Olga Alexandrova
Consultation for parents "Development of logical thinking in an older preschooler."

very important throughout preschool age to form in the child the ability to think correctly, analyze, reason. It is known that many children experience difficulties in mastering mathematical knowledge at school. Suggested games will help develop logical thinking but also an interest in mathematics.

Offer many games aimed at comparing two images, finding differences between them (in senior age 10 - 15 differences). It is also possible to offer to distinguish differences from a group of objects (by color, size; method of nutrition, if animals are compared; material of manufacture, thereby highlighting the properties of the object.).

Offer children games - mazes, they will allow develop attention and spatial awareness.

It is very useful to give children games that include Gyenesh blocks. Such games allow not only to learn the differences in color, size, thickness, shape, but also teach the child to analyze, group, navigate on the plane, highlighting 2-4 signs of difference at once.

It should be noted games in a square lined into 9 parts. They allow develop logical thinking, highlight similarities and differences by row and column so that they do not repeat. These include game exercises such as "Compare and fill in the empty cells", "What items are missing".

For preschool childhood, children learn to group and systematize objects and objects, highlighting the common and finding differences. These include a game of the type "The Fourth Extra".

Also, one should not forget about checkers and chess, which can be played in the evening with the whole family.

try purchase multifunctional games for children, these include a game allowance with 90 developing tasks where the child solves orally, develops thinking, attention, memory, but also can color. (playing cards are presented by "IRIS-press" publishing house).

Good luck and success in joint interesting games!

Related publications:

Report to the teachers' council on 03.02.2015 The importance of play in the upbringing of a child is considered in many pedagogical systems of the past and present.

Development of logical thinking with the help of riddles One of the main tasks of the preschool educational institution is the development of the intellectual and value abilities of children, as a prerequisite for primary education.

The development of logical thinking in the game activity of a preschooler Even from the hottest fire in the fireplace of knowledge, only a handful of cold ash will remain if there are no caring hands of a stoker-teacher nearby.

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Plan for self-education of the educator "Development of logical thinking in children of senior preschool age" Many teachers and parents know that mathematics is a powerful factor in the intellectual development of a child, the formation of his cognitive abilities.

The development of logical thinking in children of senior preschool age by means of didactic games The development of logical thinking in senior preschool age helps to form in children high activity and deep knowledge in cognitive.

Target: To involve parents in cooperation with educators, to develop in each parent the ability to organize games with the child to develop mathematical abilities.

Both parents and teachers know that mathematics is a powerful factor in the intellectual development of the child, the formation of his cognitive and creativity. It is also known that the success of teaching mathematics in elementary school depends on the effectiveness of the mathematical development of a child in preschool age.

Many parents believe that the main thing when preparing for school is to introduce the child to numbers and teach him to write, count, add and subtract (in fact, this usually results in an attempt to memorize the results of addition and subtraction within 10). However, when teaching mathematics using textbooks of modern developing systems (L. V. Zankov’s system, V. V. Davydov’s system, the Harmony system, School 2100, etc.), these skills do not help the child for very long at mathematics lessons. The stock of memorized knowledge ends very quickly, and the lack of formation of one's own ability to think productively (that is, independently perform the above mental actions) very quickly leads to the appearance of "problems with mathematics".

In modern educational programs elementary school importance is attached to the logical component. The development of a child's logical thinking implies the formation of logical methods of mental activity, as well as the ability to understand and trace the cause-and-effect relationships of phenomena and the ability to build simple conclusions based on a cause-and-effect relationship.

A child with developed logical thinking is always more likely to be successful in mathematics, even if he was not taught in advance the elements of the school curriculum (counting, calculations and

However, one should not think that developed logical thinking is natural gift, with the presence or absence of which should be reconciled. There are a large number of studies confirming that the development of logical thinking can and should be dealt with (even in cases where the natural inclinations of the child in this area are very modest).

First of all, let's look at what constitutes logical thinking.

Logical methods of mental actions - comparison, generalization, analysis, synthesis, classification, seriation, analogy, systematization, abstraction - are also called logical methods of thinking in the literature. When organizing special developmental work on the formation and development of logical methods of thinking, a significant increase in the effectiveness of this process is observed, regardless of the initial level of development of the child.

To develop certain mathematical skills and abilities, it is necessary to develop the logical thinking of preschoolers. Therefore, it is necessary to teach the child to decide problem situations to draw certain conclusions, to come to a logical conclusion. Decision logical tasks develops the ability to highlight the essential, independently approach generalizations.

