Games for the development of thinking in preschoolers. Games for the development of thinking in preschool children Games for the development of analysis and synthesis of thinking

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Completed by: Kindergarten teacher No. 61 "Pock" Kemerovo region of the city of Belovo Krivonogova Daria Vladimirovna

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 learning tool, so it can be used in the assimilation of any program material and is carried out in individual and group classes. 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 the child's activity in such a way that it will contribute to the formation of his ability to solve not only accessible practical, but also simple problematic tasks. And the experience gained at the same time will make it possible to understand and solve familiar problems verbally.

Thus, the special role of the didactic game 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-logical thinking, we primarily pursued our goals 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. (first types of generalization), causal thinking, the ability to analyze, synthesize, etc.

The didactic games and exercises for the development of logical forms of thinking offered in the collection are presented in a gradually becoming more complex system that takes into account the experience of the child.

Undoubtedly, the skillful pedagogical management of them contributes to the successful conduct of didactic games. The teacher, by his behavior, emotional mood, should cause him a positive attitude towards the game.

An important condition for the effective use of didactic games in teaching is to follow the sequence in the selection of games. First of all, we took into account the following didactic principles: accessibility, repetition, gradual completion of the task. All these principles are provided by us in the game arrangement system, in this collection.

In the collection, we roughly distributed didactic games by stages of assimilation. All games have been tested in work with children brought up in preschool educational institutions. Each teacher can pick up other games, which should also be arranged in order of gradual complication.

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" all of them

Purpose: to teach to select several objects for one sample, highlighting them among others; form an initial generalization - "all balls" , "all cubes" , "all big" , "everyone is small" .

Equipment: slotted boxes (one per box) in the form of a circle, square, triangle, three-dimensional geometric shapes (balls, cubes, triangular prisms), objects of the same forms.

Game progress:

Two children sit side by side at the table. There are two boxes on the table (one with a square slot, the other with a round slot) and mixed volumetric forms (balls, cubes, turrets with a triangular 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 one with a square one, and sets the condition: to select immediately everything that can be pushed into this box. The child selects the figurines among those lying on the table. If he chooses correctly, for example, balls, but does not take everything, but only one or two balls, the teacher reminds him what to take "all of them" . If the child takes not only balls, but also turrets, the teacher invites him to try "only such" and helps to select, by trial, which forms can be thrown into this box.

After the children take away and throw the necessary forms 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 away 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. "For mushrooms"

Purpose: to teach to select not one, but several objects of the same color for the sample; consolidate the result with a generalizing word.

Equipment: countable mushrooms (hats of different colors - red, yellow, white, brown), cards for picking mushrooms.

Game progress:

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 hat in one of them, and a yellow one in the other. He gives baskets to two children and asks them to collect "such" mushrooms, which are in 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 a word - "all red" , "all yellow" .

3. "Who lives where"

Purpose: to learn to independently determine the basis for grouping objects; select not one, but several items for the sample.

Equipment: toys, building material, furniture.

Game progress:

The teacher builds two large paddocks from a desktop builder: he puts a toy depicting an animal in one of them, and a car in the other. Place toys in front of the child (animals and cars, first 6 and then 8-10) and asks to think, to find a house for toys - to put everyone in their places. If the child makes a mistake, the teacher rearranges the first toys correctly, and then does not interfere with the child's actions. Then again the toys are arranged

interspersed. The other child is doing the task. At the end of the game, the result is: “Animals live in this house, and cars live in this house” .

4. "What to give to whom"

Purpose: to continue to learn to independently determine the basis of the grouping, to highlight the feature of the subject that is essential for this task; learn to highlight color and shape as a basis for grouping objects.

Equipment: flags, leaves of various shapes, colors and sizes.

Game progress:

Two groups of children sit on chairs opposite each other: in one group - girls, in the other - boys. The teacher lays out rectangular and triangular flags on the table and says that now everyone will march with flags; girls need to distribute square flags, and boys - 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 hand them out. If the child is at a loss, helps him choose the first two flags. The method of distribution is chosen by the child. He can distribute the flags first to the girls, then to the boys, or alternately. At the end, the teacher concludes: “Girls have all square flags, while boys have triangular flags” . Children stand in a line and march with flags to the sound of a tambourine or drum.

5. "Color and Shape"

Purpose: to teach to change the basis of grouping objects in accordance

with sample change.

Equipment: flat cards with glued geometric shapes (circles, squares, triangles, ovals, rectangles, trapezoids, hexagons) six colors (red, orange, yellow, green, blue, blue)- 42 elements.

Game progress (carried out individually):

The child sits at the table opposite the teacher. He lays out 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 here "all of them" (points to red circles), here "all of them" (points to blue circles), here "all of them" (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 down. "where to go" , holds out to the child. If he puts the card incorrectly or does not dare to complete the task, the teacher does it himself, but at the same time does not say anything to the child, but hands him the second card and so on one by one all the others. When all the cards are sorted by color, the teacher asks the child: "What forms did you put here?" - or confirms his answer: "That's right, here you put the red card" .

After that, the teacher proceeds to the second part of the game, when the principle of grouping changes (based on form). The teacher asks the child to be attentive and says that now you need to select

turn the cards in a different way. He lays out in front of him three sample cards with the image of a square, a circle and a triangle of the same color. One card randomly gives the child circles, squares and triangles of all available patterns. The child lays them out, and the teacher clarifies the result: “Well done, you laid it out correctly - here are all round, here are all square, here are all triangular shapes” .

In the future, they change colors and shapes for grouping, and increase the number of samples (4-6 at the same time).

6. "Bring the same"

Purpose: to highlight the property in objects, distracting from their functional purpose; select a group of objects for one sample, find these objects in a group room; define the principle of selection in a word.

Equipment: cards with the image of different shapes in different colors, toys and small objects of different shapes and colors.

Game progress:

The teacher lays out objects in advance in different places in the group room, objects that are different in shape and color. Children are divided into three groups and sit on chairs in different parts of the room. The teacher invites one child at a time (leader) from each group and asks to take a card from the box without showing it to the children. The child takes the card and, returning to his group, shows it to them so that the other group does not see it. All children must bring toys

pens of the appropriate shape or color. If the choice is made according to the form, then only the contour of the form 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 what card they had. The kids are in charge (red, yellow; square, round), and the presenter shows everyone his card.

7. "Put the pictures in your envelopes"

Purpose: to group objects according to different properties; independently identify the principle of grouping, based on the sample; comprehend and fix in the word the result of their actions.

Equipment: envelopes with glued 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), pictures depicting objects of various shapes, colors, sizes, trays.

Game progress:

The players sit at the tables. Three envelopes in front of each child (for example, a triangle is glued on one, an oval on the other, a square on the third). The person sitting next to him should not repeat the forms, i.e. envelopes with a different combination of shapes (e.g. circle, rectangle, square). On a tray in front of each child are several pictures, which he must arrange in envelopes (for example, pictures from the image

button, watermelon, round clock should be put in an envelope with a circle, etc.).

When the pictures are arranged in envelopes, the teacher calls one of the children to the typesetting canvas and asks him to put his envelopes into the typesetting canvas, and insert pictures under them, the images of which correspond to this form. The child explains why he made this choice. If necessary, the teacher helps him.

8. "Let's make a book"

Purpose: to represent 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, planar images of objects corresponding to the content of the story.

Game progress:

The teacher tells the children that together they will make a book with beautiful pictures. Distributes sheets of paper, image elements on trays and asks to listen carefully to the story "About the bird and the cat" . He reads it calmly, without stops and explanations: “There was a tree growing in the yard. There was a bird near the tree. Then the bird flew and sat on a tree above. The cat has arrived. The cat wanted to catch the bird and climbed a tree. The bird flew down and sat under a tree. The cat stayed on the tree . After that, the teacher asks what this story is about, what the bird and the cat were doing. Then there is a phased analysis of the story with the modeling of all situations.

The teacher asks: “What was first? - and reads the first phrase: "There was a tree in the yard" . Asks the children to find a tree on the trays and put it on their sheets of paper. Then he says: "A bird was sitting near the tree" . Children find a bird and lay it out near a tree, etc.

9. "Guess what I said"

Purpose: to recognize objects by verbal description, based on the visual perception of objects.

Equipment: toys of various shapes, colors and purposes.

Game progress:

Children sit in a semicircle around the teacher's table. He lays out four toys familiar to the children on the table and says that he will guess a riddle, and they must guess which toy it is talking about. After that, he gives a brief description of one of the items on the table. If the children cannot guess, the teacher once again slowly pronounces the text, stopping at each property of this toy. When the riddle is solved, 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: “It grows in the forest green, prickly, for the New Year, it will come to us for the holiday” .

The subjects mentioned in the riddles should change so that the children do not memorize the answer, but listen and understand the semantic side of the speech, based on the existing ideas and perception, which helps to create a single image with the word.

10. "Puzzles"

Purpose: same.

Equipment: toys or pictures depicting objects familiar to children.

Game progress:

Children sit in a semicircle. The teacher has pictures on the table (picture down). He calls the child, asks to guess the riddle in the picture. Then he gives a brief description of the subject well known to the children. (For example: “It stands in a room on the floor, there are four legs, a seat and a back. You can sit on it" ) . The child turns the pictures on the table, finds the right one 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: “He stands on the floor in the room. He has four legs. Covered with a tablecloth, there is a plate on it" ) .

Later, you can give a more complex riddle, such as: “Grey in summer, white in winter, long ears, short tail. He does not offend anyone, he is afraid of everyone. .

11. "Get the doll a ball"

Purpose: to teach to analyze the conditions of a practical problem; use aids in cases where they do not have a fixed purpose.

Equipment: doll, two balls, chair.

Game progress:

The teacher plays with a doll and a ball, and the child watches. Then the teacher asks the child to get another ball from the cupboard and play with the doll. The ball is placed on the cabinet so that, standing on the floor, the child could not get it. He must guess to use a chair that is in the child's field of vision. If the child does not guess to do this, then the teacher helps him analyze the conditions: “Can you get the ball with your hand? Think about what will help you with this. What should I take? - gestures to a chair. At the end, the teacher says: “The ball is high. You took a chair, he helped you get the ball. .

12. "Get the ball to the bear"

Purpose: to continue to analyze the conditions of a practical problem, to use tools in cases where they do not have a fixed purpose.

Equipment: bear, ball, stick.

Game progress: the teacher, playing with a ball with a bear, rolls the ball under the cupboard 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 away. Find something to get it. Think. At the end of the lesson, the teacher summarizes: “If you can’t get it with your hand, you need to look for something that will help” .

