Toys pictures for children in kindergarten on a transparent background: color cards, coloring pages

The topic “Toys” must be used during speech therapy classes with preschoolers aged 2-7 years. Of course, the best pictures for children in kindergarten are Toys, which are specially selected for educational activities.

In the lexical material on this topic, several important “steps” can be identified, elements that must be mastered by preschoolers:

The very generalizing concept of “toys”.
Various names of items used for different types of games (story-based, action, etc.).
General features and properties of toys, as well as their differences from other items.
Ways to use certain toys.
Features of their device.
An idea of the material from which game items are made.

Here is a minimum list of words on the topic of toys for children that should be introduced into the active vocabulary of preschool children:

Names of toys and their parts (nouns):

bear, bunny, dog, doll, car, ball, top, construction set, matryoshka, pyramid, head, torso, arm, leg, muzzle, paw, tail.

Characteristics of items for games (adjectives):

* it is useful to teach them with children in pairs, comparing the properties of different toys.

Big - small, round - square, soft - hard, smooth - rough, fur - plastic, iron - wood, new - old.

Various actions that can be performed with these objects (verbs):

Roll, carry, build, swing, dress, bathe, feed, wear, buy, lose, find, sew, play, collect.

Drawn pictures

For the formation of a passive vocabulary, pictures for children depicting various toys are of great importance. It is very good if they are presented in a wide variety, this allows you to offer the child many different speech exercises and activities.

For speech therapy games, it is much more convenient to use cards rather than real objects. Sorting and describing images not only contributes to children’s speech development, but also improves them:

visual-figurative thinking;
RAM;
attention.

Of course, it is very difficult to draw such pictures yourself; it is better to find ready-made ones selected by professional speech therapists.

The further task of the teacher is to teach the child to find those common features by which objects can be classified into one group, that is, to teach them the operations of independent generalization and designation. In this case, the child must again be able to analyze each individual object, correlate it with other objects, establishing the presence or absence of common features, identify and label common essential features in words, and make a generalization on this basis. In the process of this mental work, the child remembers the generic names known to him and finds one that reflects exactly those common features that are present in this or that group of objects.

As noted above, children can generalize objects based on their practical-sensory experience, without realizing why they combined objects into one group. Therefore, when teaching children to generalize, they need to be taught to use words denoting generalized concepts.

Operations of generalization and designation are developed in preschoolers in various types of activities. We will dwell here only on the characteristics of some didactic games and activities that can be carried out specifically for the purpose of developing these operations in children.

At first, it is useful to practice children in action with objects. You can offer the following options for didactic games: “Find what fits”, “Give what fits”, the game “Fourth odd”, “Find out what’s in the bag”, “Guess what’s in the bag”, “Name in one word”, “Get things in order”, etc.

In the game “Find What Fits,” three or four similar objects, for example, a plate, cup, spoon, are placed in front of the child. Somewhat further away lie two other objects, one of which belongs in meaning to the already named group, for example, a saucer and a shoe. The child is asked to add to the group what is suitable, and then explain why this particular item is suitable and not another.

The game “Give What Fits” is as follows: in front of the child there are four objects in one row, two of which belong to one group of objects and two to another. For example, on the table there is a hat, mittens, cucumber and onion. The teacher holds a carrot in his hands and invites the child to choose from the items laid out on the table and give him those that match the carrot. As in the previous game, it becomes clear why some items are suitable and others are not (“carrots, onions, and cucumbers can be eaten, these are vegetables, they grow in the garden, and a hat and mittens are clothes”). If at first pairs of objects are placed side by side by the teacher, then objects from different groups are mixed up. Complicating the game can also be done by increasing the number of items from which you need to make a choice.

In the game "Odd Four", of the four objects lying in front of the child, three belong to the same group, for example, a truck, a passenger car and a dump truck, and one object, for example a pyramid, is not included in the concept of "car". The child is told: “There is one extra object here, find it and put it aside.” After the child completes the required action, he is asked how to name the objects that remain. If the child is offered a larger number of objects, then the game may be called “Remove the extra one.”