Logic games of mathematical content educate children in cognitive interest, the ability for creative search, the desire and ability to learn. An unusual game situation with problematic elements characteristic of each entertaining task always arouses interest in children.

Entertaining tasks contribute to the development of the child's ability to quickly perceive cognitive tasks and find the right solutions for them. Children begin to understand that in order to correctly solve a logical problem, it is necessary to concentrate, they begin to realize that such an entertaining problem contains a certain “trick” and in order to solve it, it is necessary to understand what the trick is.

AT terms of preschool There are many desktop-printed, didactic games and didactic aids aimed at developing logical thinking, which are used both in the classroom and in the independent activities of children, but it is important to understand that it is the home environment that contributes to the complete emancipation of the child, at home he learns the material at his own pace, consolidates the knowledge gained in kindergarten. Here, parents play an important role.

Let us give examples of logical tasks, games and exercises that are actively used in the classroom for the formation of elementary mathematical representations in preschool educational institutions. But they are so simple that parents have the opportunity to use them when fixing the received material at home.

Logic tasks.

1. Sasha ate a large and sour apple. Kolya is big and sweet. What is the same in apples, what is different?

2. Masha and Nina looked at the pictures. One in a magazine, one in a book. Where did Nina consider if Masha did not consider it in a magazine?

3. Tolya and Igor painted. One is a house, the other is a branch with leaves. What did Tolya draw if Igor did not draw a house?

4. A flower does not grow under the tree,

Fungus does not grow under a birch.

What grows under the tree?

5. All fish breathe with gills. Pike is a fish! What follows from this?

6. Some boys like to play football. Does this mean that everyone who loves to play football is a boy?

If the child does not cope with solving the problem, then perhaps he has not yet learned to concentrate and memorize the condition, in which case the parent can help him draw conclusions already from the condition of the problem. After reading the first condition, the adult should ask what the child learned, what he understood from it, the same after the second sentence, and so on. It is possible that by the end of the condition the child will guess what the answer should be.

Ordinary riddles, created by folk wisdom, also contribute to the development of the child's logical thinking:

• Two ends, two rings, and a carnation in the middle? (scissors).
• Hanging pear, you can not eat? (bulb).
• Winter and summer in the same color? (Christmas tree).
• The grandfather is sitting, dressed in a hundred fur coats; who undresses him sheds tears? (onion).

Logic games.

Call it 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 the extra word

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

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. Thus, you can lay out a fence of multi-colored sticks, etc.

Comparison of objects (concepts)

The child must imagine what he will compare. Ask him questions: "Have you seen a fly? But a butterfly?" After such questions about each word, offer to compare them. Again ask questions: "Are a fly and a butterfly similar or not? How are they similar? And 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.

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.

The presented games are only a small part of the existing variety of games for the development of mental abilities. Great importance in the development of the foundations of logical thinking of preschoolers is attached to the use of such educational games as "Kuizener's Sticks" and "Gyenes' Blocks". Many manuals have been developed for their use both to help teachers and to help parents. Today there is great amount printed publications with exercises for the development of logical thinking, which provides all kinds of tasks for the development of children. Don't Forget the Classics logic games: tic-tac-toe, sea battle, chess, corners and backgammon.

For similar activities It is not necessary to set aside a special time for, you can train anywhere. For example, while walking or going home from kindergarten. But it's not just math practice, it's also a great time with own child. However, in striving to study the foundations of mathematics, it is important not to overdo it. The most important thing is to instill in the preschooler an interest in learning. For this, mathematics classes should be held in a fun way and not take much time.

Thus, two years before school, one can have a significant impact on the development of the mathematical abilities of a preschooler. Even if the child does not become the indispensable winner of mathematical Olympiads, he will not have problems with mathematics in elementary school, and if they are not in elementary school, then there is every reason to count on their absence in the future