13. "Get the key"

Purpose: to continue to analyze the conditions to solve practical

tasks using an auxiliary tool.

Equipment: clockwork toy, key, bench.

Game progress:

The teacher shows the child a clockwork toy. The key hangs in such a way that, standing on the floor, the child cannot reach it. He must be smart enough to use the bench in sight as an aid. At the end of the game, the teacher sums up the actions of the children.

14. "Get the machine"

Purpose: to continue to analyze the conditions of a practical problem; teaches to look for tools in the environment, using them to achieve the goal.

Equipment: clockwork machine, stick.

Game progress:

The teacher starts the typewriter, and she, as it were, "accidentally" slides under the closet so that the child cannot reach it with his hand. The teacher asks him to get the car and play with it. The child must solve a practical problem. If a child tries to get a toy with his hand, do not stop him, let him make sure that it cannot be reached with his hand. Then the teacher says: "Let's find what you need" . At the end of the lesson, the teacher reminds the child: “You should always look for some object that will help you get a toy” .

15. "Ring, bell"

Purpose: to continue to analyze the conditions of a practical problem, to solve them with the help of trials.

Equipment: a bell mounted on a stand, a rope.

Game progress:

The bell, mounted on a stand, is installed in a conspicuous 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 get it. On both sides of the bell, two "false" ropes. 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 keeps pulling "false" rope, the teacher says: “Do you hear the bell is not ringing, try for another rope” . In conclusion, the teacher clarifies with which rope it was possible to call.

16. "Push the ball into the basket"

Purpose: same.

Equipment: ball, stick, basket.

Game progress:

The child sits at the table, on the opposite edge of the table lies the 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 next to the table on the floor. There is a basket on the floor opposite the ball. The teacher asks the child to push the ball into the basket, but you can’t 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 tool objects: “Which stick helped push the ball? Why?" .

17. "Get the cart"

Purpose: to continue to analyze the conditions of a practical problem; continue to use the trial method in solving a practical problem.

Equipment: trolley with loop, small toys, screen.

Game progress:

On the table at a distance inaccessible to the outstretched hand of the child, there is a cart with a loop. A braid is freely threaded through it, both ends are separated to the sides by 50 cm. The child can easily get them. To pull the trolley, both ends must be used at the same time. There are colorful small toys on the cart. The task is for the child to guess to take both ends of the braid at the same time and pull the cart towards him. If the child pulls on one end of the string, 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 out the braid at one end, the teacher threads it into the loop behind the screen. It is important that the child himself makes sure that the braid 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 summarizes by asking the child questions.

18. "Get the balls out"

Purpose: same.

Equipment: a jar of water, a scoop, a fork, a spoon, a stick with a ring.

Game progress:

The teacher shows the children a high jar of water, filled up to half the jar, there are balls at the bottom of the jar. The teacher says: “Balloons fell into the water, we need to get them” . Not far from the jar are a scoop, a spoon, a fork, a stick with a ring. Children are given the opportunity to try these tool items, it is important that they independently make sure that they have chosen a more suitable tool and justify their choice.

19. "Get a toy"

Purpose: teaches to solve two-phase practical problems, observing the ultimate goal; analyze the environment.

Equipment: a clockwork toy in a plastic bag, a chair with a box of building materials on it.

Game progress:

The teacher offers to get a bag with a toy hanging on a hook so that, standing on the floor, the child cannot get it. To do this, he should use a chair, having previously removed a 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 needs to be done to get it? . The teacher helps the child to realize the intermediate goal - to free the chair - to remove the box with building material. The teacher makes sure that the child is not fond of playing with building materials.

After completing the task, he summarizes the actions of the child, says that he first freed the chair, and then used it to get the toy.

20. "Open the box"

Purpose: same.

Equipment: cooking box, two pictures.

Game progress (carried out individually):

The teacher puts the back side up, tells the child that he has beautiful pictures. He takes out the box from the cooker, 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 shown on it. While the child is looking at the picture, the teacher puts another picture into the box and closes the box with a pin. He asks to open the box again and get the second picture. If the child tries to open the 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 in the way.

A collection of didactic games for the development of thinking in preschoolers.

Thinking

ABOUT THINKING

Thinking - the most generalized and mediated form of mental reflection, establishing connections and relationships between cognizable objects.

The task of thinking - revealing relationships between objects, identifying connections and separating them from random coincidences.Thinking operates with concepts and assumes the functions of generalization and planning.

Thinking function- expanding the boundaries of knowledge by going beyond the limits of sensory perception.Thinking allows, with the help of inference, to reveal what is not given directly in perception.

The development of thinking in primary school age has a special role.

The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking: concrete thinking, associated with real reality and direct observation, already obeys logical principles, but abstract, formal-logical reasoning is not yet available to children.

It's safe to say thatthinking is the main cognitive process(thinking is connected with all cognitive processes, so they also need to be developed). But precisely unformed thinkingprevents underachieving children from memorizing complex material. Therefore, it is especially important at this age to develop thinking.

Successive stages of intellectual development:

1. Visual-effective thinking

2. Visual-figurative thinking

3. Verbal-logical thinking.

Stage 1. Visual-active thinking.
The child in practice solves primitive problems - twirls, pulls, opens, presses. Here, in practice, he reveals the cause with the effect, such a peculiar method of trial and error. Not only the child possesses such thinking, often adults also use it.

Stage 2. Visual-figurative (Concrete-objective) thinking.
At this stage, the child does not have to perform actions with his hands, he is already able to figuratively (visually) imagine what will happen if he performs some action.

Stage 3. Verbal-logical (Abstract-logical) thinking.
The most difficult thinking process for children. Here the child operates not with concrete images, but with complex abstract concepts expressed in words. For example, in early childhood, a child associates a certain word with a specific object he has seen. For example, with the word cat, a child of primary preschool age imagines his own cat, and may be surprised that another cat is also called a cat. Children of senior preschool age can already generalize the concept of “cat”. A child with a developed verbal-logical thinking is able to operate with such abstract concepts as time and space.

With a properly developed mindset, a person is able to:
* Analyze - to divide objects or phenomena into constituent components.
* Synthesize - combine separated by analysis with the identification of significant relationships.
* Compare - comparison of objects and phenomena, while discovering their similarities and differences.
* Classify - group items according to features.
* Generalize - to unite objects according to common essential features.
* Concretize - highlight the particular from the general.
* Abstract - highlight any one side or aspect of the subject while ignoring others.

Tasks for the development of the operation of thinking. Development of abilities for analysis and synthesis, comparison, abstraction, generalization, classification. Tasks for the development of forms of abstract thinking, concepts, judgments, inferences. Tasks for finding common things, for finding objects with opposite properties similar properties, tasks to search for objects-links,

A complex of didactic games for the development of thinking in preschoolers

Games for the development of logical thinking

1. Games for the formation of skills to perform classification.

"Spread the items"

Equipment: a set of 8 toys and items for various purposes, but some are wooden and others are plastic: cars, pyramids, mushrooms, plates, beads, cubes, houses, Christmas trees 2 each; two identical boxes.

Game progress:

The teacher examines all the toys one by one with the child, and then says: “These toys should be put into 2 boxes so that each box contains toys that are somewhat similar to each other.” In case of difficulty, the teacher puts the first pair of toys - Christmas trees next to each other and asks the child to compare: “how do these Christmas trees differ from each other?”. If the child cannot find the main difference, the teacher draws the child's attention to the material from which these toys are made. Then the child acts independently. At the end of the game, the principle of grouping should be generalized: "in one box - all wooden toys, and in the other - all plastic ones."

"Flies - does not fly"

Game progress:

The teacher invites the children to quickly name the objects that fly when he says the word “flies”, and then name the objects that do not fly when he says the word “does not fly”.

The game can be played while walking.

"Edible - not edible"

The game is played by analogy with the previous one. The teacher pronounces the words "edible", "not edible".

"Be careful"

Game progress: The teacher tells the children: “I will name four words, one word does not fit here. You must listen carefully and say the extra word." For example: matryoshka, tumbler, cup, doll; table, sofa, flower, chair, etc. After each highlighted "extra" word, the teacher asks the child to explain why this word does not fit into this group of words.

2. Games for the formation of skills to perform systematization.

"Housewarming at nesting dolls"

Purpose: to teach children to compare objects, to see their different properties in objects, to arrange objects in a certain order, while highlighting an essential feature.

Game progress: the teacher says: “Matryoshkas settled in a new house. Each got their own apartment. The smallest is on the first floor, on the second - a little more, on the third - even more, on the fourth - even more. And on the fifth, last floor - the largest. They rejoiced at their apartments and went for a walk in the park. They came in the evening and forgot who lives where. Help the matryoshkas find their apartments. Tell them where their apartments are.

Game "Which is harder?"

Purpose: to teach children to lay out images of objects in a certain sequence, focusing on the quality of the objects.

Equipment: a set of cards depicting the following type of clothing: winter autumn coat, winter dress, summer dress, swimsuit; on the reverse side of the strip of the appropriate length: the longest depicts a winter coat, shorter - an autumn coat, even shorter - a winter dress, etc.

By analogy, the following games are held: “Who is older?”, “What shines brighter?”, “What is faster?”, “Who is faster?”

The game "Guess: swims - sinks?"

Game progress:

The child is asked to guess which objects float and which sink. The teacher calls a paired group of objects: a wooden stick - a nail, wooden and metal rulers, wooden and metal balls, wooden and metal ships, metal and wooden rings, etc. In case of difficulties, the teacher organizes practical actions with these subjects. Items are given in random order, not in pairs. At the end of the game, the child should be asked to summarize which objects float and which sink, why?

Stories are mysteries.

"What happened at night?"

“In the kindergarten, the teacher went to the window and said: “Children, look out the window, everything around is white - the earth, roofs of houses, trees. What do you think happened at night? What did the children say?

"Rainy weather"

“The girl Tanya was walking on the street, then she ran home. Mom opened the door for her and exclaimed: “Oh, what a heavy rain!” Mom didn't look out the window. How did Mom know that it was raining heavily outside?

"Didn't Ride"

“Two friends - Oleg and Nikita took skis and went into the forest. The sun shone brightly. Brooks gurgled. Here and there the first grass was visible. When the boys came to the forest, they could not go skiing. Why?".

Continue suggestions:

We turned on the light because ... .
Mom came back to take an umbrella, because ... .
The children put on warm clothes because… .
The puppy barked loudly because ... .
Alyosha looked out the window and saw ... .
Tanya woke up in the morning and ... .

