One of the important features of a child in the future is the development of thinking today. It is important to start paying attention to this as early as possible.
There is such a thing as a “sensitive period”. This is the optimal stage for developing a particular skill. For children, the period when the foundation is laid is from 1 year to 7 years.
In the article we will talk about the stages of development of thinking in children, methods, and the connection of thinking with other skills.
Features of thinking in preschool age
The brain of a preschooler is mobile and malleable, open to new knowledge. That is why useful habits, the desire to engage in sports, music, theater and art are laid precisely in the preschool period.
In order for a child to analyze and think, it is necessary to constantly set new tasks for him, as well as modernize and complicate the skills he has already acquired.
There are several factors that have a strong influence on a child’s thinking:
- Circle of friends. The older the child, the more children and adults there should be around him. Kindergartens, clubs and sections help with this. The child must observe different behavior patterns of both adults and children.
- Speech development. The child learns to construct sentences and express his thoughts.
- Formation of an analytical worldview. Preschool children are characterized by paying attention to shapes, color, size, spatial arrangement and time frames.
- Acquiring skills and abilities. The child learns to retell, read syllables, and sing.
- Formation of personal qualities. Character, adaptability, initiative, organization - all this is formed as a result of educational activities.
- Formation of self-esteem. A developed child is able to evaluate himself.
- The emergence of self-control. The child learns to manage his behavior and actions.
MAGAZINE Preschooler.RF
A collection of didactic games for the development of verbal and logical thinking in preschool children.Completed by: Teacher of kindergarten No. 61 “Ryabinka”, Kemerovo region, Belovo, Daria Vladimirovna Krivonogova
The collection presents a system of didactic games and exercises aimed at developing the verbal and logical thinking of preschool children. Addressed to teachers of preschool educational institutions, parents, as well as students of preschool faculties of pedagogical schools and institutes.
A didactic game is a teaching tool, so it can be used to master any program material and is conducted in individual and group lessons. The didactic game allows you to provide the required number of repetitions on different material while maintaining an emotional positive attitude towards the task.
Thanks to didactic games, it is possible to organize a child’s activity in such a way that it will contribute to the development of his ability to solve not only accessible practical problems, but also simple problem problems. And the experience gained will provide the opportunity to understand and solve familiar problems verbally.
Thus, the special role of didactic games in the learning process is determined by the fact that the game should make the learning process itself emotional, effective, and allow the child to gain his own experience.
When selecting didactic games for the development of verbal and logical thinking, we first of all pursued the goals we had set and took into account the individual characteristics of each child. It is these games that will help develop in a child the ability to transfer one property of an object to others (the first types of generalization), causal thinking, the ability to analyze, synthesize, etc.
The didactic games and exercises for developing logical forms of thinking offered in the collection are presented in a gradually more complex system that takes into account the child’s experience.
Undoubtedly, skillful pedagogical guidance contributes to the successful implementation of didactic games. The teacher, through his behavior and emotional mood, should evoke a positive attitude towards the game.
An important condition for the effective use of didactic games in teaching is consistency in the selection of games. First of all, we took into account the following didactic principles: accessibility, repeatability, gradual completion of the task. We have provided all these principles in the game arrangement system in this collection.
In the collection, we roughly distributed didactic games according to the stages of assimilation. All games have been tested in working with children raised in preschool educational institutions. Each teacher can select other games, which should also be arranged in order of gradual complexity.
Didactic games can be included in any section of the program and serve both for the development of cognitive activity and for the formation of one’s own game.
1. "Push through" everyone is like that
Goal: to learn how to select several objects for one sample, highlighting them among others; form a primary generalization - “all balls” , “all cubes” , “all big” , “all small” .
Equipment: boxes with slots (one on each box) in the shape of a circle, square, triangle, volumetric geometric shapes (balls, cubes, triangular prisms), objects of the same shapes.
Progress of the game:
Two children are sitting next to each other at the table. On the table there are two boxes (one with a square, the other with a round slot) and mixed volumetric shapes (balls, cubes, turrets with a triangular cross-section), all of the same color, three of each type. The teacher gives one of the children a box with a round slot, and the other with a square one, and sets the condition: immediately take away everything that can be pushed into this box. The child selects the figures from those lying on the table. If he chooses correctly, for example, the balls, but does not take all of them, but only one or two balls, the teacher reminds him that he needs to take “all of them . If the child takes not only balls, but also turrets, the teacher invites him to try “only those” and helps him, through trial, select which shapes can be thrown into this box.