Literature

1. E.A. Nosova, R.L. Nepomnyashchaya "Logic and Mathematics for Preschoolers" "Childhood - Press" St. Petersburg 2008.
2. BEHIND. Mikhailova, E.A. Nosova "Logical and mathematical development of preschoolers" "Childhood - Progress" St. Petersburg 2013;
3. Kovalenko V.G. Didactic games in mathematics lessons. - M., 2000
4. Mathematics from three to seven / Educational Toolkit for kindergarten teachers. - M., 2001.
5. Novosyolova S.L. Preschool game. - M., 1999.
6. Perova M.N. Didactic games and exercises in mathematics. - M., 1996.
7. Popova V.I. Play helps you learn. // Primary school, 1997, No. 5.
8. Sorokina A.I. Didactic games in kindergarten. - M., 2003.
9. Tikhomorova L.F. Development of children's logical thinking. - St. Petersburg, 2004.
10. Chilinrova L.A., Spiridonova B.V. By playing we learn math. - M., 2005.
11. Shchedrovitsky G.P. Methodological remarks on pedagogical research on play. // Psychology and pedagogy of the game of preschoolers. Edited by Zaporozhets - M., 2003.
12. Mikhailova Z.A. Gaming entertaining tasks for preschoolers-M., -1990.
13. Misuna S. Developing logical thinking // Preschool education-2005-№12 p. 21.
14. Misuna S. Developing logical thinking // Preschool education-2005-№8 p. 48.

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All parents of future first-graders dream of their child successfully starting school. Going to school is an extremely important moment, both for the child and his parents. Often parents are sure that it is important to teach a child to read, count, write, and there will be no problems with learning. But sometimes it happens that a first grader who reads, counts and writes, having come to school, gradually reduces his academic performance.

Readiness for schooling involves a multi-component education.

First of all, the child must have a desire to go to school, that is, the motivation to learn.

He must also be able to interact with peers, control his behavior, and fulfill the requirements of the teacher.

It is important that the child be healthy, hardy, so that he can withstand the load during the lesson and the entire school day.

And, perhaps, most importantly, he must have good mental development, which is the basis for the successful mastery of school knowledge, skills and abilities. It largely depends on how well the child has developed thinking.

Thinking is the process of human cognition of reality with the help of thought processes - analysis, synthesis, reasoning.

There are three types of thinking:

Visually effective. Cognition occurs through the manipulation of objects, toys.

Visually figurative. Cognition occurs through the representation of objects, phenomena.

Verbal-logical. Cognition with the help of concepts, words, reasoning.

Visual-effective thinking develops especially intensively at a younger age.

On the basis of visual-effective thinking, a more complex form of thinking is formed - visual-figurative. The child can already solve problems based on ideas, without the use of practical actions.

By the age of six or seven, a more intensive formation of verbal-logical thinking begins, which is associated with the use and transformation of concepts.

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, designing, modeling, drawing, reading develop in a child such mental operations as generalization, comparison, establishing cause-and-effect relationships, and the ability to reason.

L.S. Vygotsky for the first time put forward the position on the leading role of education and upbringing in mental development child. It has been established that the more intense and diverse the flow of information enters the child's brain, the faster the anatomical and functional maturation of the central nervous system. And the greatest amount of information comes to the child at preschool age. Therefore, the more the child learns, the better the work will be done to develop attention, memory, cognitive activity, thinking, fine motor skills, graphic skills, the better he will be prepared for schooling, the easier and more successfully he will master the entire school curriculum.

If special classes are held with the child, then the development of thinking occurs faster. And the indicators of thinking themselves can improve by 3-4 times. Parents can be of great help to their child. Learning is best carried out in a natural, most attractive activity for preschoolers - the game.

Important Dignity gaming activity is the intrinsic nature of her motivation. Children play because they enjoy the gameplay itself. Educational games make learning an interesting activity generate interest in the environment.

Speech begins to play an increasingly important role in the development of thinking of an older preschooler, therefore, among the games addressed to children of this age, there should be a lot of verbal ones.

The work on the development of thinking should be carried out systematically. You can develop thinking not only at home. This can be done on the way home, on a walk, and even while doing household chores. The most important thing in this business is to create a positive emotional mood. If for some reason the child does not want to study, reschedule the lesson to a more suitable time for this. Give your child the opportunity to show imagination and initiative in the game, to be independent and active, and then he will have self-confidence, which in the future will help to achieve a lot in life. The most important thing is to celebrate all the achievements of the baby during the game, praise for success and not scold for mistakes.

I offer you games that will help your child develop attention, imagination and logical thinking.

In the game, you can set a rule - for the correct answer, the child receives a chip or some other reward. This causes additional interest in the game.

The game "What's wrong?

The game reveals the ability to generalize, to build a generalization on abstract material.

Five words are given. Four of them are united by a common feature; the fifth word does not fit them. Find this word.