A preschooler can make situational generalizations. If you offer him, for example, objects such as a hare, a squirrel, a toothbrush and a bear, then he can combine the squirrel and the toothbrush, explaining that the squirrel’s teeth hurt because she doesn’t brush them, and she needs to be given a toothbrush a brush so that she can clean her teeth, and then they will no longer hurt her (the child could learn that the squirrel’s teeth hurt from the recently heard fairy tale “A Squirrel’s Grief”). Therefore, the material should be selected in such a way that there is less opportunity for situational generalizations.

In games with “Wonderful Bag”, “Guess What’s in the Bag”, objects of any group (or vegetables, or toys, or cars, or animals, etc.) are placed in the bag. First, the teacher explains to the children (then you can do without such a preliminary explanation): “We have in a wonderful bag what we eat. What is it? What is this called in one word? With his question, the teacher introduces an element of mystery and entertainment. Then he calls the child, he takes out one object after another, names each of them and gives the group a general name. Or the children are called in turn, and each takes out only one object, otherwise the game proceeds in the same way.

In the game “Guess What's in the Bag,” each item is recognized by touch, after which the children guess the name of the group.

The “Name it in one word” game is similar in content to the previous one, only here the children themselves do not create a group, practically do not act, but use a generalizing word to name a ready-made set of homogeneous objects. This game is recommended for children for the purpose of using and mastering generalized names, and it should be used along with those games in which the child himself practically forms a group of homogeneous objects.

In the “Get Ordered” game, objects from different groups (two at first) are arranged chaotically. The child is asked to put things in order, that is, to put similar objects together. The teacher explains to the children: “If you had a hen, a chick and a rooster here, you would put them together, because these are poultry.” Here the child produces not only a generalization, but also a classification as a more complex mental operation. It groups items into one group based on a common feature and distributes items into groups based on the differences between them.

Similar games can be played with pictures. In this case, it becomes possible to use material from a significantly larger number of groups.

In addition to the above games, other picture games described in the literature can be used to develop children's generalization and classification skills. So, in the game “Paired Pictures” (author N.A. Ushakova), children look at the pictures lying on the table and name the objects depicted on them. Then they select them in pairs based on similarity of features (bucket and jug, doll and matryoshka, etc.). For children, it is advisable to call this game “Pick a Pair.” It can be made more difficult by setting a new task at the end of the game: “Guess what it is?” or “Say it in one word.” Here children must give generalizing names to the formed pairs of pictures.

In the game “Find and Bring” (with paired pictures), the child, based on the picture in his hand, looks for and brings a similar one. You can play another version of the game with the same name.

On the table, standing not far from the teacher, pictures of different groups are laid out interspersed. The child is given one picture, and he must use it to find and bring to the teacher the remaining pictures of the same group (3-4-5 pictures). Knowing the number of elements in the group, the teacher can easily control the child. The rest of the children are given the task of seeing if Petya is a good scout (this game can be called differently - “Scouts”), if he will find everything he needs. After the pictures of this group are brought, they are shown to the children or displayed on a typesetting canvas or flannelgraph, and the children give a name to the group (or this task is given to the child who brought the pictures).

You can offer the game “Make no mistake”. Various pictures are selected for it. The group should have as many pictures as there are children taking part in the game. Each child receives one card from each group. Let's assume that the game includes pictures with insects, clothes, furniture, toys, vegetables and dishes drawn on them. Therefore, each player must have six cards. One of the children opens any card, and each child takes turns laying out the picture that matches the first one (for example, a “clothing” group is formed). After the last picture of this group is placed, the next child gives it a general name and lays out any of his cards. Next, the next group of pictures is formed, called a generic word, etc. The child who mistakenly placed the wrong card or failed to name the group pays a forfeit.

With the same material you can play the game “Don’t Yawn”. The cards are shuffled and distributed equally to the children. In this case, one child may have several pictures of this group, while another may have none. In addition to the pictures, each child receives the same number of chips to pay the fine. One child opens a card, the other children take turns laying out pictures, forming a group of homogeneous objects and calling it, as in the previous game. The difference is that the child who did not have a picture and the corresponding group or did not find it pays a fine. The children with the most chips left win.