After the children select the required shapes and throw them into the slots of the boxes, the teacher sums up: “That’s right, Tanya collected all the balls and threw them into the box, and Kostya took all the cubes and threw them into his box . Invites the children to open the boxes and look again at what is in them.
2. "Pick mushrooms"
Goal: to teach how to match a sample with not one, but several objects of the same color; consolidate the result with a generalizing word.
Equipment: mushrooms made of counting material (hats of different colors - red, yellow, white, brown), cards for collecting mushrooms.
Progress of the game:
Children sit on chairs in a row. The teacher places mushrooms of two colors on the floor, for example, red and yellow. He takes two baskets and puts a mushroom with a red cap in one of them, and a yellow one in the other. He gives the baskets to two children and asks them to collect in them “the kind” of mushrooms that are in the baskets. Children collect mushrooms, and the rest watch their actions. Then the children show who collected what in the basket, and the result is summarized in the word - “all red” , “all yellow” .
3. "Who lives where"
Goal: to learn to independently determine the basis for grouping objects; select not one, but several objects to match the sample.
Equipment: toys, building materials, furniture.
Progress of the game:
The teacher builds two large pens from a tabletop builder: in one of them he places a toy representing an animal, in the other - a car. In front of the child he places toys mixed up (animals and cars, first 6, and then 8-10) and asks him to think, find a home for the toys - put everyone in their place. If the child makes a mistake, the teacher rearranges the first toys correctly, and then does not interfere with the child’s actions. Then the toys are placed again
interspersed. Another child completes the task. At the end of the game, the conclusion is summed up: “Animals live in this house, and cars live in this house .
4. "What to give to whom"
Goal: to continue to teach how to independently determine the basis of grouping, to highlight an essential feature of an object for a given task; learn to highlight color and shape as a basis for grouping objects.
Equipment: flags, leaves of different shapes, colors and sizes.
Progress of the game:
Two groups of children sit on chairs opposite each other: girls in one group, boys in the other. The teacher lays out rectangular and triangular flags on the table and says that now everyone will march with flags; girls should be given square flags, and boys should be given triangular ones. Then he invites one of the children to carefully look at which flags should be given to girls and which to boys, and distribute them. If the child finds it difficult, help him choose the first two flags. The child chooses the method of distribution. He can distribute the flags first to the girls, then to the boys, or one by one. In conclusion, the teacher sums up: “Girls have all square flags, and boys have triangular ones . Children stand in a line and march with flags to the sound of a tambourine or drum.
5. "Color and Shape"
Goal: to learn to change the basis for grouping objects in accordance
with changing samples.
Equipment: flat cards with pasted geometric shapes (circles, squares, triangles, ovals, rectangles, trapezoids, hexagons) in six colors (red, orange, yellow, green, light blue, blue) - 42 elements.
Progress of the game (played individually):
The child sits at the table opposite the teacher. He places samples in front of the child at a fairly large distance, for example red, blue, yellow circles, i.e. objects that are the same in shape and different in color, and asks the child to put “all like this” (points to red circles), here “all like this” (points to blue circles), here “all like this” (points to yellow circles). To the side on the table are cards of these colors (squares, triangles, ovals, trapezoids, hexagons, rectangles - 18 cards in total). The teacher takes one of the cards and asks the child to put it “where it needs to be” and hands it to the child. If he places the card incorrectly or does not dare to complete the task, the teacher does it himself, but does not say anything to the child, but hands him a second card, and so on, one by one, for the rest. When all the cards are arranged by color, the teacher asks the child: “What shapes did you put here?” - or confirms his answer: “That’s right, you put the red card here .