1) rain, snow, precipitation, hail, frost (precipitation)

2) oak, alder, birch, tree, poplar (tree)

3) milk, cheese, curdled milk, meat, sour cream (meat)

4) bitter, hot, sour, sweet, salty (hot)

5) football, volleyball, hockey, swimming, basketball (swimming)

6) dark, light, red, dim, bright (red)

7) aircraft, equipment, steamer, train, helicopter (equipment)

8) brave, courageous, courageous, evil, resolute (evil).

Game of analogies

Three words are given, the first two are in a certain connection. The same relationship exists between the third and one of the proposed five words. Find this fourth word.

For example: song - composer = plane - constructor.

Tasks:

1) school - training = hospital?

a) doctor

b) student

c) treatment

d) institution

d) sick.

2) forest - trees = library?

a) a building

b) librarian

to the theatre

G) books

e) city.

3) run - stand = shout?

a) crawl

b) make noise

c) call

G) be silent

d) cry

4) wolf - mouth = bird?

a) air

b) beak

c) singing

d) an egg

e) nightingale.

The game "Recognize the subject by given signs."

1) Name an object about which you can say:

a) white, sweet, hard;

b) yellow, sour, oblong;

c) smooth, glassy, ​​they look into it.

2) Who or what can be:

a) high or low; b) cold or hot;

c) short or long;

d) solid or liquid.

3) To get acquainted with the properties or features of objects, you can use riddles:

a) Himself scarlet, sugar, caftan green, velvet. (Watermelon)

b) Without arms, without legs, but the gate opens. (Wind)

c) He does not bark, does not bite, but does not let him into the house. (Lock)

4) What time of year does the following description correspond to?

a) It's hot, the sun is baking. The water in the river is warm. The children are swimming. The trees have green foliage, there are many flowers in the meadow, butterflies and bees fly.

b) cold. Snow. Children go skating and skiing, play hockey. The day has become short, it gets dark very quickly.

Game Divide into groups.

Purpose of the game:to form the ability to divide objects into classes according to a given attribute.

1) Orange, lemon, pear, raspberry, apple, strawberry, plum, currant.

Name the berries.

Name the fruits.

2) The name of the furniture. The name of the dish.

Table, chair, cup, kettle, plate, cupboard, sofa, fork, armchair, spoon, pan.

3) Continue the enumeration started. Name each group of words:

a) a rake, a shovel is ...

b) a table, a sofa is ...

c) a doll, cubes are ...

d) a cow, a goat is ...

e) a wolf, a fox is ...

e) potatoes, beets - this is ...

g) jacket, coat - this is ...

h) winter, autumn is ...

i) shoes, boots - this is ...

j) orange, lemon - this is ...

4) Give the children a task in which they are invited to fill in the gaps in the following sentences:

a) A cup is a dish for ...

b) A butter dish is a dish for ...

c) The kennel is a house for ...

d) A lair is a home for ...

e) An apple tree is a tree ...

f) A vacuum cleaner is ... for ...

g) ... is a home for bees

h) ... is a dish for bread

i) A pen is an object that ...

j) ... is a person who drives a car.

In this exercise, skills and abilities in drawing up definitions are consolidated.

The game "What floats, what sinks?"

A game for the development of curiosity, observation, logical thinking.

It is unlikely that your child thought about why some objects are held on the surface of the water, while others sink. Help him conduct an experiment and guess the existing pattern himself. To do this, pick up items made of metal and wood: rulers, spoons, buttons, pencils, nails and other things from these materials that are found in the house. Invite the child to guess which of them will sink and which will float. (Items must be offered in random order.) Your child will check his assumptions by throwing objects into the bath or into a basin of water. Let the child put floating things on one stool, sinking things on the other. When all the items are tested (and maybe even earlier), the baby will probably guess that wooden things are floating, and metal things are sinking. If he does not succeed immediately, "push" him to the correct conclusion.

Game "Wonderful Transformations"

The game develops creative thinking and imagination.

It needs 1-2 small cards, which show the symbols of objects: 2-3 strips different lengths or 2-3 colored circles. In addition, you and your child will need sheets of paper and colored pencils.

You show the baby a card, offer to come up with what it is and draw a picture on your sheet. It is good if not one, but several pictures are drawn for each card. For example, about 2 strips of different lengths, you can say that this is a boy with a mother, or a girl with a cat, or an uncle with a dog, etc.