Also, for the development of logical thinking, I use games made of wood: “Fold the square”, “Puzzles”, “Unicubes”, “Kuizener sticks”, “Montessori frame inserts” and a magnetic 3D constructor

The game "How are they similar and how are they different? »

Purpose: development of visual perception, attention, thinking and speech.

Equipment: magnetic board; magnets; 8 pairs of subject pictures: fly agaric - boletus, dress - skirt, vase - jug, hare - rabbit, cat - lynx, tram - trolleybus, stork - swan, spruce - larch.

The adult alternately attaches each pair of pictures to the magnetic board and invites the children to find similarities and differences between the depicted objects.

The game "Pick a couple to the word."

Equipment: ball.

Children stand in a circle. The teacher with the ball is in the center of the circle, he throws the ball to one of the children and says: "Toy." The child must catch the ball and name, for example: "Doll".

Game "What is it? Who is this? »

Purpose: development of thinking and speech.

Equipment: 24 subject pictures.

Children are divided into two teams. They sit at tables at a distance from each other. Each team is given identical sets of pictures depicting vegetables, fruits, animals, etc. The children take turns describing one of the pictures. If the description is correct and the picture is guessed, then it is put aside in favor of those who guessed it.

The game "Spread the cards"

Purpose: development of logical thinking.

Equipment: a square sheet of paper divided into nine cells (for each child); a tray with nine pictures, three of which are the same (for each child).

On the table in front of each child is a square sheet of paper divided into nine cells, and a tray with nine pictures, three of which are the same. The teacher offers the children to arrange the pictures into cells so that there are no two identical pictures in the rows and columns.

The game "Split the pictures into groups"

Purpose: development of skills in analysis and synthesis.

Equipment: tray with twelve pictures. Which can be divided into four groups, for example, vegetables: onions, carrots, cabbage; fruits: apple, pear, peach; crockery: cup, plate, teapot; tools - hammer, saw, shovel, etc.

In front of each child is a tray with twelve subject pictures. The teacher asks the children to divide all the pictures into four groups. (Sets of pictures for children are different).

Task "Close the extra picture"

Purpose: development of thought processes (empirical generalization).

Equipment: task card and a square of thick paper (4 * 4 cm) (for each child).

In front of each child is a card for the task and a square of thick paper. Children are invited to find a picture that does not fit the rest, and close it with a paper square.

Task "Draw and cross out"

Purpose: development of auditory attention, memory and thinking.

Equipment: a sheet of paper and a simple pencil (for each child).

On the table in front of each child is a sheet of paper and a simple pencil. An adult offers children:

Draw two triangles, one square, one rectangle and cross out the third figure;

Draw three circles, one triangle, two rectangles and cross out the second figure;

Draw one rectangle, two squares, three triangles and cross out the fifth shape

Game "Come up with a riddle"

Purpose: development of speech and thinking.

Equipment: toys and objects familiar to children.

On the table are various toys and objects familiar to children. One of the children (leader) is invited, without showing the object, to write its description in the form of a riddle. The one who guesses. What subject is being discussed becomes the leading one.

Game "Make a sentence with two pictures"

Purpose: development of attention, thinking and speech.

Equipment: magnetic board; magnets; pairs of subject pictures:: grandmother - jacket (cup, vase, girl - rabbit (beans, skis, boy - cat (bicycle, skates, stork - nest, etc.)

The teacher alternately attaches a couple of pictures to the magnetic board and invites the children to make as many sentences as possible on it.

Favorite food game

Purpose: to develop thinking, speech, the ability to highlight signs of similarity and difference in compared objects.

Equipment: subject pictures, for example: cow - hay, rabbit - cabbage, bear - honey, cat - milk, etc.

Pictures depicting animals and food for these animals are selected. Pictures with animals and separately pictures of food are laid out in front of preschoolers, each animal is invited to lay out its favorite food.

Game "Tell me the opposite"

Purpose: development of thinking, attention, ability to select antonyms.

The teacher invites the children to name words of the opposite meaning, for example: big - small. The following pairs of words can be used: cheerful - sad, fast - slow, empty - full, smart - stupid, hardworking - lazy, etc.

Game "Nonsense"

Purpose: development of speech, attention, thinking.

Equipment: card for the task.

The teacher offers the child drawings that contain any contradictions, inconsistencies, violations in the behavior of the characters, asks the child to find errors and inaccuracies and explain his answer. It is proposed to answer, as it happens in reality.

Task "Complete the phrase"

Purpose: development of auditory attention, thinking, speech.

If the sand is wet, then.

The boy washes his hands because.

If you cross the street at a red light, then.

The bus stopped because.

Back story game

Children of primary school age (several people can play at the same time) are invited to try to compose a story or a fairy tale in reverse. Suppose one says: "And from that time on they began a happy and peaceful life." Another: "The brothers returned to their village." Third: “They finally understood that peace is better than quarrel. Fourth: “How many people have tried to build a bridge on their own, but nothing comes out,” etc.

☺ Game "Association"

A group of children line up in a circle, and they are offered any two words. For instance, puppy and ball . Children are asked to take turns linking these two words into one sentence. Whoever comes up with the last offer wins. In the proposed example, the following associations may arise.

The puppy is playing with a ball.

The puppy jumps like a ball.

The puppy needs to be fed, but the ball does not.

The puppy is fluffy and warm, and the ball is smooth and cold.

The puppy's eyes are round, like a ball.

Children love to play with the puppy and the ball.

Fish - worm

The game teaches you to argue your answers, broaden your horizons

Required equipment: pictures of animals, birds (can be cut from old books, magazines; postcards).

◈ How to play: First, a poem is read:

Bunny loves carrots

Bear - raspberry,

Sparrow - mountain ash,

Fish - worm,

Avoid, fish, hook.

◈ You name the animal, and the child needs to quickly and correctly say what it eats, for example: a cow - hay, a dog - a bone, a mouse - cheese, a cat - milk, etc.

◈ You can play as two participants, and more. Periodically change roles with the child, this is a great incentive for him.

◈ We fix: ask the child questions: “What does Carlson love? Cannibal? etc.

◈ Play the reverse game: carrot - hare, grain - bird, horse - hay.

◈ When the opportunity presents itself, feed birds, squirrels, and animals together. Watch their habits.

◈ To complicate things: can a chicken chew on a bone? Does the dog peck at the grain? Ask the child to argue his answer, if the baby is at a loss, find an explanation together.

One, two, three extra go away

The game helps to form conceptual thinking; cut off the excess (analysis - synthesis)

Required equipment: pictures.

◈ How to play: show pictures with objects of the same class, but of different groups, for example: a bus, a car, a motorcycle - an airplane; tram, bus, train - KAMAZ; fire truck, ambulance, grocery car - taxi, etc. Which picture of the four is superfluous? Why?

◈ Consolidate: Change roles. You can also play the verbal version of this game. It is advisable to take various concepts familiar to the child, for example: “clothes”, “shoes”, etc. Help the child, if he finds it difficult, to justify the answers.

Fables

The game helps to form logical thinking, creative imagination

Equipment needed: ball.

◈ How we play: it is better to play this game with the whole family, then the child will quickly master it.

◈ The host throws the ball to the player and says a phrase. If this phrase is a fiction, then there is no need to catch the ball, for example: “The wolf is walking in the forest,” the player catches the ball. "The wolf is sitting on a tree" - you do not need to catch the ball. "Girl draws a house" - the player catches the ball. “The house is drawing a girl” - you don’t need to catch the ball, etc.

◈ Try to come up with as many funny, ridiculous phrases as possible.

◈ The one who never makes a mistake wins.

◈ Play this game more often, because a child of this age loves to invent shifters, fables.

◈ Consolidate: Play Tales with short stories. For example: "For Vanya's birthday, the children ate apples, ice cream, cookies and ... salty sweets." The child should correct your mistake and explain why it is wrong.

◈ Do you cook borscht in the kitchen? Use this situation for the game. “I put beets, carrots, cabbage… pear in borscht.” Laugh with your child, switch roles.

◈ You can play with pictures. For example: the picture shows summer: the sun, flowers, butterflies and ... a snowman. Ask the child why the snowman is superfluous, what can happen to him? What can I do to keep it from melting?

◈ Next time, you can come up with up to 3-4 fables in the story. For instance:

The sparrow sat on the house,

The roof collapsed.

Under the birch with a cat

Polka mice dance.

The flies ate the spider.

The fish are catching the fisherman.

The horse sat on the cart,

Drives the rider.

sweet tooth

The game helps to form visual control; develops the perception of size

Equipment needed: drawings of jars of jam, bitten apples.

◈ How to play: show the child several painted jars of jam of varying degrees of filling. Ask which jar Carlson ate the most jam from? Ask him to explain why he made such conclusions? Show pictures of bitten apples. Ask him to answer, which apple, in his opinion, was bitten by a bear, a hare, a sparrow, a caterpillar? Why did he decide so?

◈ We fix: draw traces of a bear, a hare, a mouse. Where are the traces? On the street, ask the child to determine where the footprints of an adult are in the snow or sand, and where is the child? Where are the bird and dog tracks?

"We sat on the sled"

The game teaches you to select the right items for each season; defend one's opinion

Necessary equipment: pictures of the seasons, related items to them.

◈ How to play: show pictures of the seasons and related items. For example: sleds, skis, ice skates, ice boots, rubber boots, an umbrella, a ball, a net, a basket, a bucket, a spatula, molds, etc. The child must correctly correlate objects with the seasons. Ask them to explain why the sled cannot be put with the summer picture, and the bicycle with the winter picture, etc.

◈ We fix: remember the poems and songs about the seasons: “Let's go to the garden for raspberries ...”, “We sat on the sleigh, we took the skates ...”. When you go for a walk, ask why did you take these toys with you today?

◈ Making it harder: play the word game “Reverse”. Name the season first, then its attribute. For example: summer is a scooter, winter is a sled, spring is a paper boat, and what about in autumn? Etc.

Yes, no, speak

The game teaches you to guess the object from the description using the method of leading and cutting questions

◈ How to play: invite the child to guess the vegetable that you thought of, according to its description. For example: a vegetable, sometimes large and small, grows in the garden (carrots). Let your researcher use leading questions (what color is it, what shape is it, what is prepared from it?) With your help, try to give the right answer.

◈ We fix: you can guess any familiar object, gradually complicating the task. For example: "This is a piece of women's clothing" (dress). Child lists: "Skirt?" (no), "Sweater?" (no), "Long?" (sometimes - yes, sometimes - no). Tell me what happens in the evening or ballroom if it’s hard for the baby to guess.

◈ Let the child try to guess the object himself, and you will try to guess with the help of questions.