After this, the teacher moves on to the second part of the game, when the principle of grouping changes (the form is taken as the basis). The teacher asks the child to be attentive and says that now it is necessary to knock out
take cards differently. Lays out in front of him three samples of cards depicting a square, circle and triangle of the same color. One card at a time gives the child circles, squares and triangles of all available patterns in random order. The child lays them out, and the teacher clarifies the result: “Well done, you laid them out correctly - here are all the round shapes, here are all the square shapes, here are all the triangular shapes .
Subsequently, the colors and shapes for grouping are changed, and the number of samples is increased (4-6 at a time).
6. “Bring the same ones”
Goal: to highlight a property in objects, distracting from their functional purpose; select a group of objects to match one sample, find these objects in the group room; define the principle of selection in a word.
Equipment: cards with pictures of different shapes in different colors, toys and small objects of different shapes and colors.
Progress of the game:
The teacher lays out objects in advance in different places in the group room, objects of different shapes and colors. Children are divided into three groups and seated on chairs in different places in the room. The teacher invites one child (leader) from each group and asks them to take a card from the box without showing it to the children. The child takes the card and returns to his group, showing it to them so that the other group does not see. All children must bring toys
Rushes of the appropriate shape or color. If the choice is made by shape, then only the outline of the shape is given on the card, and if by color, then one side of the card is painted in the corresponding color. Children bring objects and sit on chairs with them. The teacher asks each group which card they had. Children answer (red, yellow; square, round), and the leader shows everyone his card.
7. “Place the pictures in your envelopes.”
Goal: group objects according to different properties; independently identify the principle of grouping, based on the sample; comprehend and consolidate in words the result of one’s actions.
Equipment: envelopes with pasted or drawn geometric shapes, different in color and size (for example: circles of yellow, red, blue, large, medium and small; triangles, ovals, hexagons of three colors and three sizes), car- teens with images of objects of different shapes, colors, sizes, trays.
Progress of the game:
The players sit at the tables. In front of each child there are three envelopes (for example, on one there is a triangle, on the other there is an oval, on the third there is a square). The shape of the person sitting next to you should not be repeated, i.e. envelopes with a different combination of shapes (for example, circle, rectangle, square). On a tray in front of each child there are several pictures, which he must put into envelopes (for example, pictures with
a button, a watermelon, a round watch must be placed in an envelope with a circle, etc.).
When the pictures are placed in envelopes, the teacher calls one of the children to the typesetting canvas and asks him to put his envelopes in the typesetting canvas, and under them insert pictures whose images correspond to this form. The child explains why he made this choice. If necessary, the teacher helps him.
8. "Let's make a book"
Goal: to imagine the situation described in the story, to be able to model it by laying out ready-made planar forms, to teach children to analyze the situation.
Equipment: sheets of white paper according to the number of children, flat images of objects corresponding to the content of the story.
Progress of the game:
The teacher tells the children that together they will make a book with beautiful pictures. Hands out sheets of paper, image elements on trays and asks to listen carefully to the story “About a Bird and a Cat . He reads it calmly, without stopping or explaining: “There was a tree growing in the yard. A bird was sitting near a tree. Then the bird flew and sat on a tree above. The cat came. The cat wanted to catch the bird and climbed a tree. The bird flew down and sat under a tree. The cat remained on the tree . After this, the teacher asks what the story is about, what the bird and the cat were doing. Then there is a step-by-step analysis of the story with modeling of all situations.
The teacher asks: “What happened first? - and reads the first phrase: “There was a tree in the yard . Asks the children to find wood on the trays and place them on their sheets of paper. Then he says: “A bird was sitting near the tree . Children find a bird and place it near a tree, etc.
9. "Guess what I told you about"
Goal: recognize objects by verbal description, relying on visual perception of objects.
Equipment: toys of various shapes, colors and purposes.
Progress of the game:
Children sit in a semicircle around the teacher’s table. He places four toys familiar to the children on the table and says that he will ask a riddle, and they must guess which toy it refers to. After this, he gives a brief description of one of the objects on the table. If the children cannot guess, the teacher slowly pronounces the text again, stopping at each property of this toy. When the riddle is guessed, he asks the children how they guessed, what words helped them in this. Then he rearranges the toys on the table and gives a description of another object: “Grows in the forest green, prickly, will come to us for the New Year, for the holiday .