Finished pictures are reviewed, discussed and evaluated; their compliance with the card, the presence of a plot, completeness, emotional expressiveness and originality are taken into account.

The game "It happens - it doesn't happen"

This word game requires both imagination and common sense.

The child needs to imagine the situation that you are describing, and say if there is something that in question. If he answers correctly, it is his turn to ask you a riddle (phrase), and if he answers incorrectly, the turn is skipped. Be sure to alternate between real and unreal options, for example: “A wolf roams the forest”, “A wolf sits on a tree”, “A cup is boiled in a saucepan”, “A cat walks on the roof”, “A dog walks on the roof”, “A boat floats in the sky”, “The girl is drawing a house”, “The house is drawing a girl”, etc. You can use the ball in the game: the player throws the ball by saying the phrase, and the second player catches it if what is said really happens, and does not catch it if this does not happen. The game will be more fun and interesting if your phrases and phrases of the child are varied and, perhaps, unexpected. Make mistakes sometimes - it will only make the game more fun.

The game "Who will be who"

The adult shows or names objects and phenomena, and the child must answer the question: “How will they change, who will they be?”

Who (what) will be: egg, chicken, seed, caterpillar, flour, wooden board, brick, cloth.

There may be multiple answers to one question. It is necessary to encourage the child for several correct answers.

Game "What's inside?"

The host of this game calls an object or place, and the child in response names something or someone that may be inside the named object or place.

For example:

house - table;

closet - sweater;

refrigerator - kefir;

nightstand - book

pot - soup;

hollow - squirrel;

beehive - bees;

nora - fox;

bus - passengers;

ship - sailors;

hospital, doctors

shop - buyers.

Game "Think of a name"

For her, it is necessary to prepare several small children's poems. Read the poem to the child without naming the title. Invite him to come up with a title for each poem. This game will teach the child to generalize and highlight the main idea in the poem. Often children come up with even more successful names than the author's.

The game "Where we were, we won't tell you, but we'll show you what we did" The originality of the game lies in the fact that the adult offers the child to play it without words. Dad or mom think of a simple object action (for example, “reading a book”) and show it to the child with the help of facial expressions and gestures. He must guess what his parents are doing. If the answer is correct, the players change places. If the kid successfully copes with the task, invite him to guess or show the chain of successive events himself (for example, “wake up - got up - washed - had breakfast”, etc.).

In elementary school, the teacher will need not only to lay the foundation for students' knowledge, but also to form an attitude towards the world around them, as well as teach children to think independently and work creatively. It is necessary to start developing these qualities as early as possible, and this is where the help of parents is needed.

Reminder for parents

Dear parents! To make your efforts effective, use the following tips:

1. Don't let your child get bored during class. If a child has fun learning, he learns better. Interest makes children truly creative individuals and gives them the opportunity to experience the satisfaction of intellectual pursuits.

2. Repeat exercises. The development of a child's mental abilities is determined by time and practice. If an exercise doesn't work, take a break, come back to it later, or offer your child an easier option.

3. Don't be overly anxious about not making enough progress and not moving forward enough, or even regressing a little.

4. Be patient, do not give your child tasks that exceed his intellectual capabilities.

5. In classes with a child, a measure is needed. Do not force the child to do the exercise if he is tired, upset. Give your child the opportunity sometimes to do what he likes.

6. Avoid an unfriendly assessment, find words of support. Praise your child more often for his patience, perseverance. Never emphasize his weaknesses in comparison with other children. Build his self-confidence.

Try not to perceive classes with a child as hard work. Rejoice and enjoy the process of communication. Remember that you have a great opportunity to make friends with a child.

Good luck and more faith in yourself and your child's abilities!

Advice for parents "Development of logical thinkingin older preschoolers

Compiled by: Sivalova Elena Ivanovna

Successful education of children at school depends on the level of development of the child's thinking, the ability to generalize and systematize their knowledge, creatively solve various problems.

Preschool age is the period when the main activity is play. In the game, knowledge, skills and abilities are easier to assimilate, with the help of a game situation it is easier to attract the attention of the child, he remembers the material better.

By the end of the preschool period, verbal-logical thinking begins to form. It involves the development of the ability to operate with words, to understand the logic of reasoning. And here the help of parents will definitely be required, since the illogicality of children's reasoning when comparing, for example, the size and number of objects is known.

An adult should help the child, comprehend events and phenomena, look for their causes and consequences. For example, with questions like:

Why do people dress warmer in autumn?

Why can't skiing in summer?