Mysterious smarties

The game teaches to draw conclusions, to prove their correctness

◈ How we play: do you know that the ability to guess riddles forms logical thinking? So, let's guess:

Licks her daughter with her tongue, the heifer will be healthy.

She also feeds with milk, who is the mother? (cow)

◈ When the child answers, ask him how he determined that it was a cow? This is where the fun begins! If the child answers that the cow feeds the calf's milk, say that many animals feed the children's milk. And the main clue is the calf! Only a cow has a calf. Further:

There is a motley head in a cage,

Cleans feathers so cleverly.

What kind of bird, guess

In a cage right... (parrot)

◈ A parrot is usually kept in a cage, it has a motley head, etc. d.

◈ Encourage the child, change roles: the child guesses - you guess.

◈ We fix: you can guess riddles for 5-10 minutes every day. Or maybe the child will come up with his own riddle? For example, here is the riddle of a 4.5-year-old child: “Crawling through the forest, carrying needles on itself.”

◈ And if you get a book and sketch your riddles there? Call it "Guess".

➣ Attention: when guessing a riddle, you need to pay attention to the distinguishing feature of an object, a phenomenon: if it is rain, then it comes from the sky, from a cloud, because rain can also be made from a watering can. For example, we come up with: “Vodichka pours from the sky, like from a watering can” (analogy), etc.

Mystery kids

The game teaches to identify an object by its characteristic features.

Equipment needed: toys.

◈ How to play: put toys on the table that are similar in general terms: animals, birds. Make a riddle: “Soft, fluffy, runs through trees,” etc. The child must guess it and complete it, for example: picks mushrooms, lives in a hollow. Change roles - this develops the logic of the child's speech. Whoever guesses more riddles wins.

◈ We fix: you can play on the street, on the road.

◈ We complicate: in the future, use the verbal version of the game. Take the qualities of objects, their functions: they sit on it or it is necessary to work in the garden, etc.

math circles

The game teaches to work with intersecting and non-intersecting sets

Necessary equipment: hoops large and small, small objects, geometric shapes.

◈ How to play: put two hoops on the floor, put objects into groups in them, for example: wooden toys in one, plastic ones in the other, or large red circles in one, small blue ones in the other. And if the other should contain all the circles, among which there will be large red ones. How to spread them out? Help your child cross the hoops and place large red circles at the intersection. You can put a small hoop inside a large one - in a large one there are large squares, in a small one - small ones.

◈ We fix: you can lay out objects, pictures. And make a circle from a rope or jump rope.

Paired pictures

The game teaches to find semantic connections in paired pictures; forms arbitrary memory

Required equipment: 5-6 pairs of cards with images similar in meaning (can be taken from any board games).

◈ How to play: put paired pictures in front of the child. For example: a tree and a forest, a house and a window, or a log and an ax, a car and a street, etc. The pictures are placed from left to right, the next pair is placed under them. The child must consider two pairs of pictures for 1-2 minutes and memorize. Then remove the right row. The child must remember what lay to the right of the remaining pictures. Ask what is common between the images in the pictures?

◈ Take the next two pairs of pictures and play again. You can play until the child gets tired.

◈ We complicate: you can take three cards that have semantic connections. For example: vase, water, flower; girl, bows, hairbrush - the child must explain their neighborhood. Leave only the first cards. The child must remember the removed.

negatives

The game teaches to draw logical conclusions by the method of negation / exclusion

Required equipment: reference pictures.

◈ How we play: invite the child to guess the riddle: “Kolya and Lena each have one ball, blue and red. Kolya doesn’t have a blue ball, what color is Lena’s ball?”, or “Tanya and Sveta each have a doll. Sveta's doll is not small. What doll does Tanya, Sveta have?”, or “Katya and Tanya are standing to the right and left of the tree. Tanya is not standing to the right of the tree. Where is Katya, Tanya? etc. There are a lot of such variants of questions. Try to come up with such riddles yourself, guessing color, shape, and size.

➣ Attention: If the child does not cope at first, reference pictures can be used, for example, a drawing of a blue and red ball in the first question, etc.; similar for other tasks.

◈ We fix: When the child solves problems correctly, you can play without reference pictures. Therefore, they can be solved everywhere, when there is free time.

◈ We complicate: we increase the number of denials. For example: “Oli, Petya and Tanya have three balls: yellow, blue and red. Olya does not have a yellow or blue ball, Petya does not have a blue one. Which child has a yellow ball? What color are the balls of Olya, Petya and Tanya?

➣ Attention: did you buy gifts for your relatives? Play around. Make a riddle: “I bought my dad and grandpa pants, jeans and a sweater. I didn't buy jeans or trousers for my grandfather. What did I buy for dad, and what for grandfather? There are many such everyday examples, use them for play and for the benefit of the child.

The development of thinking in preschool children is one of the stages in preparing a child for the upcoming education. The extent to which the logical thinking of the baby, his memory, the ability to analyze, compare, specify and generalize will be developed depends on how easy it will be for him to master new knowledge at school and apply them in the future in practice.

What is thinking

Thinking is a process during which a person solves the problem assigned to him. As a result of thinking, a thought appears, expressed in words. The better the child's speech is developed, the more clearly he can express his thoughts. Thinking helps the baby to learn new knowledge, so much attention is paid to its development.

Types of thinking

Psychologists distinguish three types of thinking in children:

Visual and effective when the process of thinking in a child proceeds with the help of an action on an object, which is inherent in young children.
Visual-figurative when the process of thinking in a child proceeds with the help of objects, phenomena and ideas, it is characteristic of preschool children.
Verbal-logical when the process of thinking takes place in the child's mind with the help of concepts, words, reasoning, it is typical for children of older preschool age.

Basically, the first two types of thinking are developed in preschool children. The development of logical thinking occurs on the basis of figurative. If the baby has well developed all kinds of thinking, it is much easier for him to solve the tasks assigned to him. Therefore, it is very important to conduct regular classes with the child to develop logical thinking. The main and main features of logical thinking in children are: the ability to reason, analyze, compare, classify objects, the ability to argue one's point of view, to distinguish the main features from the secondary ones, to establish cause-and-effect relationships, to develop non-standard thinking.

The training and development of the child's logical thinking should take place with the help of games appropriate for his age. After all, all children love to play, and it is in the power of an adult to make games meaningful and useful. During the game, the kid can consolidate the previously acquired knowledge and acquire new skills, abilities, which stimulates the development of his mental abilities. During the game, such personal qualities as independence, resourcefulness, ingenuity are formed, perseverance is developed, and constructive skills are developed. Based on this, educational psychologists develop special games for the development of logical thinking. Usually these are labyrinths, ingenuity, puzzles, didactic games.

Games that promote the development of thinking

Who loves what? An adult selects pictures with drawn animals and the food they eat. Then he lays out the pictures in front of the child, separately with the image of food, separately with animals, and invites the baby to “feed” the animals.

Call it in one word. The child is told words united by a common feature, and then asked to name these words in one word. For example: plum, banana, apple, lemon - fruits; wolf, bear, hare, fox are wild animals. When the child has mastered this game, it can be slightly modified: the adult says a generalizing word, and the kid must name the objects that relate to him. For example: birds - sparrows, pigeons, tits.

Classification. The adult gives the child a set of pictures, which depict various objects. Then he asks the baby to carefully consider them and sort them into groups according to some sign.

Find the extra picture. An adult selects pictures so that three of them can be combined into a group according to a common feature, and the fourth would be superfluous. Next, you need to invite the child to find an extra picture, while the baby must explain his choice and say what is common in the pictures that he has identified in the group.

Find the extra word. An adult reads a series of words to the baby, and then asks which word is superfluous. For example: pine, oak, strawberry, birch; second, summer, minute, hour; courageous, courageous, wicked, brave.

Alternation. Invite your child to string, color or draw beads. Pay attention to the baby that the beads should alternate in color or in some other sequence. Using the same principle, you can fold a fence of multi-colored sticks.

Words that are opposite in meaning. Offer the child a game in which an adult will say a word to him, and the kid must answer the word opposite in meaning, for example: small - big, stupid - smart, lazy - hardworking.

It happens - it doesn't happen. An adult calls a child a situation and throws a ball to him. If this situation happens, then the baby catches the ball, and if not, then beats it off. You can offer approximately the following situations: glass shoes, the cat wants to eat, the house went for a walk, dad went to work.

Comparison of concepts and objects. The kid should have an idea about the objects that he will compare. The adult asks, “Did you see the butterfly? What about a fly?”, after receiving affirmative answers, he asks the following questions: “What is the difference between a butterfly and a fly? How are they similar?" A child of 6-7 years old should already be able to compare objects: to find in them common features and differences in essential features. For example, a couple of words for comparison: village and city, fight and prank, violin and piano, hammer and ax.

All parents want to raise their children smart, quick-witted, so they are often interested in at what age it is possible to offer a child games for the development of thinking. In search of an answer, they turn to various sources and sometimes close a good page just because they stumbled over an incomprehensible word. Do not leave the site if something seems difficult for you to understand. In this article, all complex terms will be explained in an accessible language.

What is thinking?

It is not necessary to assume that if a child recites long verses by heart or knows almost all the letters at the age of one and a half, then his thinking is perfectly developed. These actions speak only of good memory. Thinking activity should be reflected in the correct understanding of the surrounding reality, the ability to grasp the connections between various phenomena. A person with a well-formed mind when solving various life problems uses ingenuity, finds non-standard moves.

It seems to an ignorant person that it is very difficult to understand the processes of thinking formation and this knowledge is available only to specialists. Of course, the science of brain activity requires a long time to master, but every mother will be able to understand the basic concepts and methods of their application when raising a preschooler.

There are 5 main operations in thought processes.

Analysis - the ability to disassemble an object or phenomenon “by the bones”, to highlight the constituent parts and signs. For example, upon hearing the word "watermelon", a person immediately imagines a large round fruit with a green rind and delicious red flesh.
Synthesis is an operation opposite to analysis, which makes it possible to understand, according to individual definitions, what is at stake. For example, an animal that meows, loves milk and catches mice is a cat.
Comparison is the ability to find similarities and differences between objects or phenomena. Winter and summer are seasons, but summer is warm and winter is cold.
Generalization - the ability to understand the relationship between several terms and call them in one word: plate, cup, saucer - dishes.
Classification - the ability to group objects according to one attribute: material, color, shape.

All these stages go one after another, but in order for the thought processes to develop correctly, the child needs to be engaged. It is advisable to select tasks in advance, gradually complicating them. Sometimes the baby "gets stuck" at some stage of development. Do not panic - most likely, in a few days he will learn an incomprehensible lesson and be able to move on. You need to worry if about a month has passed, but there are no achievements. In this case, you should definitely consult with a child psychologist.