The objects spoken about in riddles should change so that children do not memorize the answer, but listen and understand the semantic side of the speech, relying on existing ideas and perceptions, which help create a single image with the word.
10. "Puzzles"
Goal: same.
Equipment: toys or pictures depicting objects familiar to children.
Progress of the game:
Children sit in a semicircle. The teacher has pictures on the table (image down). He calls the child and asks him to guess the riddle in the picture. Then he gives a brief description of an object that is well known to children (for example: “It stands on the floor in the room, there are four legs, a seat and a back. You can sit on it.” ). The child turns over the pictures on the table, finds the one he wants and shows it to the children. Another child guesses a riddle that is similar in content to the previous one, but does not have a distinctive feature at the end of the description (for example: “It stands on the floor in the room. It has four legs. Covered with a tablecloth, there is a plate on it” ).
Later, you can give a more complex riddle, such as: “Gray in summer, white in winter, long ears, short tail. He doesn’t offend anyone, he’s afraid of everyone .
11. “Get the doll a ball”
Goal: learn to analyze the conditions of a practical problem; use auxiliary means in cases where they do not have a fixed purpose.
Equipment: doll, two balls, chair.
Progress of the game:
The teacher plays with a doll and a ball, and the child watches. Then the teacher asks the child to take another ball from the cabinet and play with the doll. The ball is placed on the cabinet so that, standing on the floor, the child cannot reach it. He must think to use a chair that is within the child's field of vision. If the child does not know how to do this, then the teacher helps him analyze the conditions: “Can you reach the ball with your hand? Think about what will help you with this. What should I take? - He gestures to the chair. At the end, the teacher clarifies: “The ball is high. You took a chair, he helped you get the ball .
12. “Get the ball for the bear”
Goal: continue to analyze the conditions of a practical problem, use tools in cases where they do not have a fixed purpose.
Equipment: bear, ball, stick.
Progress of the game: the teacher, playing ball with a bear, rolls the ball under the cabinet so that the child cannot reach it with his hand. The task is for the child to guess to use a stick that is in his field of vision. If he does not do this, then the teacher helps to analyze the conditions: “The ball is far away. Find out how to get it. Think about it. At the end of the lesson, the teacher generalizes: “If you can’t reach it with your hand, you have to look for something that will help .
13. "Get the key"
Goal: continue to analyze the conditions for solving practical problems
tasks using an aid.
Equipment: wind-up toy, key, bench.
Progress of the game:
The teacher shows the child a wind-up toy. The key hangs so that, standing on the floor, the child cannot reach it. He must figure out to use the bench in sight as an aid. At the end of the game, the teacher summarizes the children’s actions.
14. "Get the machine"
Goal: continue to analyze the conditions of the practical problem; teaches you to look for tools in the environment, using them to achieve a goal.
Equipment: winding machine, stick.
Progress of the game:
The teacher starts the car, and it “accidentally” slides under the cabinet so that the child cannot reach it with his hand. The teacher asks him to take out the car and play with it. The child must solve a practical problem. If a child tries to reach a toy with his hand, do not stop him; let him make sure that he cannot reach it with his hand. Then the teacher says: “Let's look for what you need . At the end of the lesson, the teacher reminds the child: “You must always look for some object that will help you get a toy .
15. "Ring the bell"
Goal: continue to analyze the conditions of the practical problem, solve them using tests.
Equipment: bell mounted on a stand, rope.
Progress of the game:
The bell, mounted on a stand, is installed in a visible place so that children cannot reach it with their hands. A string is tied to the tongue of the bell. Standing on the floor, the child can freely reach it. “false” attached to the stand on either side of the bell . They are somewhat longer. The child is asked to ring the bell. The task is for him to guess to use the rope that is attached to the tongue of the bell. The child is given the opportunity to make the right choice on his own. If he continues to pull “false” rope, the teacher says: “Do you hear the bell not ringing, try the other rope . In conclusion, the teacher clarifies which string was used to make the call.
16. "Push the ball into the basket"
Goal: same.
Equipment: ball, stick, basket.
