Ecology of life. Children: Parents of preschoolers are most busy looking for an answer to the question "how and what to teach a child?". They choose the "most-most" from a variety of innovative methods, enroll the child in various circles and studios, engage in various "educational games" and teach the baby to read and count almost from the cradle. What is the development of thinking in preschool age? And, really, what is the priority to teach children?

Parents of preschoolers are most busy looking for an answer to the question "how and what to teach a child?". They choose the "most-most" from a variety of innovative methods, enroll the child in various circles and studios, engage in various "educational games" and teach the baby to read and count almost from the cradle. What is the development of thinking in preschool age? And, really, what is the priority to teach children?

As in any area of ​​personality development, a child's thinking goes through several stages of formation. In psychology, it is customary to define three stages in the development of thinking: visual-effective, visual-figurative, verbal-logical.

For a baby who learns the world through the active work of all the senses, the basis for obtaining information is the motor and tactile channels of perception.

A small child in early childhood (1-3 years) literally “thinks with his hands”. Not only their own information depends on the work of the receptors of these channels, but also the activity of other types of perception, other sense organs.

What does it mean? For example, the visual perception of a baby is not yet perfect, its capabilities, in comparison with the vision of an adult, are somewhat limited. The child does not understand the perspective - it seems to him that if the high-rise building is barely visible on the horizon, then it is very small.

He still cannot always understand the three-dimensionality of things. The kid does not understand visual illusions - for example, he wants to reach the horizon or touch the rainbow. The image for him is a special state of the object, he does not believe that the image does not actually exist.

In this, children's perception is reminiscent of primitive man. Seeing an evil character in a book of fairy tales, the child closes the “good fellow” from him with his hands, and so on. Everything that the child sees, he wants to touch, act with this object, experience it. And the more actions he performs with a thing, the better he perceives its properties. The better it works for him, not only the motor and tactile, but also the visual channel of perception.

Visual-effective thinking is a trial and error method. When receiving a new object, the child first of all tries to interact with it - try it on the tooth, shake it, knock it on the floor, twirl it from all sides.

In her book “A Child Learns to Speak,” M. Koltsova cites an interesting experiment as an example: two groups of babies who began to speak the first words were shown some objects to memorize new words. In one group they were allowed to play with objects, in the other they were only shown and named. Children from the first group memorized the names of objects new to them much faster and better and introduced them into speech than in the second group.

Each object seen for a child is a new puzzle that needs to be “taken apart” and then “assembled”. The only thing that interests him in early childhood is what can be done about it? That is why it is so dangerous to get carried away with newfangled methods that offer training in early childhood, attempts to develop logic or the basics of analytical thinking in kids.

What to do with the baby? More often include him in any household activity, let him participate in all mother's affairs - washes dishes, wipes dust, sweeps. Of course, mom sometimes has to take more away from such "help", but the teaching always goes through trial and error! It is during the period of early childhood that the child learns the world in activity as actively as never before.

And in order to master the space, to understand the interconnection of things, he needs to perform real, meaningful actions as much as possible, imitating adults, and not shifting the details of a special "developing" game. It is also useful to mess around with various substances - sand, water, snow. However, many textures can be found at home, without any special training - various cereals, shreds of rags, dishes and all kinds of ordinary household items.

In terms of creative development, the child is now going through a period of familiarity with the materials, where he needs to be given complete freedom and not yet expect any "crafts" and any other results.

Visual-figurative thinking. The role of fantasy in the development of thinking. Play as a leading activity.

The second stage in the development of thinking begins at about 3-4 years and lasts up to 6-7 years. Now the child's thinking is visual-figurative. He can already rely on past experience - the mountains in the distance do not seem flat to him in order to understand that a large stone is heavy, he does not have to pick it up - his brain has accumulated a lot of information from various channels of perception.

Children gradually move from actions with the objects themselves to actions with their images. In the game, the child no longer has to use a substitute object, he can imagine “play material” - for example, “eat” from an imaginary plate with an imaginary spoon. Unlike the previous stage, when in order to think, the child needed to pick up an object and interact with it, now it is enough to imagine it.

During this period, the child actively operates with images - not only imaginary in the game, when a car is presented instead of a cube, and a spoon “turns out” in an empty hand, but also in creativity. It is very important at this age not to accustom the child to the use of ready-made schemes, not to impose their own ideas.

At this age, the development of fantasy and the ability to generate one's own, new images serve as the key to the development of intellectual abilities - after all, thinking is figurative, the better the child comes up with his own images, the better the brain develops. Many people think fantasy is a waste of time.