The game “Pick Up” (author A. Stolnikova) is interesting from the point of view of training children in the operation of generalization. “The presenter selects sets of cards based on the number of participants in the game. Then, showing the players the cards (one at a time), he offers to name the objects depicted on them. If the player correctly names the object, plant or animal, the presenter gives him this picture, saying at the same time which group it belongs to. For example, the player named the object depicted on the card - a table. The presenter hands him this card and says: “The table is furniture.”

When the players remember which group certain items belong to, they can start playing. Cards are distributed equally to all participants in the game. The players must look at their cards and decide which group of objects they will collect: plants, animals, furniture, etc. (the set of cards that the player has more should be collected).

After this, the participants in the game exchange cards with each other (one at a time) that they no longer need. They do this so that the rest of the players do not see what is shown on the cards.

The game continues until one of the players collects six cards from one group, for example, all vegetables: cabbage, cucumbers, beets, carrots and radishes.”

To teach children classification, we can recommend the game “Who can divide into groups the fastest.” The game material is a set of pictures of different groups. The leader shuffles the cards and distributes them equally to the children face down. After all the cards have been distributed to the participants in the game, the presenter says: “Start - don’t yawn.” After these words, the children turn over the cards and, combining the same content, distribute them into groups. The first one to complete the task wins.

When playing this game, you need to take into account that children have an unequal number of pictures from different groups, which children should be warned about at the beginning of the game.

The need for children to master general names to carry out the action of classification was emphasized above (this is all the more necessary for using classification for memorization purposes). It is known that a child’s passive vocabulary is wider than his active vocabulary; a child can understand the words shoes, insects, furniture, etc., but not use them in his speech.

It was indicated above that the most difficult for children are such general words as insects, shoes, furniture, tools, transport, fruits, trees, weapons. To master generic names, it is not enough for children to hear or even perceive these words repeatedly. It is necessary to encourage children to independently use generic names, for which a variety of games can be played.

The material of the game “What does this apply to him?” are pictures of different groups. A stack of pre-mixed cards lies near the teacher. He opens them one at a time, and the children take turns naming one object and the group to which it belongs. The child who answers correctly receives a card. If the child cannot name the group, the card is placed at the bottom of the pile. The game ends when all the pictures have been sorted out.

At first, this game can be played in a lightweight version. First, showing the cards one after another, the teacher asks the children: “What is this?” Then he explains to the children the rules of the game: “There are berries, vegetables, and fruits here... Now you will guess what belongs to what. If I show you an apple, you will say: an apple goes with fruit.” The game is then played as described above.

By varying the sets of pictures, the teacher trains children in the action of classification and in the independent use of various generalizing words.

For the same purpose, the game “Who Needs What” is recommended. Cards from as many groups as there are children participating in the game are selected. Groups must have the same number of pictures. Each child receives one card from any group. The rest of the cards are kept by the teacher. He explains that he has cards of various groups (vegetables, trees, flowers, insects, etc.). The child must collect exactly the group of pictures to which the object depicted on his card belongs. The teacher (leader), taking a card from the pile, names it and asks: “Who needs a bow?” The child who has any vegetables answers: “Me, I have vegetables” - and receives this card. If the child answered incorrectly, the presenter fines him by taking one of his pictures (this card is no longer involved in the game). The presenter also takes the card for himself even if none of the children demanded it. The one who has the fewest pictures at the end of the game loses.

Didactic game “Divide into groups. What is this". described by L.R. Golubeva, pursues the same goals as the games we proposed, however, it is carried out with each child individually. Looking at the proposed pictures, the child must name a single object and assign it to the corresponding general group, using a model. For example, “hat - clothes, doll - toy”, etc.

In the last three games described, children relate the individual to the general without the practical action of unfolding. Consequently, here classification is carried out by children at a higher level, in the form of speech action.

Coloring pages

To conduct classes on the topic “Toys” it is also very useful to use thematic coloring books. They help the child not only learn and remember all kinds of names of objects for games, but also practice using a large number of descriptive adjectives (in descriptions of various colors and materials). A correctly selected coloring book is a real helper for speech therapists and parents!