Progress of the game:
The child sits at the table; on the opposite edge of the table there is a ball at such a distance that the child cannot reach it with his hand. There is a short stick on the table to the left of the child, and a long stick on the floor next to the table. There is a basket on the floor opposite the ball. The teacher asks the child to push the ball into the basket, but he cannot get up from the chair. The child must
guess to use the right stick to push the ball. After completing the task, it is necessary to once again draw the child’s attention to the properties of the object-tools: “Which stick helped push the ball? Why?" .
17. "Get the cart"
Goal: continue to analyze the conditions of the practical problem; continue to use the trial method when solving a practical problem.
Equipment: cart with loop, small toys, screen.
Progress of the game:
On the table, at a distance inaccessible to the child's outstretched arm, there is a cart with a loop. A braid is threaded loosely through it, both ends are spread apart by 50 cm. The child can easily reach them. To pull the cart, you must use both ends at the same time. There are colorful little toys on the cart. The task is for the child to guess to grab both ends of the tape at the same time and pull the cart towards him. If the child pulls on one end of the strap, it will slip out of the loop and the cart will stop in place. The teacher asks the child to get the cart and play with the toys. If he pulls the ribbon out at one end, the teacher threads it through the loop behind the screen. It is important that the child makes sure that the tape must be pulled at both ends. Therefore, it is necessary to give him the opportunity to try several times to achieve the goal. At the end of the game, the teacher sums it up by asking the child questions.
18. "Get the balls"
Goal: same.
Equipment: a jar of water, a ladle, a fork, a spoon, a stick with a ring.
Progress of the game:
The teacher shows the children a tall jar of water, filled to half the jar; at the bottom of the jar there are balls. The teacher says: “The balls fell into the water, we need to get them out . Not far from the jar are a spoon, a spoon, a fork, and a stick with a ring. Children are given the opportunity to try these tools; it is important that they independently convince themselves of the choice of a more suitable tool and justify their choice.
19. "Get the toy"
Goal: teaches you to solve two-phase practical problems, respecting the final goal; analyze the environment.
Equipment: a wind-up toy in a plastic bag, a chair, and a box with building materials on it.
Progress of the game:
The teacher suggests getting a bag with a toy hanging on a hook so that the child cannot reach it while standing on the floor. To do this, he should use a chair, having first removed the box with building material from it. The teacher fixes the child’s attention on the final goal: “Can you reach the toy with your hand? What do you need to do to get it? . The teacher helps the child understand the intermediate goal - to free the chair - to remove the box with building material. The teacher makes sure that the child does not get carried away with playing with building materials.
After completing the task, he summarizes the child’s actions, saying that first he vacated the chair, and then used it to get the toy.
20. "Open the box"
Goal: same.
Equipment: a box from a cooking cabinet, two pictures.
Progress of the game (played individually):
The teacher puts the back side up and tells the child that he has beautiful pictures. He takes out a box from the preparation table, puts a picture in it and closes the box without locking it with a pin. Invites the child to open the box and look at the picture. He easily opens the box, takes it out and tells what is depicted on it. While the child is looking at the picture, the teacher puts another picture in the box and closes the box with a pin. He asks to open the box again and take out the second picture. If a child tries to open a box by force, the teacher invites him to look for the reason why the box does not open, try to open it in different ways, find what is stopping him.
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Stages of development of thinking
- visually effective;
- visual-figurative;
- verbal-logical.
Visual and effective thinking is formed at the age of 1-3 years. When, as a result of his actions, a child, without realizing it, draws conclusions “for the future.” And proof of this are toys, keyboards, and parental gadgets disassembled for spare parts. The purpose of these actions is to know “what’s inside?”
At the age of 3-7 years, visual-figurative thinking is formed. It is during this period that the first signs of analysis appear. For example, having certain skills, a child can already tell what a toy will feel like when he sees it in a store window. Many can already predict the situation.
Closer to 6 years, the first inclinations of verbal and logical thinking appear. At this stage, the child begins to give detailed answers after analyzing information, is able to arrange the sequence of events in the correct order, and can characterize almost any object. Speech is of paramount importance on the development of a child’s thinking.
What is thinking
Every day we make many decisions: how to get from point A to point B faster, what to give a friend for his birthday, how to solve a difficult problem at school or in everyday life.