How is thinking related to other cognitive processes?

From birth, every person has a craving for knowledge of the world around him. Cognitive psychology deals with the processes of studying and researching reality. This branch studies attention, memory, emotions, thinking - that is, the internal mental activity of a person.

Imagine the situation: a diplomat listened to unpleasant statements that greatly affected his feelings. By virtue of his profession, he is obliged to be polite, portray friendliness and not show a negative reaction to the attacks of opponents. External manifestations are behavioral reactions. Everything inside a person is in full swing, he is almost ready to rush at the offender with his fists, but the mind tells you to restrain yourself, the brain looks for acceptable answers, remembers the experience of similar situations and analyzes the consequences of each word. These processes, invisible to the eye, belong to the cognitive sphere.

Thinking is one of the types of cognitive activity. It is inextricably linked with other components of the inner mental sphere. If we remove the rest of the processes, a person will become like a perfect computer that can solve complex problems: the latest devices can learn and build multi-way logical connections, but they cannot be called intelligent beings.

A person has access to a whole range of cognitive processes that make him a person:

perception;
memory;
thinking;
emotions;
the ability to communicate;
Attention.

When practicing the development of thinking, you need to use all these processes, otherwise you will not be able to get the desired result. If a child begins to solve problems indifferently, without emotions, he will immediately get bored with this process, and the kid will run to look for a more interesting thing. Lack of attention will cause the student to miss important data in the problem statement and the solution will turn out to be wrong. The ability to communicate is necessary for the exchange of information and interaction when working together to resolve the issue. Turn off the rest of the components - and the brain will be in a vacuum, mental activity will become impossible.

Stages of development of thinking

As soon as the baby was born, a lot of new information began to flow into his brain. At first, complete chaos reigns in the small head, but gradually everything that the baby sees, hears and feels comes into a certain system, connections arise between various information. Mom picks up, unbuttons her bathrobe, the baby smells a familiar smell - which means you can suck on delicious milk.

The development of thinking can begin now. Take the baby's hand, press the button - and the light will turn on in the room. Do not be silent during this action, explain: you need to press the switch to make it light. The cognitive system will send this information to long-term memory, a causal relationship is formed. You don’t need to tell the baby the theory of electromechanics, he still won’t understand anything, but the “switch-light bulb” interaction will remember.

Approximately before school, thought processes will develop only on the basis of the knowledge that comes through the senses. Now it is useless for a child to explain what space, electromagnetic waves, infinity are - he cannot see, touch, move it. Abstract concepts will become available no earlier than 5 years.

There are several stages in the development of thinking:

visual-effective - from a year to 3 years;
visual-figurative - from 3 to 7 years;
abstract-logical - begins at school age.

It is believed that visual-effective thinking develops after a year, but already a baby can be shown that a person’s actions lead to some kind of result. The glass was empty, the two of you poured water from a bottle into it - the vessel was filled, you can drink. For an adult, the outcome of such actions is understandable, but for a baby this is a real discovery. Teach him to fill toy containers with sand, liquids, cereals. But what happens if you put snow in a bucket and bring it into a warm apartment? You know, for a baby, this is real magic.

After 3 years, the child can no longer be surprised by turning on the light or melting snow; visual-figurative thinking begins to form in him. Children consider Santa Claus or the Tooth Fairy to be real creatures that participate in people's lives. The kid is happy to look at pictures in books, photographs, recognizes native people and familiar objects on them. Gradually, he begins to understand that the dog is not only Ginger, who lives in his apartment, but also many other animals found on the street and in pictures.

At about 5-7 years old, the child begins to understand symbols, icons, numbers. Concepts break away from images - he knows what "air" is, although he can neither see nor touch it. Based on 2-3 facts, a preschooler can draw a conclusion, predict further events. A preschool child knows that in inclement weather, his mother makes him wear boots. It's raining today, so running out into the street in sneakers will not work. A new stage is being formed - abstract-logical thinking.

Activities with young children

In a one-year-old baby, the development of brain activity is in full swing. He learns the world around him through actions: if the object cannot be grabbed, broken, put into his mouth, the thing rarely becomes interesting to the child. Children strive to get into any corner of the apartment, open any door. They're pulling things out of closets, tasting their mother's lipstick. Do not interfere with children's research, just put all dangerous objects in an inaccessible place.

Teach your child not only to break, but also to create. Numerous games for preschoolers to develop thinking give a huge scope for the creative process. You can do without expensive didactic material. Build towers from cubes, make snowmen. In the summer, take a bucket, a scoop and a set of molds for a walk. Even the most restless baby can be kept in one place for some time if he plays with sand.

Do not walk all the time on the same playground, go to different places. The same environment does not give new impressions, which are important food for the development of thinking.

At this age, developing centers, mobiles, all kinds of caskets and boxes where you can put a small object will greatly help the formation of a child's brain. Buy your child pyramids, cubes, toys that can be assembled and disassembled. The fine motor skills necessary for these actions stimulate the development of the brain and prepare the baby well for the transition to the formation of the next, visual-figurative type of thinking.

If the kid does not want to deal with the designer or cubes, show a trick. Try to assemble it yourself, pretend that nothing works, and ask for help.

Games for the development of visual-figurative thinking
When the baby is 3 years old, you need to develop his visual-figurative thinking. In no case should parents interfere with this process. On a walk, the baby pulls dad to a tree to show that he has eyes and a mouth. Aspiring to put as much scientific knowledge as possible into the head of a child, a man says that a large hole is a hollow, and round dots are traces of fallen branches. The magic is gone, the fabulous oak with a kind face has turned into an ordinary plant - and the desire to find something new in familiar objects begins to fade. When communicating with a child, forget about your age, look at the surrounding objects through the eyes of a little man and, together with your child, figure out what they look like.
At about three years of age, children sometimes reject expensive, smartly dressed dolls and play with a sliver, a wooden spoon, or an old baby doll, on which the face is no longer visible. One can only rejoice at such a phenomenon: the young dreamer is not interested in toys, where everything is clear and nothing can be invented. But in a dry branch, he saw such a doll or little animal that he needs. Do not swear that the kid brings home from the street either a stone or a piece of a board - together think about what it is and how this item can be used.
Some children from the cradle begin to notice similar signs in completely different objects, in others this ability needs to be developed. There are several games that will help the child learn to build figurative associations. In stores, you can buy puzzles, where you need to add various shapes from several elements. At home, you can use everything that comes to hand and come up with many games and competitions.
Take a picture, cube, or other object and offer to come up with as many images as possible of what it looks like.
Draw half of a butterfly, snowflake, or other symmetrical image. The kid has to finish the picture.
Make a geometric figure out of matches and ask them to shift 2-3 sticks to get a different image (a flag from a house, a tank from a ship).
In a 3x3 grid, draw 3 different balls or houses. Leave 2 cells empty and ask them to fill in so that there are different objects in each row and column.

Development of abstract-logical thinking
Without developed abstract-logical thinking, it is impossible to acquire new knowledge, solve problems, and conduct research. Even an animal can be taught to press the handle to open the door. But what if it doesn't open? It is this type of brain activity that will force a thinking person to examine the entire opening, turn the handles on the locks, check the bolts and figure out the cause of the problem.
Preschoolers can solve simple math problems: add 2 to 3 apples and count how many came out. At school, children will have to do complex calculations, where formulas, equations, and later integrals are no longer enough. If a child does not have developed abstract-logical thinking, study will turn into torture for him. There is no need to blame hereditary lack of ability - the brain, like muscles, needs to be trained.
To lay the foundations of logical thinking, engage in games with your child in which you need to highlight similar and different features of objects. Scatter the buttons in front of him and ask him to sort them into several piles, in each of which the objects will be somewhat similar. If the baby is at a loss, give him a task yourself, for example: red separately, black separately, green separately. Perhaps he will divide the buttons into groups himself, but you will not be able to understand what system this is done on. Do not immediately say that it is so wrong, figure out what the child saw in these objects. He could separate the beautiful from the ugly, or the ones he had seen from the unfamiliar. This classification is also acceptable.
While waiting for the bus or in line, the child becomes bored, whining or indulging. Do not get annoyed - now is the most convenient time to start developing games. There are a lot of options.
Edible - inedible. You name any object, and the child must determine whether it is suitable for food. Over time, the game can be complicated, for example, by naming raw meat or a gingerbread doll.
Find the excess. You name 5 words, for example: cat, dog, chair, cow, goat. The child must say what is superfluous here and why.
Finish the sentence. Start the sentence, and let the child finish it, giving the reason: we left the house in raincoats, because ... (it's raining).
Call it in one word. You name several objects, and the baby must name them in one word: table, chair, sofa - furniture; soup, porridge, bread - food.

There are many games that develop abstract-logical thinking. Start playing checkers with a preschooler, then you can master chess and backgammon. You are not just moving the pieces - the brain at this time analyzes the situation, anticipates the possible moves of the opponent and looks for the best response to them. Do not swear if the child is fond of solitaire, puzzles, Rubik's cube assembly. He does not waste time in vain, but learns to calculate the situation several moves ahead, look for the right solution among many combinations, develops reason and logic.
In the thinking abilities of a person, not everything depends on heredity. Scientists observed twins raised in different families, and determined that children, the development of which is seriously involved, become smarter and smarter than brothers and sisters, who were paid little attention. No need to overwhelm the kid with puzzles and educational games so that he does not interfere with adults doing their own thing. Joint activities that develop thinking and speech will bring much more benefits.

The game "How are they similar and how are they different? »

Purpose: development of visual perception, attention, thinking and speech.

Equipment: magnetic board; magnets; 8 pairs of subject pictures: fly agaric - boletus, dress - skirt, vase - jug, hare - rabbit, cat - lynx, tram - trolleybus, stork - swan, spruce - larch.

The adult alternately attaches each pair of pictures to the magnetic board and invites the children to find similarities and differences between the depicted objects.

The game "Pick a couple to the word."

Equipment: ball.

Game "What is it? Who is this? »

Purpose: development of thinking and speech.

Equipment: 24 subject pictures.

The game "Spread the cards"

Purpose: development of logical thinking.

Equipment: a square sheet of paper divided into nine cells (for each child); a tray with nine pictures, three of which are the same (for each child).

The game "Split the pictures into groups"

Purpose: development of skills in analysis and synthesis.

In front of each child is a tray with twelve subject pictures. The teacher asks the children to divide all the pictures into four groups. (Sets of pictures for children are different).

Task "Close the extra picture"

Purpose: development of thought processes (empirical generalization).