Teaching preschoolers to generalize objects

The next task of the teacher is to teach the child to find those common features by which objects can be classified into one group, that is, to teach them the operations of independent generalization and designation. In this case, the child must again be able to analyze each individual object, correlate it with other objects, establishing the presence or absence of common features, identify and label common essential features in words, and make a generalization on this basis. In the process of this mental work, the child remembers the generic names known to him and finds one that reflects exactly those common features that are present in this or that group of objects.

In the game “Guess What's in the Bag,” each item is recognized by touch, after which the children guess the name of the group.

Similar games can be played with pictures. In this case, it becomes possible to use material from a significantly larger number of groups.

In the game “Find and Bring” (with paired pictures), the child, based on the picture in his hand, looks for and brings a similar one. You can play another version of the game with the same name.

After this, the participants in the game exchange cards with each other (one at a time) that they no longer need. They do this so that the rest of the players do not see what is shown on the cards.

The game continues until one of the players collects six cards from one group, for example, all vegetables: cabbage, cucumbers, beets, carrots and radishes.”

When playing this game, you need to take into account that children have an unequal number of pictures from different groups, which children should be warned about at the beginning of the game.

By varying the sets of pictures, the teacher trains children in the action of classification and in the independent use of various generalizing words.

Games

With “Toys” pictures you can conduct many simple and effective speech therapy activities aimed at developing the speech of preschool children. Here are some examples of such games:

Name the pictures

The development of children's speech is facilitated by naming the various toys depicted on the cards. It is important to choose the most realistic drawings, this helps the child quickly recognize this or that object. Such pictures of toys for children must certainly be bright and attractive in appearance.

What's missing here?

The popular logic game “Odd Four” can also be used in speech therapy classes. During it, children are offered four images, three of which can be called in one word (“toys”), and one cannot; this card is selected from other categories (vegetables, plants, animals, transport, etc.). This game helps to enrich and activate passive vocabulary, and also perfectly trains the attention and thinking of preschoolers.

Which? Which? Which?

Show your child one picture at a time from the set of “Toys” cards and ask him to list the properties of the object depicted on it. For example: a doll - new, elegant, plastic, curly, blue-eyed, big, new, etc. If you have pictures from the Toys for Children series on a transparent background, then it is better to use them in this game.

Call me kindly

This game is great for developing the skill of using diminutive suffixes on nouns. An adult shows children 4 years and older toys (in pictures or real ones) and asks them to name them affectionately. Examples:

- doll - doll; - ball - ball; - bear - bear; - elephant - elephant; - hare - bunny; - car - machine; - jump rope - jump rope.

For children of senior preschool age 6-7 years old, you can conduct a complicated lesson: ask them to remember the names of toys that are used only in an “affectionate” form. (top, pyramid) or do not have it at all (spinning top, hoop, train, clown, etc.).

One-many

Teach your child not only to name toys one by one, but also to find one or another of them in a group of similar/identical images. Example:

ball - ball doll - dolls cube - cubes ball - balls.

Detectives

Another simple and exciting game that will help your child quickly learn the names of a large number of toys. As visual material for it you can use:

Pictures;
real objects for games;
video materials.

First you need to show four different pictures with images of toys, and then hide (close) one of the cards. The baby must remember and name what is missing.

Guess what color

Invite your child to name the color of the toy you show him. You need to start with basic colors, then you can add more complex options, with shades (bright red, scarlet, dark green, light pink). During this game you can also reinforce the concepts

- bright; – multi-colored; - transparent; – multi-color.

Whose toy is this?

This exercise allows you to teach a preschool child how to coordinate nouns (names of toys) with personal pronouns. You show your child a picture and ask: “Whose is this?” Possible answers:

my (dog, spinning top, pyramid) my (ball, elephant, bunny, clown) my (lotto, dominoes) my (cubes, balls)

Who's doing what?