Why is it hard to see a hare in the snow?

It is important to teach children to think about what they see around them, what they learn from the stories of adults, TV shows.

Riddles can be a useful exercise for developing thinking and getting to know the features of objects.

He drinks milk, sings songs, cleans his face, but does not know about water. (Cat)

He cackles, cackles, calls the children together, gathers everyone under his wing. (Hen)

A ball of fluff, a long ear, jumps deftly, loves carrots. (Hare)

Flowing, flowing - will not flow out, running, running - will not run out. (River)

They fly without wings, they run without legs, they swim without sails. (Clouds)

A child of older preschool age can make simple inferences. This ability can be developed through special tasks and exercises. It can be suggested to think that good and bad exist in different phenomena. For example, when it rains, it nourishes all plants - this is good, but the bad thing is that in the rain a person can get wet, freeze and catch a cold.

A preschool child should get acquainted with concepts that are opposite in meaning. You can offer to play the game “Say the opposite”: big - small, winter - summer, long - short, high - low, left - right ...

It is necessary to teach the child to classify objects, that is, to find a common feature of objects and, according to it, combine objects into homogeneous groups. Offer your child pictures of carrots, cabbage, chair, table, tomato, cucumber, armchair, dove, sparrow, heron, closet, penguin. Give the task: “In front of you are cards with the image of objects. Look at them carefully. Into what groups could you classify these items? Name each group with one word. Be sure to check the correctness of the classification (vegetables, furniture, birds).

The game "The Fourth Extra". The game allows you to combine items into a group according to an essential feature and highlight the superfluous. Offer the child cards with the image of objects: banana, apple, pear, carrot. Give the task: “Find an extra item. Explain why it doesn't fit. Name the rest of the items in one word. Carrots will be an extra item, because it is a vegetable, and the rest are fruits.

A child of senior preschool age should be able to compare, find signs of similarities and differences. You can invite the child among several toys or objects to find an object that is different from the others. Ask them to explain how the subject is different.

Magic bag game. Put a few small things in a linen bag: 2 cubes, a button, a rubber toy, a spoon. Ask the child to feel what these things are. Let him describe and name them. Are any of the proposed items the same?

When completing tasks, pay attention to the development of your child's speech: it is important not only to find the right solution, but also to prove and justify your choice. If the child has difficulty completing the task, help him explain the task, check the correctness of its performance. Remember that at senior preschool age, the duration of the lesson should not exceed 25 - 30 minutes.

The formation of logical thinking is important for both general development child, and for his further adaptation in society.