And although the world is full of uncertainties, the way we reason still partially influences the outcome. Thinking is when we learn something: we systematize and analyze information, build connections, highlight what is important, discard what is unnecessary and draw conclusions.
How it works
Thinking “does” the brain, and the result is called thought.
To understand how to develop thinking, it is important to clarify: thinking itself can be different - it all depends on what kind of work our brain does.
| Visually effective - this is when we make a decision right within a situation that is constantly changing. Chess and puzzles are a great example. A very useful skill for a world that changes every day - and what’s more, sometimes several times a day. Visual-figurative means imagining some situation or image, but not actually doing anything with it with your hands. For example, to see something familiar in a random passer-by and think about what it is connected with: maybe he looks like a neighbor or a famous actor (or is he the same actor)? Verbal-logical - we use this type of thinking when we group objects by characteristics (smartphone, fitness bracelet, wireless speaker - gadgets), affirm or deny something (the weather is good outside, the sun is shining and it’s warm / the weather is terrible outside, the sun is shining and it is very hot) or we draw conclusions based on judgments (mom said that she is busy with work in the evening - that means she will not come to the parent-teacher meeting). Theoretical thinking is a favorite pastime of scientists! When they conduct experiments, they isolate and analyze different characteristics of phenomena. All this helps to mentally change the object and study it in detail. For example, you need to decide what is better to take for a snack at school: a banana or an apple. Let's analyze: a banana is soft and can ruin notebooks in a backpack, an apple is hard and takes up less space. The choice is obvious! Practical thinking is to set a goal to learn English and come up with a plan for this task so that there is motivation to continue. Creative thinking is when we solve simple problems out of the box: we use imagination, systematize and analyze. For example, you need to figure out how not to worry at a family photo shoot. You can invite parents to portray different animals and communicate with each other in their languages. Then the shots will come out with smiles, and the process will be fun. |
Mental operations
Observing how a child’s thinking develops, the entire thought process can be divided into stages:
- comparison;
- analysis;
- synthesis;
- generalization.
At the comparison stage, the child learns to find the same in different things, different in the same. During this period, it is appropriate to give “find the differences” pictures and play memory games (start with 6 pairs of pictures, gradually increasing the number).
At the analysis stage, features, qualities, properties, materials and objects used are identified. In his imagination, a child can divide any product into its component parts.
The synthesis stage is closely related to the analysis stage. Without analysis it will not be possible to synthesize. An example of this is reading. Without remembering letters, without understanding how they merge into syllables, a child will not be able to read.
Vivid signs of generalization are the identification of common characteristics of objects and grouping. As soon as a child develops coherent speech and the use of a large number of generalizing concepts, you know that the generalization stage has begun.
How to develop preschool children - said Maya Makieva, child psychotherapist
Preschool children actively explore the world and therefore have great curiosity about everything that happens around them. They greedily absorb all the information that adults offer them, as they dream of growing up quickly, becoming smart and strong. Therefore, it is simply impossible to overestimate the role of parents in shaping the child’s thinking.
Games are of great importance in a child's life. It is during play that the most rapid and high-quality development of the child’s imagination occurs, the active work of all thought processes and the assimilation of new information, since the child wants to learn and do something new through play. It is through the game that parents have the opportunity to convey important information to the child, form the values and rules of life for their child, since in the game the child is ready to listen and hear you.
This article presents excellent options for short-term games that will allow you to develop all types of thinking, diversify your communication with your child, as well as spend time with him with benefit and interest. But remember that these games must be strictly dosed, and if you see that the child is starting to get tired, end the game on time.
How to develop a preschooler's thinking
The development of thinking occurs through play, as this is the leading type of activity. You can beat everything. From a pedagogical point of view, it should be developed in different directions. Involve your child more in housework.
Check out the table; it contains the main types of exercises for developing thinking in children, which we focus on in our classes.
| Types of activities | Description |
| Memory development task | Memorizing image elements, sequence of details, etc. |
| Logic exercises | Find what is missing, identify a pattern using analysis, comparison, reasoning |
| Classification tasks | Sorting, grouping by characteristics, etc. |
| Exercises for concentration | Finding identical properties, differences between objects, images, etc. |
| Tasks for the development of spatial perception | Development of visualization, spatial arrangement, solving puzzles and puzzles |
| Exercise to develop analytical skills | Search for details that are superfluous or not true |
| Tasks for the formation of a strategic approach | Thinking through a whole chain of actions. Analysis of sequences and results |
Features of the constructive development of visual and effective thinking
To effectively develop this stage of thinking, as well as improve fine motor skills, games with different textures will help. Invite your child to sort out small pebbles and pour sand. Give me some pieces of fabric. Show that silk and velvet feel completely different to the touch.