This game allows you to train the skill of agreeing a noun with a verb. Show your child pictures of toys (singular and plural, pairs) one at a time and ask the question: “What is this? What is he doing? Possible answers:

the doll is sleeping - the dolls are sleeping the parsley is sitting - the parsleys are sitting the bunny fell from the shelf - the bunnies fell from the shelf the top is spinning - the tops are spinning the ball rolled away - the balls rolled away the car broke down - the cars broke down the bear is sleeping - the bears are sleeping

The large picture “Toys for Children” can be used for a similar activity with several kids at once, in a group or subgroup.

What toy?

This fun game helps children learn the rules of noun-adjective agreement quickly and easily. Ask your child to come up with as many characteristics as possible for the toy whose image is in your hands. It is best to play this game among several children or in an adult-child pair. Try to avoid repeating adjectives; it is important to name as many different words as possible.

Example:

The horse is wooden, new, beloved, comfortable, hard, smooth, brown. Elephant - purple, soft, big, sad, big-eared.

Shop

The usual game of “shopping” can be slightly modified and effectively used to develop the speech of children in the senior and preparatory groups of kindergarten. Invite the children to choose a card from the “Toys” set, i.e., “make a purchase.” Then the boy or girl goes to the window and chooses a “purchase”. The child must accompany his actions with a correctly constructed complete sentence, in which he must name the selected object and several of its characteristics (color, material, size and other features). This exercise helps enrich children's active vocabulary and develop their imagination.

Example:

1. I want to buy a big yellow ball. 2. I want to buy a bright red cube. 3. I want to buy an elegant little doll. 4. I want to buy a set of wooden blocks in a box.

The picture Toys for Children on a transparent background is very suitable for this game, although ordinary cardboard cards can also be used.

Funny pictures for developing a child's thinking

Who is the lightest?
(illustration from the magazine “Funny Pictures”, 1983, No. 4) Back in 2004, a completely ordinary story happened to me. Straight from the laboratory benches loaded with PCR machines, centrifuges, test tubes and microscopes, in the fever of writing articles on the bioremediation of saline soils, I found myself in a room with rattles, baby books and a small child.

Using rattles and pacifiers turned out to be more or less simple, but with “educational games” everything seemed much more interesting. Is it really possible to enhance the development of a child’s thinking abilities, and how to do this?

To answer this question, I left my career as a scientist and went to work as a teacher of additional education. What you will read next is the result, sorry, of experiments on children (don’t worry, not a single experimental child was harmed). If the task is to develop thinking, you need to understand what it is.

There are several types of thinking:

1. Verbal and logical thinking

.
Aristotle dealt with it. It is based on our favorite elementary mental operations (analysis, synthesis, comparison, generalization, abstraction) and elementary inferences (deduction, induction, analogy (traduction)). 2. Visual-figurative thinking
(operating with images).
3. Subject-based thinking
(“thinking with hands”, based on the sensory-perceptual process).
4. Creative thinking
(the most difficult term, essentially the ability to make non-standard decisions).
5. Abstract-symbolic
(operating with mathematical codes, formulas and operations that cannot be touched or imagined).

Therefore, in order to also develop the child in the process of entertainment, it is necessary to build into the game process the need to solve a problem that is solved with the help of these types of thinking. Fortunately, this turned out to be not so difficult (my thoughts were greatly pushed forward by a thick file of old “Funny Pictures” magazines, which contained a wealth of material for analyzing the possibilities of using infographics with children).

Since I am a visual person myself, the techniques turned out to be visual. They are used for children aged 4 years and older (my oldest students on whom the techniques worked were 18; I did not test them on adults; a specific age is indicated for specific tasks). The examples given are mainly from the field of biology (guess why), but the techniques themselves can be applied to different areas of knowledge. Based on these techniques, we were able to prepare an interactive city tour, a theatrical performance, elements of an exhibition dedicated to religion, and classes in psychology, chemistry and physics.

So, here are the techniques that allow you to develop specific types of thinking.

Techniques No. 1 and No. 2 – “analysis” and “synthesis”

Essentially, we need to teach how to take a whole into parts and put it back together (without creating spare parts, preferably).
Example: study of complex natural systems, for example the biogeocenosis of a pond.