"DEVELOPMENT OF LOGICAL THINKING IN CHILDREN"
One of the most important tasks in raising a child is the development of his mind, the formation of such mental skills and abilities that allow him to learn new things.
Many parents believe that the most necessary this direction development of the child is to get to know the numbers and teach him to write, count, add and subtract (in fact, this usually results in an attempt to memorize the results of addition and subtraction within 10).
However, these skills help the child for a very short time, the stock of memorized knowledge ends very quickly, and the lack of formation of one’s own ability to think productively (that is, to independently perform the above mental actions) very quickly leads to the appearance of “mathematical problems” in the future. importance is attached to the logical component.
Let's see what thinking is and how it develops in preschool age?
Thinking is a mental process by which a person solves a problem. The result of thinking is a thought that is expressed in words. Therefore, thinking and speech are closely related. With the help of thinking, we gain knowledge, so it is very important to develop it from childhood.
Thinking develops in three stages:
1. visual-effective (when a child thinks through action by manipulating an object) - this is the main type of thinking of a young child;
2. visual-figurative (when a child thinks with the help of images with the help of representations of phenomena, objects) - is the main type of thinking of a preschool child;
3. verbal-logical (when a child thinks in the mind with the help of concepts, reasoning, words) - this type of thinking begins to form at the senior preschool age.
Based figurative thinking logical thinking is formed. It is the highest stage in the development of thinking.
Verbal-logical thinking is the highest stage in the development of children's thinking.
The development of the child's logical thinking implies:
- formation of logical methods of mental activity:
comparison, generalization, analysis, synthesis, classification, seriation, analogy, systematization, abstraction.
- the ability to understand and trace the causal relationships of phenomena and the ability to build the simplest conclusions on the basis of a causal relationship.
But why logic to a little preschooler?
According to L. A. Wenger, “For five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually get acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world ... "
The skills acquired by the child in the preschool period will serve as the foundation for gaining knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to "act in the mind."
Having mastered logical operations, the child will be more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right time. Learning will become easier, which means that the process of learning, and herself school life will bring joy and satisfaction.
In a kindergarten, there are many board-printed, didactic games and didactic aids aimed at developing logical thinking, which are used both in the classroom and in the independent activities of children, but it is important to understand that it is the home environment that contributes to the complete emancipation of the child, at home he assimilates the material at an individual pace, consolidates the knowledge gained in kindergarten. Here, parents play an important role.
We bring to your attention games for the development of logical thinking.
The first game is very simple, it helps to develop not only logical thinking, but also to replenish your child's vocabulary.
"Say one word"
The child is invited to name, in one word, several pictures or words. Over time, you can complicate the options, go from simple to complex.
Word options:
Bus, tram, trolley bus - what is it? - transport
Pear, apple, grape - what is it? - fruits
Grasshopper, butterfly, mosquito - what is it? - insects
Pen, notebook, album - what is it? – school supplies
Moscow, St. Petersburg, Yekaterinburg - what is it? -cities
Anya, Olya, Katya - what is it? - names of girls
Rain, snow, hail - what is it? - precipitation
Cottage cheese, sour cream, cheese - what is it? - milk products
There are many such variants of words, it all depends on your imagination. The main thing is that the child learns to find one generalizing feature in all these words and calls it.
You can modify the game by giving a generalizing word and inviting the child to name specific items related to the generalizing word.
Transport - ….
Birds - …..
Wild animals - ………..
Musical instruments - ……….
Furniture - ……………
Dishes- ………………
The next game is called "The Fourth Extra"
Children are offered four pictures or four words are said aloud, of which only three can be combined according to common ground– shape, color, meaning. The child names an extra word and explains why he thinks so.
Picture or word options:
Apple, plum, cucumber, pear (an extra word cucumber, because it is a vegetable, and the rest of the words mean fruit).
Milk, cottage cheese, sour cream, bread
Spoon, plate, pan, bag
Dress, sweater, hat, shirt
Birch, oak, pine, strawberry
Sparrow, titmouse, dragonfly, crow
Oak, bluebell, birch, rowan
Ball, pencils, doll, car
The next game is called "Analogies"
The child is asked to pick up a word, similar to the first pair of words.
Word options:
A spoon is to eat, and a knife is ....
Saw - sawing, and an ax - ....
Notebook - write, and the book - ... ..
Needle - sew, scissors - ... ..
Bed - sleep, chair - ......
You can diversify the game and invite the child to correct the mistake.
"Fix the mistake"
A fly crawls, a snake flies.
Pies are boiled, soup is baked.
The dog meows and the cat barks.
The face is cleaned and the teeth are washed.
The doctor teaches, the teacher heals.
The singer dances and the ballerina sings.
Light at night and dark during the day.
Stimulation of logical thinking with the questions "How much?", "Where?" "When?"
"HOW MANY?"
1. How many eyes, ears, noses, fingers do you have on your right or left hand or foot?
2. How many seasons?
3. How many days are there in a week?
4. How many colors are in the rainbow?
5. How many months in a year?
How many horns does a cow have?
6. How many planets revolve around the sun?
7. How many legs does a chair have?
8. How many stars are there in the sky?
The question "WHERE?"
1. Where do they sell medicines?
2. Where do fruits grow?
3. Where can people swim in winter?
4. Where do they get books to read?
5. Where is bread baked?
6. Where do they watch performances?
7. Where is the watch repaired?
8. Where do people get their hair cut?
9. Where do they leave cars when they are not in use?
The question "WHEN?"
1. When do leaves appear on trees?
2. When is the sky dark?
3. When do people have dinner?
4. When does the sun shine?
5. When does the snow start to melt?
6. When do people have breakfast?
7. When do the lights turn on in the house?
8. When is the harvest?
The next game is called
"Put it in order" or "Unravel the pictures"
Children are offered two groups of objects shown in the picture. These can be "Fruits and vegetables", "Domestic and wild animals", "Dishes and furniture" and other pairs of items. The pictures are mixed with each other, the child is invited to unravel the pictures and put them into groups.
How to develop a child's thinking without special exercises?
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 antonyms and synonyms with your child. B.P. Nikitin “Fold the pattern”, Gyenes blocks and puzzle games (Tangram, Pythagorean puzzle, Magic circle, Columbus egg).

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