Equipment: task card and a square of thick paper (4 * 4 cm) (for each child).

In front of each child is a card for the task and a square of thick paper. Children are invited to find a picture that does not fit the rest, and close it with a paper square.

Task "Draw and cross out"

Purpose: development of auditory attention, memory and thinking.

Equipment: a sheet of paper and a simple pencil (for each child).

On the table in front of each child is a sheet of paper and a simple pencil. An adult offers children:

Draw two triangles, one square, one rectangle and cross out the third figure;

Draw three circles, one triangle, two rectangles and cross out the second figure;

Draw one rectangle, two squares, three triangles and cross out the fifth figure.

The game "Pick a pair of pictures"

Purpose: development of logical thinking, memory and speech.

Equipment: magnetic board; 12 pairs of subject pictures: a motorcycle - a wheel, an aquarium - fish, a bed - a pillow, a bookcase - books, a motor ship - an anchor, a hammer - a nail, a loaf - a spikelet, a bee - honeycombs (honey, a basket - boletus, a horse - a foal, a squirrel - walnut (cone, vase - tulip (carnation).

Pictures are attached to the magnetic board. Location of pictures: top row - motorcycle, aquarium, bed, bookcase, motor ship, hammer, long loaf, bee, basket, vase, squirrel horse; bottom row - foal, anchor, boletus, honeycombs, pillow, books, fish, wheel, spikelet, nut, nail, tulip. Children are invited to make pairs, choosing for each picture from the top row a suitable picture from the bottom row. Children take it in turns to make pairs and explain their decision.

Game "Pick the fourth figure"

Purpose: development of logical thinking, the ability to compare figures and, based on the selected features, draw conclusions and establish patterns in images.

Equipment: task cards and a simple pencil (for each child).

On the table of each child are cards and a simple pencil. The teacher draws the attention of the children to the distinctive features of the figures depicted, to the principle of their order, and offers to correctly complete the row by choosing one of the figures given on the right. (The desired drawing is outlined in pencil).

Game "Come up with a riddle"

Purpose: development of speech and thinking.

Equipment: toys and objects familiar to children.

Game "Make a sentence with two pictures"

Purpose: development of attention, thinking and speech.

Equipment: magnetic board; magnets; pairs of subject pictures:: grandmother - jacket (cup, vase, girl - rabbit (beans, skis, boy - cat (bicycle, skates, stork - nest, etc.)

The teacher alternately attaches a couple of pictures to the magnetic board and invites the children to make as many sentences as possible on it.

Favorite food game

Purpose: to develop thinking, speech, the ability to highlight signs of similarity and difference in compared objects.

Equipment: subject pictures, for example: cow - hay, rabbit - cabbage, bear - honey, cat - milk, etc.

Game "Tell me the opposite"

Purpose: development of thinking, attention, ability to select antonyms.

Game "Nonsense"

Purpose: development of speech, attention, thinking.

Equipment: card for the task.

Task "Complete the phrase"

Purpose: development of auditory attention, thinking, speech.

If the sand is wet, then.

The boy washes his hands because.

If you cross the street at a red light, then.

The bus stopped because.

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The development of logical thinking in preschoolers

The development of logical thinking in preschoolers by means of logic and mathematical games.

Why does a child need logic? The fact is that at each age a certain “floor” is created on which the mental functions of the body are formed. Therefore, the skills and abilities that a child acquires will serve as the foundation for the development of abilities at an older age. It will be very difficult for a child who has not mastered logical thinking in further education. As a result, the health of the child may suffer. Weaken, or even completely lost interest in learning new things.

The comprehensive development of a preschooler can be carried out on the basis of play activities, during which the child's imagination is formed, and the experience of communicating with peers is acquired.

Thanks to the use of gaming technology, the learning process of preschoolers takes place in an accessible and attractive way.

And as a practicing teacher, I understand that with the development of scientific trends, it is necessary to “depart” from standard programs, introducing the best innovative ideas.

The child strives for vigorous activity, but inquisitiveness, understanding and intelligence do not develop by themselves, so I built my work with children on gaming technology.

“Without play, there is not and cannot be full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity. »

V. A. Sukhomlinsky.

Starting to work with older children, I noticed that they often doubt their answers and cannot concentrate. This alerted me, and I conducted a cross-section of knowledge, with the help of which I was able to identify children who need my help.

I set a goal: To promote the development of thinking of preschoolers by means of play. This will allow you to implement the following tasks:

The development of a child's cognitive interest, desire and need to learn new things;

Increasing interest in intellectual activity, the desire to play games with mathematical content, showing perseverance, purposefulness, mutual assistance;

Development of the child's speech, constructive abilities;

Development of spatial thinking and creative imagination, the ability to compare, analyze and compare.

First of all, I created a subject-developing environment in the group, the content of which I will not talk about in detail, since I have a co-speaker.

Developed a thematic plan for the development of the child's logical thinking in the game, which included classes, didactic, role-playing, other educational games such as “What, where, when? ", "What changed? "and so on.

Starting from the younger group, she took on the main roles in the game, but gave each child the opportunity to speak out, to offer their own version of the selection of toys in the game, substitute items. She paid attention to why the child chooses a stick instead of a sausage, a stick instead of a microphone. This made the child think, remember what the object looked like, and the complete answer contributed to the development of speech.

Verbal methods - the teacher's explanation, storytelling, acquaintance with the content of the game, analysis of the achieved result, were a role model.

I used visual methods at an older age. We examined schemes, mnemotables with children, got acquainted with the characters of game situations.

Practical methods - manipulations with games, independent activities in a corner of nature, in experimental activities, in the preparation of mini-projects contributed to a more complete consolidation of the acquired knowledge, the development of skills to compare, generalize and draw conclusions.

I will give an example of a game-experimentation with various materials, for example, with a shadow, with water, with light, with paper, etc. If the sun rises above the child in the morning, then the shadow will be behind, at noon the shadow will be in front, in the evening - on the side. We check all this together with the children in practice. With light: games using shadow theater. They took a white sheet, two children hold, and other children show figures behind the sheet screen, other children find out which character was shown. What is the essence of the development of thinking? The fact that the child guesses, comparing the shadow with the image of the character, remembers, represents an imaginary object, and this contributes to the development of his thoughts.

Didactic games: “Fold the picture”, “Continue the row”, “Find the differences”, etc. Children use these games in everyday life. There are enough of them in the group.

Educational games: Gyenesh blocks, Kuzener's sticks, V. Nikitin's cubes, "Columbus egg" are the most important in the development of logical thinking, as they make you think, include imagination, teach comparison operations. generalizations, analysis. Let's try together, using simple matches without sulfur, to add up several shapes. (Practical work).

Any game has a wide range of activities: For example, the same game can be played from 3 to 7 years. This is possible because it has exercises in 1-2 actions for toddlers, as well as multi-step tasks for older children.

For example, “Guess what is hidden”, “Pairs of pictures”, “Magic box”. The versatility of one game - can solve a large number of educational tasks, imperceptibly the child studies, remembers colors, shapes, trains fine motor skills of hands, improves speech, thinking. Attention, memory, imagination. I invite the child of the younger group to guess what is hidden in this bag. (Practical work with teachers, vegetables, fruits in a bag). Now I propose to find out what is in the bag for an older child. (Assignment to teachers, in the bag are pebbles, shells, buttons and other material). you can also complicate the content of such games as “Find your house”, “Pick up handkerchiefs for nesting dolls”, “Find the same one”, etc.

The development of children's logical thinking occurs not only with the help of didactic games, but also in the independent activities of children: for example, in the role-playing game "Family": playing daughters - mothers, the child thinks about where the mother went, thereby building a logical chain further: What will she do, what will she do next. What will happen when she gets home, etc. This type of activity is very important for the development of the child's thinking. In such games, the child consolidates the acquired knowledge, develops intelligence, there is an unlimited opportunity to invent and create, which means that his mental activity develops. In older preschool age, the game becomes more complicated. If a child has certain knowledge about the work of a driver, then he will not only operate the steering wheel, but he will work at a trading base where he will bring materials, in a repair shop, as a taxi driver, etc. In the game "Fishermen" he will not just sit on shore and fish with a fishing rod, as he can do in the younger group, and he will come up with a plot in which he can play the role of a foreman of the fishing brigade, together with other children they can weave nets, fish together, feed the fish. For what? For a better catch? To make the fish bigger? Drivers can also work here, who will take the fish to the market, to the factory, etc. That is, the knowledge of the child, his imagination, the ability to think, remember, compare just helps to develop the plot of the game. Working this year with the children of the younger group, I taught the children to play such role-playing games as the “shop”, in which they sell and buy not only toys, but also food, clothes, tools, use the cash register, money, and at the beginning of development games were drawn banknotes, today children replace them with simple candy wrappers, leaves from trees, which indicates that the child is already thinking, fantasizing. In the game "Barbershop" they used to only comb each other's hair, by the end of the year they wash their hair, wind curlers, cut their hair, do their hair, compare the client before the start of the operation and at the end, saying the following words: what a beautiful hairstyle turned out, you like it, you like it goes, etc. In the game "Hospital" there is not only a doctor who previously only listened and gave injections. Today, the doctor does not give injections, but on his recommendation, the nurse does the injection. Before giving an injection, they treat the injection site with imaginary alcohol, use cotton wool, and be sure to ask: “Does it hurt you? ". In addition, despite their young age, children try to create different situations in this game: at a dentist's appointment, an otorhinolaryngologist, even a surgeon. This is so important in the development of thinking of preschoolers. And here, the main thing is not to lose time, to do everything possible to develop the plot of the game, to increase the level of knowledge of children.

Success in the development of children's logical thinking can only be achieved in close cooperation with parents, since the knowledge gained in kindergarten must be reinforced in a family environment. Parents help in the production of attributes for games, improving the development environment. I had a consultation on the topic: “Development of logical thinking through sensory education”, I suggested that parents create sensonographs at home, come up with options for flannelographs, and learned a number of didactic games with parents that they later used at home with their children.

Implementing work in this direction in the system, I carried out a diagnosis of the level of knowledge, skills, and skills at the beginning and at the end of the year. After analyzing the data obtained, we can conclude that there is a positive trend in the indicators of the development of logical thinking.

Thus, we can conclude that the game is the main factor in the development of logical thinking in preschoolers.

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Thinking is the highest function of the psyche, helping to get a complete picture of objective reality and establish a connection between objects and phenomena in this world.

Types of thinking and their gradual development

The thinking of preschoolers is represented by 3 types, each of which is leading at the corresponding age stage:

visual-effective (up to 3 years);
visual-figurative (from 3 to 5 years);
verbal-logical (from 6 to 7 years).