Child's task (6-12 years):

analyze the community, identify ecological relationships and “synthesize” a pond, which in real life will have a chance of functioning successfully.

In the figure: 1 - general view, 2-5 - constituent elements (2 - laminated pondweed herbarium (lamination makes the most fragile herbarium vandal-resistant), 3 - laminated images of a dragonfly, pondweed, 4,5: the elements are attached to the magnetic board using pieces magnetic vinyl on the reverse side). Board size – 1200*900 mm.

Technique No. 3 “comparison”

Example: evolution of the toes of the forefoot in horses.
Child's task (from 6 years):

Looking at the picture, answer how the horse got its hoof.

Technique No. 4, 5 “generalization”, “abstraction”

Example: in natural science there are many classification options (living organisms, stars by magnitude, etc.).
Such systems provide an excellent opportunity to train children’s ability to generalize (isolating common features) and abstraction (from secondary features). Child's task (7-12 years):

independently identify the signs of fish (they lay eggs, cold-bloodedness, the presence of fins, gills, scales) and draw symbols denoting all these signs.

Technique No. 6 “deduction”

Thanks to Arthur Conan Doyle, the “Holmes method” - deductive reasoning from the general to the specific - became widely known.
Example: This method can be used very successfully, for example, when playing rangers. The best option for implementing this game would be a trip to nature, during which children will be asked to find the maximum number of living creatures by traces of life activity: a woodpecker - by an “anvil”, a raven or other bird - by a dropped feather, an owl - by a left “remnant”, a mouse - by a hole, a hare - by excrement.

Task of a child (school age):

determine which pine cone was chewed by a squirrel, which one was eaten by a woodpecker, and which one no one ate.

Technique No. 7 “induction”

Inductive reasoning is more difficult for children than deductive reasoning, since it requires reasoning from the particular to the general, that is, it practically corresponds to the process of finding new knowledge in a scientific “adult” search.
To develop this ability, younger children can ask the question “What will happen if...”; older children can look for the common cause of two different phenomena. Task for children (school age):

determine the common reason why people on a roller coaster get pinned to their seats while they are upside down, and why the car skids when turning.

Technique No. 8 “analogy”

An example from bionics: the history of the invention of Velcro.
It is known that this fastener was invented by the Swiss Georges de Mestral after another session of removing burrs from the fur of his dog. Burdock fruits have “hooks” that are clearly visible to the naked eye, which served as the prototype for “Velcro.” The invention brought considerable income: for 30 years of his life, he and his family lived only on patent royalties for his invention. Riddle for a child (6-99+):

how to make a million dollars by carefully looking at burdocks from the trash heap.

Techniques No. 9-11 relate to visual-figurative thinking.

Technique No. 9 “association”

Association is a technique that many children really like.
Example: the shapes of snowflakes (oddly enough, the shapes of snowflakes have both names and classifications). Task for children (from 5 years):

looking at the snowflakes, guess what their name is (in the illustration on the left - a column, on the right - a coil).

Technique No. 10 “emphasis”

Fortunately, there is no shortage of use of this technique in textbooks, for example, when any organ system is highlighted in color and depicted on a black and white outline of the human body.
In this case, the contour of the body is needed for a topographic assessment of the location of a given organ system, and the color focuses attention. However, simply highlighting with color is not enough to puzzle a child. Task for children from 6 years old:

coloring the outline image of the human body with colored pencils.

Technique No. 11 “agglutination”

It means “gluing,” so if we see, for example, an ancient chimera - a Centaur, a Unicorn, a Basilisk and others, then we owe their appearance precisely to the ability of the human brain to connect parts that were not initially connected.
This technique can be used very simply by asking children to create or “disassemble” chimeras into their component parts, or when solving complex problems. Task for children over 4 years old:

determine which mythical animal can be assembled from the proposed parts and which real animals all these parts belong to.