It is important at this stage of development to explain that there are hot and sharp objects that need to be feared. To do this, show your child that if you touch a warm radiator it will be too hot.
Then the child will understand the characteristics of objects, that hot things burn and should not be touched. Same with sharp objects. Show that touching a slightly pointed object is unpleasant. You should not conduct such lessons with burning and sharp objects, as you can harm the baby.
Exercises and games to develop thinking in preschoolers
Let's look at options for exercises and games that can be easily used in everyday life by the whole family.
Games for the development of visual and effective thinking
- “Sort into groups” is a game in which the work of the eyes and hands is leading. For example, place large spoons, dessert spoons and tea spoons in front of your child. Ask them to sort them. The child must decide for himself on what principle to do this.
- Game "Build a Row". Cylinder blocks, color plates, heat bottles, flavor bottles, tangram and other materials can be used here. For example, you need to build a row from large to small. Cylinder blocks from the Montessori method are used. Colored plates of the same color, but different shades, must be arranged from darkest to lightest.
- Game "Find a place for the nesting doll." It will require nesting dolls (at least 6 pieces). We arrange the figures in a row at an equal distance from each other. Then we ask the child to close his eyes, remove one figure, and align the rest. The baby opens his eyes and tries to find the place between which figures the matryoshka stood. As the task is completed, the number of components should increase.
Games for the development of visual-figurative thinking
- Game "What does it look like?" There are a lot of variations of it. One of them might be to show an image of a fancy blob. Give your child the opportunity to think about what it is, who it is, what it tastes like, what it smells like, what it does and other signs.
- Game “Say it in one word.” Depending on the age of the child, the approach to identifying objects will change. For children 3-4 years old - simple generalizations such as: furniture, dishes, berries, flowers. For a child aged 5 years, the generalization should be deeper, for example: insects, wild animals, pets, professions, etc. Children 6-7 years old already operate with such concepts as animals of Africa, Asia, fruits of Europe, Asia, etc.
- Game "Give a definition." The child is offered an object that he characterizes. For example, we show a mug that needs to be described: big, dad’s, fragile, glass, etc. And then the child shows you the object, and you characterize it.
Games for the development of verbal and logical thinking
- Game "Collect the picture." It is analogous to puzzles. The child’s task is to assemble a whole picture from several parts. The older the baby, the more details.
- Game "Continue the Row". Draw a chain and a row of beads in a certain sequence: yellow, green, blue, pink, and then repeat the row once and invite the child to continue. The older the child, the more beads there are, and their sizes change.
- "Opposites". A game of matching the opposite. For example, you say cold, but the child picks up hot; wet-dry; black and white and so on.
- Game "Guess what it's about." You consistently describe the subject, and the child guesses what you are talking about. For example: round, striped, sweet, juicy - watermelon.
Perform developmental exercises from Ikyusha
Mathematics
Reading
The world
Logics
English language
Anagrams
Age: from 5-6 years
Anagrams are the rearrangement of letters in a word to form a new word. For example, sleep is nose, rakask is paint. Anagrams work well for children who can already read.
Such tasks increase concentration and speed of thinking, and also develop visual memory.
Schulte tables
Age: from 5 years
Many parents have heard about Schulte tables. These exercises are very popular as they increase concentration and develop memory in a light playful way. The child’s task is simple - to find in order the numbers or letters randomly located in the table. The sizes of the table vary depending on the age and preparation of the baby (usually from 3x3 to 16x16).
Exercise “Listen and count”
Age: 6-8 years
Another great exercise for focusing attention. You read the sentence while tapping your pencil or pen on the table. The child needs to remember both the text and the number of your strokes. If the baby begins to cope easily, complicate the task by gradually increasing the number of blows.