Visually effective form

A child closer to 3-4 years old still shows effective thinking, that is, the knowledge of the external and internal properties of an object occurs through physical manipulations with it. Simply put, the child explores all objects, touching them, taking them apart, breaking them and putting them back together again.

If the kid broke the car, then he just studied it. Its external characteristics are known to him, and the interest is hidden from the eyes.

This form of thinking creates the prerequisites for the development of a more complex form - visual-figurative.

Visual-figurative form of thinking

Closer to the age of 5, preschoolers tend not only to perform practical actions with surrounding objects, but also to operate with their images and ideas about them without having objects at hand.

A characteristic feature of this form of thinking is the imitation of adults. This helps the child to model the image and build it in their imagination. Very often, children show this feature in the game, where through one thing another is represented.

There are active role-playing games between children and when playing with dolls, cars, soldiers. There is an increased interest in visual activity. Speech becomes clear, sentences have more complex structures.

It was during this period that the foundations for the development of logical thinking were laid. This is manifested in the understanding of schematic drawings and symbols.

Verbal-logical form

This form of intellectual activity of the child appears by the end of the preschool period - by 5-7 years. Children operate with abstract concepts, not relying on visual or model forms, but based on reasoning and evidence. They learn to make inferences.

For example, from the judgment that the feet got wet, a conclusion is made about the possibility of getting sick after that.

Practical exercises for the development of thinking in preschoolers

Parents and educators should contribute to the development of different forms of thinking in preschool children. For this, there are special games and tasks.

For visual-effective thinking

Constructor games (wooden, metal, plastic).
Modeling from plasticine.
Laying out geometric shapes from matches.
Work with scissors and paper.
Games like "feed the bear", "put the doll to bed", where the adult has the leading role, but without suppressing the child's initiative.
Creation of crafts from cereals and bulk materials.
Drawing with finger paints.

Passage of labyrinths according to verbal instructions.
Drawing and coloring.
Work with the designer according to a given model or according to the idea of a child.
Role-playing games.
Tasks such as “find an extra object”, “make a story from a picture”, “connect 2 parts of one object”.
Collecting puzzles.

For verbal-logical thinking

Rubik's cube puzzles.
Tasks such as “connect words with a suitable picture”, “find a guessing picture for a riddle”, “divide an object into equal parts”, “form an adjective from a noun”.
Tasks for dividing objects into groups.
Tasks for counting letters and sounds in a word.
Addition and coloring of the picture.
Repetition of a pattern by cells from a given sample.
Solving easy math problems.
Finding differences in 2 pictures.

All these examples of exercises are only part of their huge variety. Children's stores have books with tasks by age. It is enough just to buy a couple of them and devote 20-30 minutes a day to completing tasks.

The main thing is not to overdo it and not tire the child.

Source mam-sovet.ru

Meeting of the club "Preschool child" on the topic: "Didactic games for the development of logical thinking and imagination"

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 ...

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.

5. 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 stoves made of 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 the floating caves on one stool, and the sinking ones 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.

6. Miraculous transformations.

The game develops creative thinking and imagination. It needs 1-2 small cards, which show the symbols of objects: 2-3 strips of 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.

7. 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 what is being said happens.

If he answers correctly, it is his turn to ask you a riddle (phrase) and 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.

In elementary school, the teacher will need not only to lay the foundation of 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.

Bibliography.

1. Volina V. V. Learning by playing. – M.: Ast Press, 1996.

2. Svetlova I. E. Logic. M., 2001.

3. V. A. Stepanov, Merry Mathematics for Children. M., 2001.

4. Sukhin I. G. 50 literary quizzes for children of preschool and primary school age. M., 2002.

5. Shmakov S. A. Games in words and with words. M., 2000.

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Game lessons for the development of memory, attention, thinking in preschoolers - Electronic library - Free download

Game classes for the development of memory, attention, thinking in preschoolers

Authors: I. V. Starodubtseva, T. P. Zavyalova Name: Game classes for the development of memory, attention, thinking and imagination in preschoolers Format: PDF (zip archive) The size: 1.6 MB Annotation:

Currently, readers are offered a lot of printed materials, which, according to the assurances of its manufacturers, contribute to the development of the mental and creative abilities of children.

Parents and specialists in the field of preschool education buy educational games released on paper and electronic media, seat children at tables and computers, expecting quick and amazing transformations...

However, as practice shows, such a presentation of educational information, depriving a preschool child of physical activity natural for his age, does not always have a beneficial effect on his health.

How to help a child develop mental and creative abilities without depriving him of his main biological need - the need for movement? This question worries parents, scientists, teachers-practitioners.

The proposed manual presents diagnostic techniques and guidelines that reveal the essence and features of the development of basic cognitive processes - memory, attention, thinking and imagination - in children 4-7 years old.

Of particular interest to workers in the field of preschool education is a selection of game material: outdoor games, game exercises, role-playing games designed to stimulate the development of a particular mental process in accordance with the age of the child.

This manual is addressed primarily to teachers and specialists of preschool educational institutions, and may also be interesting and useful to students of pedagogical universities, students of institutes and faculties of advanced training.

Perceptual processes: sensations and perception
Age features of perception in preschoolers
Diagnosis of perception in preschoolers
Outdoor games and exercises for the development of perceptual processes in preschoolers

Attention
Age features of attention in preschoolers
Diagnosis of attention in preschoolers
Outdoor games and exercises to develop attention in preschoolers
Memory
Age features of memory in preschoolers
Diagnosis of memory in preschoolers
Outdoor games and exercises for the development of memory in preschoolers
Thinking
Age features of thinking in preschoolers
Diagnosis of thinking in preschoolers
Outdoor games and exercises for the development of thinking in preschoolers
Imagination
Age features of imagination in preschoolers
Diagnosis of imagination in preschoolers
Outdoor games and exercises for the development of imagination in preschoolers

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Material e-bookshelf.info

Preschool development, Educational games

What is logical thinking and why should it be developed?

Human thinking is one of the types of higher mental activity. As a result of logical reasoning, people cognize reality due to the fact that they reveal the connections and relationships between objects and phenomena of the real world.

The development of logical thinking in people of all ages should be given special attention. Because with its help, the analysis of the problem and the search for the optimal solution and way out of this situation are carried out. Logical thinking allows you to find patterns, relationships between causes and consequences.

Without constant training of logical thinking, the flexibility and mobility of this function is lost. Therefore, it must be constantly trained. It is advisable to start at an early age.

Thus, it is possible to avoid the formation of thinking based on stereotypes.

Stages of formation of logical thinking

In order for thinking to form, it must go through several stages, which are closely related to age:

subject-effective thinking; only this kind of thinking exists in children of dosadovo age, they feel everything, pull it into their mouths, take it apart and break it - these are the characteristics of the simplest kind of thinking; and in adult life, when a person is faced with something new, he will definitely do everything to inspect, feel, turn this object and explore all the possibilities of its application;
visual-figurative thinking; this is the second stage in the development of thinking in children 5-6 years old or preschoolers, at this stage the child forms images and ideas from visual and tactile, to auditory and gustatory;
abstract-logical thinking; it develops when a person begins to operate with concepts that have no material expression, these are abstract concepts, numbers and symbols.

The highest degree of development of logical thinking is the ability to approach solving problems without using templates, but using a creative approach, inventing and inventing something of your own. Therefore, the regular solution of problems on logic allows you to develop intelligence and imagination.

Examples of educational games for the development of logical thinking

Games for the development of logical thinking in preschoolers aim to form such elements of thinking as analysis, classification, comparison, synthesis and generalization. Logical development can be carried out in different ways: conversations, solving puzzles and rebuses, solving graphic tasks, board and computer games.

Graphic games.

There are a lot of examples of such games from finding a way out of the maze and finding differences between two drawings, to coloring and drawing according to the model.

Speech games.

In such tasks, you only need to speak, no auxiliary materials. An example is the game "I believe, I do not believe", when an adult says a statement, and the child must say whether it is true or false. And he needs to justify his answer.

As the preschooler improves, he can be asked questions with an ambiguous answer.

The second example of such games is associations. Here the child is invited to find all the words that, in his opinion, are related to the main word that the adult sets.

Puzzle.

The name speaks for itself. All tasks where you need to think and break your head belong to this category. An example is a task in which you need to find a set of parts that will make a little man in the picture.

Board games.

All sorts of game options in which you need to not easily move through the cells, but also answer related questions. Making puzzles.

Didactic games for the development of thinking

Thinking is one of the highest forms of human activity, and is also a socially conditioned, mental process, inextricably linked with speech. In the process of mental activity of each person, certain methods or operations are developed: analysis, synthesis, comparison, generalization, concretization.

There are three kind thinking:

1) visual-effective (children learn the world by manipulating objects);

2) visual-figurative (children can already imagine objects or phenomena of the environment);

3) verbal-logical (children use concepts, know how to reason).

with special intensity develops in a child from 3 to 4 years. Children get acquainted with the properties of objects, learn to operate with objects, establish relationships between them, and also solve a variety of practical problems.

On the basis of visual-effective thinking, a more complex form of thinking is formed - visual-figurative. This is thinking in images, ideas, transformation of the situation in a figurative form.

It arises when the child has sufficient experience of practical actions and, instead of realities, he resorts to mental attempts to change the situation, imagining the necessary actions and the results obtained. Also, visual-figurative thinking allows the child, for example, to use schematic images or count in the mind.

By the age of six to seven, preschoolers begin to form more intensively verbal-logicale thinkinge, which is associated with the use and transformation of concepts. Thinking now appears not only in the form of practical actions, and also not only in the form of visual images, but, above all, in the form of abstract concepts and reasoning. However, verbal-logical thinking is not leading among preschoolers.

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

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

In the development of thinking and other mental processes of preschoolers, play is of great importance, the process of which is associated with the properties of objects (their shape, weight, size, color, features), the performance of various actions with them. This contributes to the comprehensive study of these subjects, creates conditions for the simultaneous interaction of various sensory organs.

Examples of games for the development of thinking of preschoolers.

1) "Gather a big family"

Pictures depicting animals, vegetables, fruits, vehicles, etc. are selected. These pictures are laid out in front of the children and the task is given to gather large families.

2) "Favorite food"

Pictures depicting animals and food for these animals are selected. Pictures with animals are laid out in front of preschoolers and separately pictures of food, each animal is invited to lay out its favorite food.

3) "Find the baby's mother"

Pictures of pets are laid out in front of the children: a dog, a cat, a pig, a cow, etc. and separately pictures: a kitten, a puppy, a piglet, a calf, etc., it is proposed to find a mother for the baby.