School tasks, as a rule, contain clear initial conditions that do not allow for misunderstandings, do not contain errors or incompleteness of the initial data. This rarely happens in life. To better prepare a child for life in the real world, it is useful to use techniques that require the use of intuition, that is, “creative thinking.” Intuition allows you to overcome the incompleteness or error of the initial data. Such techniques include “error”, “search” and “gap” (techniques No. 12-14).

Technique No. 12 “mistake”

It involves deliberately introducing an error into your speech or into the proposed illustration (“what did the artist mix up in the picture?”).
This technique should be used extremely carefully. You should not introduce an error with the words “now I will show you how to do/say/draw incorrectly” - this approach will ensure that the information is remembered incorrectly. When using the technique, it is best to explain to children in advance that the information offered contains an error, but finding it is the children’s task. Task for children (from 3 years):

“What did the artist mix up?” (what tops go with carrots). Illustration from the magazine “Funny Pictures”, 1984, No. 9.

Technique No. 13 “search”

Children's task (4-99+):
find a living creature in the photograph (hint: it is almost half the size of the photograph).

Technique No. 14 “space”

Example: A natural example of incomplete information is the starry sky.
The stars are not connected to each other by lines into constellations, but at the same time the human imagination “completes” them without difficulty. Task for children (from 6 years old):

independently connect the stars in the starry sky into constellations, using your knowledge or after a brief demonstration of the “correct” option.

Lyrical digression

Here I like to make fun of the children and invite them to find the constellation Orion, for example, here:

Found it? By the way, it really is there (thanks to Photoshop). In fact, this is the result of the work of cave fungus mosquitoes, which weave trapping nets like these (as a result, children remember both mosquitoes and the constellation Orion):

And finally, objective-active thinking (technique No. 15).

Reception No. 15 “organoleptics”

For many people, the ability to touch, smell, touch, or lick something is not associated with the concept of “thinking.”
However, Mikhail Yurievich Zabrodin developed a theory of the sensory-perceptual process, according to which the process of signal perception is associated with the decision-making process. At the macro level, this is knowledge of an object through its manipulation. Any museum of entertaining physics can provide a lot of examples. By rubbing amber on wool, you can demonstrate the appearance of electricity. The electrical discharge produces ozone, which can be felt through a characteristic odor. The human body is also a conductor of electricity; this can be felt with the tongue by connecting the battery contacts to it. Electricity can also be felt by touch, for example, when putting on and taking off a synthetic fiber sweater.

Unfortunately, I, a contemptible visual artist, was unable to come up with techniques for developing abstract-symbolic thinking in children. So, dear fathers and mothers-programmers, I will be glad if you share your thoughts on this matter. At the very least, it is not possible to develop it with funny pictures due to the contradiction with the definition of the term.

Of course, all of the listed techniques do not have to be used separately. They can and should be combined. The result of this combination is a game about infectious diseases “Caution, Germs!” (you can also share your thoughts on the game in particular and attempts to combine play and learning in general).

As I said, I had students of very different ages. I can tell the statistics only for high school students, since only with them it was possible to organize a more or less representative sample and control group. Details of calculations and graphics can be found here. In short, the conclusion is clear: students in the experimental group, compared to the control group, increased their ability to solve problems in a variety of ways. Ten years of observations of younger children also indicate that positive changes are taking place (but, unfortunately, due to the lack of a control group, I cannot provide statistics). That is, it is possible to develop thinking, and the techniques proposed in the article are suitable for this.

Finally, a little advice on how to make sure that you don’t run after your child, trying to feed him chewed information, but he runs after you, demanding “Dad/Mom, give me more!” Run away from him! Hide the information. Make it a reward. As George R.R. Martin said in Game of Thrones, “When one man builds a wall, the other immediately needs to know what is on the other side.” It is necessary to surround educational information with a halo of mystery, create obstacles on the way to obtaining it, and surprise - children develop interest and a desire to achieve results. And why all? Because throughout almost the entire history of mankind, only inquisitive boys and girls survived while dad ran after the mammoth and mom swept poisonous spiders out of the cave. Believe me, I have not seen children in whom this ancient curiosity has died. But why for some it is hidden so far away that it can’t be found – that’s a completely, completely different story.