas of development, so it needs to be given serious attention. This will help in the future the child to succeed in school and in the intellectual field.

How to develop logic in a child?

Logical thinking helps to separate primary information from secondary, to find a connection between various objects, to create conclusions, to find confirmation or refutation of them. Experts advise to train logical thinking, like any other skill. For kids younger age specially designed games, exercises and tasks are perfect. These activities will help:

• increase the speed of thinking;
• increase its flexibility and depth;
• develop imagination and freedom of thought;
• increase the efficiency of thinking.

Development of thinking in children

Thinking is one of the highest forms of human activity. This is a socially conditioned mental process, inextricably linked with speech. In the process of mental activity, certain techniques or operations are developed (analysis, synthesis, comparison, generalization, concretization).

There are three types of thinking:

1) visual-effective (knowledge by manipulating objects)

2) visual-figurative (cognition with the help of representations of objects, phenomena)

3) verbal-logical (cognition with the help of concepts, words, reasoning).

Visual Action Thinking especially intensively develops in a child from 3-4 years. He comprehends the properties of objects, learns to operate with objects, establish relationships between them and solve a variety of practical problems.

On the basis of visual-effective thinking, a more complex form of thinking is formed - visual-figurative. It is characterized by the fact that the child can already solve problems on the basis of ideas, without the use of practical actions. This allows the child, for example, to use diagrams or mental arithmetic.

By the age of six or seven, more intensive formation begins verbal-logical thinking, which is associated with the use and transformation of concepts. However, it is not leading among preschoolers.

All types of thinking are closely related. When solving problems, verbal reasoning is based on vivid images. At the same time, the solution of even the simplest, most specific problem requires verbal generalizations.

Various games, construction, modeling, drawing, reading, communication, etc., that is, everything that a child does before school, develops such mental operations as generalization, comparison, abstraction, classification, establishing cause-and-effect relationships , understanding interdependencies, the ability to reason.

Ways to train logical thinking

• We train attention and observation. After all, it is these skills that will allow a preschooler to successfully analyze and classify the properties and characteristics of objects. Starting from 3-4 years old, you can safely offer the child to analyze this or that object from the point of view of its various features: shape, color, taste, smell.
• We solve logical problems and exercises. Here, ordinary counting sticks will be good helpers. Teach your child to make various geometric shapes from them, for example, two triangles of five counting sticks, or offer him exercises to continue the elements of the pattern you have compiled.
• We play opposites. We teach the child to find concepts that are opposite to the given ones: day - night, heat - cold, sweet - bitter, etc.
  The timely development of logical abilities in a preschooler will be extremely useful not only for his further education, but also in everyday life.

Games and exercises to train logical thinking

WHO LOVES WHAT?
Pictures with images of animals and food for these animals are selected. Pictures with animals and separately pictures of food are laid out in front of the child, they offer to “feed” everyone.

CALL IN ONE WORD
The child is read the words and asked to name them in one word. For example: a fox, a hare, a bear, a wolf are wild animals; lemon, apple, banana, plum - fruits.

For older children, you can modify the game by giving a generalizing word and asking them to name specific items related to the generalizing word. Transport - ..., birds - ...

CLASSIFICATION
The child is given a set of pictures depicting various objects. The adult asks to consider them and arrange them into groups, i.e. suitable with suitable.

FIND AN EXTRA PICTURE: development of thought processes of generalization, abstraction, selection of essential features.
Pick up a series of pictures, among which three pictures can be combined into a group according to some common ground, and the fourth is redundant. Invite the child to find the extra picture. Ask why he thinks so. How similar are the pictures that he left.

FIND AN EXTRA WORD
Read a series of words to your child. Suggest to determine which word is "extra".

Examples:
old, decrepit, small, dilapidated;
Brave, evil, courageous, courageous;
Apple, plum, cucumber, pear;
Milk, cottage cheese, sour cream, bread;
Hour, minute, summer, second;
Spoon, plate, pan, bag;
Dress, sweater, hat, shirt;
Soap, broom, toothpaste, shampoo;
Birch, oak, pine, strawberry;
Book, TV, radio, tape recorder.

ALTERNATION
Invite your child to draw, color or string beads. Please note that the beads must alternate in a certain sequence. In this way, you can lay out a fence of multi-colored sticks, etc.

WORDS REVERSE
Offer the child the game "I will say the word, and you also say it, just the other way around, for example, big - small." You can use the following pairs of words: cheerful - sad, fast - slow, empty - full, smart - stupid, hardworking - lazy, strong - weak, heavy - light, cowardly - brave, white - black, hard - soft, rough - smooth and etc.

HAPPENS-DOES NOT HAPPEN
Name some situation and throw the ball to the child. The child must catch the ball in the event that the named situation happens, and if not, then the ball must be hit.

You can offer different situations: dad went to work; the train flies through the sky; the cat wants to eat; the postman brought a letter; salted apple; the house went for a walk; glass shoes, etc.

COMPARISON OF OBJECTS (CONCEPTS)
The child must imagine what he will compare. Ask him questions: “Did you see the fly? And the butterfly? After such questions about each word, offer to compare them. Ask questions again: “Do the fly and the butterfly look alike or not? How are they similar? How are they different from each other?"

Children especially find it difficult to find similarities. A child of 6-7 years old should correctly make a comparison: highlight both similarities and differences, moreover, according to essential features.

Pairs of words for comparison: fly and butterfly; house and hut; table and chair; a book and a notebook; water and milk; ax and hammer; piano and violin; prank and fight; city ​​and village.

GUESS BY DESCRIPTION
The adult offers to guess what (what vegetable, animal, toy) he is talking about and gives a description of this subject. For example: This is a vegetable. It is red, round, juicy (tomato). If the child finds it difficult to answer, pictures with various vegetables are laid out in front of him, and he finds the right one.

SORT IN ORDER
Ready-made series of plot sequential pictures are used. The child is given pictures and asked to look at them. They explain that the pictures should be arranged in the order in which events unfold. In conclusion, the child writes a story from the pictures.

GUESSING FABRICATIONS
An adult talks about something, including several tall tales in his story. The child must notice and explain why this does not happen.

Example: Here's what I want to tell you. Yesterday, I was walking along the road, the sun was shining, it was dark, the blue leaves were rustling under my feet. And suddenly a dog jumps out from around the corner, how it growls at me: “Ku-ka-re-ku!” - and the horns have already set. I got scared and ran away. Would you be scared?

I am walking through the woods yesterday. Cars drive around, traffic lights flash. Suddenly I see a mushroom. It grows on a branch. He hid among the green leaves. I jumped up and tore it off.

I came to the river. I look - a fish sits on the shore, crosses its legs and chews sausage. I approached, and she jumped into the water - and swam away.

INCREDIBLE
Offer the child drawings that contain any contradictions, inconsistencies, violations in the behavior of the characters. Ask the child to find errors and inaccuracies and explain their answer. Ask how it really is.

Thinking is higher form cognitive activity human being, the process of searching and discovering something new. The development of thinking in children is an important element of education, since developed thinking will help the child understand the patterns of the world around him, cause-and-effect relationships in relationships, life and nature. Logical thinking is a fundamental part of achieving success in life, which will help you correctly analyze any current situation or problem, choosing a rational solution.

Logical thinking needs to be constantly trained. So that the child does not use stereotypical thinking, which is characteristic of many people, logic should be developed from early childhood.