4) "Name it in one word"

Pictures are laid out in front of preschoolers, an adult asks to consider and name them in one word. For example: train, plane, car - transport; fox, hare, bear - wild animals; apple, pear, plum - fruits, etc.

5) "Magic bag"

Toys are selected in the bag: red, blue, green, yellow. Pictures are laid out on the table with the image of: a red apple, a blue cloud, a green grasshopper, a yellow chicken, preschoolers are invited to choose their friends by color, taking out the appropriate toys from the bag.

6) "Gather your friends"

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

7) "Spread out the pictures"

Ready-made series of plot sequential pictures are used. The students are given pictures and asked to look at them. They explain that the pictures should be arranged in the order in which events unfold.

In conclusion, the children make up a story from the pictures.

8) "What is superfluous?"

Pick up a series of pictures, among which three pictures can be combined into a group according to some common feature (animals, vehicles, flies, jumps, soft, cold, etc.), and the fourth picture is superfluous. Invite the children to find the extra picture. Ask why they think so and how the pictures they left are similar.

9) "Alternation"

Have preschoolers draw, color, or string beads. Please note that the beads must alternate in a certain sequence, for example, by color: red, blue, yellow, green, etc. In the same way, you can offer to draw a multi-colored fence, or lay it out on a table of multi-colored sticks, etc.

10) "Find an extra word"

An adult reads a series of words, for example: animals, vegetables, fruits, etc. and invites preschoolers to clap their hands when they hear an extra word, you can also choose a child who will explain why the word is superfluous, to which group he would relate it.

11) "Who is faster"

An adult, throwing a ball to a child, names a color, and a child, returning the ball, must quickly name an object of this color. You can also name not only the color, but also the quality (for example: taste, shape) of the object.

12) "Professions"

An adult shows the children pictures of the professions of people and asks them to name what people of a certain profession do. For example, a doctor treats people, a builder builds houses, a teacher teaches children something at school, etc. You can replace the display with facial expressions and pantomime.

13) "Tell me the opposite"

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

14) "Guess"

An adult offers to guess which animal, vegetable, fruit, transport, etc. He says. Be sure to give children a specific, clear description of each item. For example: This is a fruit. It is red, round, juicy (Apple) .

15) Riddles

Invite the children to guess descriptive riddles on various topics (flora and fauna, natural phenomena, vegetables / fruits, objects, etc.) For example: Long-eared, shy, loves to eat carrots and cabbage (Hare); Redhead, she has a fluffy tail, deftly jumps through the trees (Squirrel) etc.

16) "Migratory and ziwashing birds"

Pictures depicting migratory and wintering birds, as well as two identical pictures depicting a tree, are laid out in front of preschoolers. They need to plant all migratory birds on one tree, for example: swallow, starling, rook, cuckoo, lark, etc., and on another - wintering birds, for example: titmouse, sparrow, crow, bullfinch, etc.

17) "Flies, swims, crawls"

An adult gives children pictures of those who can: fly, swim, crawl. After that, he lays out pictures on the table with the image: sky, sea, grass and asks to correlate an animal, bird, insect, fish, etc. with the corresponding picture, while asking the question: “What can he do ...” (Bird, beetle ... - fly; hare, grasshopper - jump ...; snake, snail - crawl ...)

18) "Find similar"

Preschoolers are offered geometric shapes and various objects. Task - you need to form groups of objects according to the similarity with a certain geometric figure. For example, a circle is a ring, a lid ..., a square is a box, a cube ... etc.

19) "Domestic and Wild Animals"

Pictures of domestic and wild animals are laid out in front of the children, as well as two pictures: the first shows a house, the second shows a forest. They need to spread domestic animals around the house, and wild ones around the forest.

20) "Our favorite winter and favorite summer"

An adult on the table in front of preschoolers lays out two pictures "Winter" and "Summer", as well as pictures depicting various winter, summer clothes and accessories. Children need to relate to the season what people usually wear when it comes. (For example, "Winter" - a fur coat, scarf, mittens ..., "Summer" - shorts, T-shirt, hat ...)

Games for the development of logical thinking

Didactic games for the development of logical thinking of children of primary preschool age.

In my work with preschool children, I often use games to develop logical thinking. I often come up with them myself, they are simple, but at the same time they develop the memory and logical thinking of children.

These games will help children consolidate the concepts of "color and shape", repeat geometric shapes, make children more attentive and teach them to think logically.

Here, for example, didactic game "Dress for Mom" for the 2nd junior group. Before the children, preparation of a dress for mom. It needs to be decorated.

Color the circles red and the squares blue.

“Color the beads” - you need to color, the circles alternate: red, blue.

Children enjoy coloring.

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

There are three types of thinking: 1) visual-effective (cognition through manipulation of objects) 2) visual-figurative (cognition through representations of objects, phenomena) 3) verbal-logical (cognition through concepts, words, reasoning).

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

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

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

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

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

Features of thinking in children with mental retardation

The thinking of a child with mental retardation at the age of 5-6 years is at the level of his everyday experience. He cannot establish connections and relations of objects in a logical way. The ability to think implies the selection of essential features of objects, the combination of various features into a whole idea of the subject; comparing objects and identifying differences in them, etc. All these skills in children with developmental delay are formed much worse than in their peers.

Games and exercises.

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

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

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

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

FIND AN EXTRA PICTURE: development of thought processes of generalization, abstraction, selection of essential features. Pick up a series of pictures, among which three pictures can be combined into a group according to some common feature, and the fourth one is superfluous.

Invite the child to find the extra picture. Ask why he thinks so. How similar are the pictures that he left.

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

Examples: Soap, broom, toothpaste, shampoo; Birch, oak, pine, strawberry; Book, TV, radio, tape recorder.

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

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

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

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

COMPARISON OF OBJECTS (CONCEPTS) The child must imagine what he will compare. Ask him questions: "Have you seen a fly? But a butterfly?" After such questions about each word, offer to compare them. Ask questions again: “Are the fly and the butterfly similar or not?

How are they similar? How are they different from each other?"

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

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

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

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

In conclusion, the child writes a story from the pictures.

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

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

Would you be scared?

I am walking through the woods yesterday. Cars drive around, traffic lights flash. Suddenly I see a mushroom. It grows on a branch.

He hid among the green leaves. I jumped up and tore it off.

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

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

1) Game "Guess"

Pictures with such images are shown: wheel, steering wheel, pedal.

Edit: Guess what it could be?

Children: Car, bike...

Question: What other transport do you know?

(techniques - synthesis, classification)

2) The game "What did the artist forget?"

Edit: Look at the picture. What did the artist forget to draw?

Children: The sofa does not have one leg, the flower is not finished on the vase,

Some stripes on the carpet are not painted...

(techniques - analysis of the picture, comparing it with the alleged mental standard).

Thus, logic, albeit not in its pure form, but in the form of its simplest forms and techniques, has a significant place in the preschool education system.

4. Features of the developing environment in the middle group.

The game is the leading activity.

One of the features of the middle group is a vivid manifestation of different rates of development of children: some retain the features of a younger age for a longer time, the restructuring of their behavior and activities seems to slow down, while others, on the contrary, “grow up” faster and already from the second half of the middle preschool age, they begin to show more and more distinct features. senior age level.

Based on this, the development environment must necessarily include game material of different levels of complexity.

For level I (younger - middle age) it is recommended to have a lotto, paired pictures, magnetic, large and carnation mosaics, a set of cubes of 4 - 9 pieces, educational games ("Fold the pattern", "Fold the square"), games with modeling elements and substitutions, lightweight modular material, building kits (floor, desktop) .

For the development of fine motor skills of the hands, special didactic toys are needed: liners, lacing (with “sewing”, drawing up a pattern). For the same purpose, plastic containers with lids of various shapes and sizes can be included in the environment.

II level (middle - senior age). Among the didactic games, first of all, there should be games for comparing objects by various properties (color, shape, size, material, function), grouping by properties, for recreating a whole from parts (“Tangram”, puzzles), for seriation by various properties, games on account. It is important that the child always has the opportunity to choose a game, and for this the set of games must be quite diverse and constantly change (change is about 1 time in 2 months).

15% of games should be intended for children of the older age group in order to enable children who are ahead of their peers in development not to stop, but to move on.

For the development of the imagination, it would be better if, instead of some real objects, we offer substitute objects that have a certain similarity with the original, for example: geometric three-dimensional figures - “vegetables”, a bar - “iron”, a stick - “thermometer”, a box - “TV”.

The developing thinking of the child, the ability to establish the simplest connections and relationships between objects induce his interest in the world around him. The child already has some experience of knowing the environment, but it requires generalization, systematization, deepening, clarification. For this purpose, a “sensory center” is organized in the group - a place where objects and materials are selected, which can be learned with the help of various senses (noise objects, jars with a smell, etc.)

Games with sand, water, clay, paints, foam, mirrors are organized in a special place for children's experimentation.

Middle age is the beginning of a sensitive period of development of the sign-symbolic function of consciousness, this is an important stage for mental development in general and the formation of readiness for schooling. In the environment of the group, it is necessary to use symbols, models to designate objects, actions and their sequence. It is better to come up with such signs, models together with children, leading them to the understanding that everything can be denoted not only in words, but also graphically.

The game is the leading activity of the preschooler.

Younger preschoolers often play alone, but in their object, design games, they already improve perception, imagination, memory, and thinking.

By the middle preschool period, games become collaborative. The main thing in these games is the imitation of certain actions and relationships, the selection of the rules of the game and following them.

At an older age, the design game begins to turn into labor activity, during which the child builds something useful, necessary in everyday life. In the game, the child learns to use household items, learns to plan his actions. It is in the game that manual movements and mental operations are improved.

“The great importance of play in the development of the personality of a preschool child is determined not by the fact that individual mental processes are exercised in it, but by the fact that individual mental processes are improved in the game, due to the fact that the game raises the personality of the child, his consciousness to a new stage of development. The child in play is aware of his "I", learns to act, subordinating his actions to the desired goal and determining them depending on the goal.

The game, therefore, is a school of such activity in which the need appears not as external, imposed from the outside, but as desired ... It is the prototype of future serious activity ... ”(D. B. Elkonin)

Games for children 3, 4 years old for the development of logical thinking

Games for the development of logical thinking, games for expanding horizons, games for analysis and synthesis, games for the development of creative imagination.

Fish - worm

The game teaches you to argue your answers, broaden your horizons

Required equipment: pictures of animals, birds (can be cut out of old books, magazines; postcards).

How to play: First, a poem is read:

Bunny loves carrots

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