However, how fully figurative thinking develops, its work also depends on the next, logical, stage. Therefore, do not worry if a child at the age of 5 cannot count and write. It is much worse if he cannot play without toys (with sand, sticks, pebbles, etc.) and does not like to be creative!

In creative activity, the child tries to portray his invented images, looking for associations with known objects. It is very dangerous during this period to "train" the child in given images - for example, drawing according to a model, coloring, etc. This prevents him from creating his own images, that is, from thinking.

Verbal-logical thinking and its connection with the previous stages. Is it necessary to form this type of thinking in advance?

In the period of early and preschool childhood, the child absorbs sounds, images, smells, motor and tactile sensations. Then there is a comprehension of the accumulated material, processing of the information received. By the end of the preschool period, the child has a well-developed speech, he already owns abstract concepts and can independently generalize.

So gradually (from about 7 years old) there is a transition to the next step in the development of thinking - it becomes verbal-logical. Speech allows you to think not in images, but in concepts, to structure and designate information received with the help of the senses. Already at 3-4 years old, the child tries to classify known objects, for example: an apple and a pear - fruits, and a chair, and a table - furniture.

He often accompanies his actions with comments, asks an infinite number of questions, for him the naming of an object is a designation of its existence. But speech has not yet become an instrument of thought, it is only an auxiliary instrument.

By the early school age, the word for the child becomes an abstract concept, and not associated with a specific image. For example, for a three-year-old kid, a "sofa" is just a sofa he knows, standing in his living room. He still does not have a generalization and abstraction from a specific image.

Children 7-8 years old can already be distracted from a specific image and highlight the basic concepts. The child independently determines the essential features of an object or phenomenon, assigns a new object to categories known to him, and, conversely, fills a new category with appropriate concepts. Children are able to appreciate the real size of an object (a ten-story building on the horizon does not seem tiny to them). They form causal relationships, general characteristics of phenomena and objects. They are able to perform actions without relying on images.

But, no matter how perfect verbal-logical thinking seems to us, adults - parents and teachers, we should not rush and form it artificially in a preschooler. If the child is not allowed to fully enjoy the game with images, to teach him to think logically at a time when he is not yet ready for this, the result is just the opposite.

Extremely schematic, weak thinking, formalism and lack of initiative are found precisely in those children who have gone through a serious school of "early development", as it is now fashionable to call the mechanical training of babies. At the age when the brain is ready to operate with vivid images, dry schemes were brought to it, preventing it from enjoying all the richness of colors, tastes and smells of this world. Everything is good in time, and the child will certainly go through all stages of the development of thinking, let each of them give him everything that is possible only in a certain period. published

Not all parents pay the necessary attention to the development of thinking in preschool age. However, researchers point to the existence of a relationship between thinking and speech. The earlier the development of intelligence is started, the richer the vocabulary of a preschooler will be.

Types of mental activity

Each age is characterized by its own specificity of perception of the surrounding world. Preschool age is sensitive for the development of thinking. In the first years of life, the child is distinguished by great curiosity. During this period, 3 types of thinking prevail in children:

1. Visually effective. Appears at 3-4 years. For children at this age, practical activities will precede theoretical ones. First, the kid sees the result of this or that action and only then displays the rule (to watch cartoons, you need to press a certain button on the television remote control, etc.).
2. figurative. This kind of thinking appears in 4-5 years. During this period, the baby first thinks, and only then acts. At the age of four, children no longer need to feel or taste an unfamiliar object. The connection between thinking and practical actions is gradually weakening.
3. Boolean. The development of preschool children reaches its peak at the age of 5-7 years. Logical thinking is the establishment of clear links between theoretical and practical action. A preschooler is able to cope with an unfamiliar situation in a logical way. At 5-7 years old, children should have well-developed figurative thinking. A preschooler can talk about a subject without its direct presence.

The preschooler can also find other forms of thinking. If parents devote enough time to the development of the thinking of a preschooler, use educational and educational games, the child can be ahead of his peers in the development. Types of thinking uncharacteristic for younger preschool age:

1. Empirical. The high intellectual development of preschool children allows the child to classify objects, to identify similarities and differences between them. It is believed that the empirical thinking of a child aged 5-7 years is quite natural. However, not everyone has it.
2. Analytical. Analytical abilities are the result of the development of logical thinking in preschool children. There is a formation of not only the perception of the event and the response to it according to the template. There are abilities to analyze, to delve into the essence of the phenomenon.
3. Intuitive. The mental development of a preschooler with good intuition helps him find answers to some questions without the help of knowledge gained by experience.

mental operations

There are several universal operations, the ability to perform which is characteristic of every mentally healthy person. The mental education of preschool children should be aimed at ensuring that the child can master all of the following operations:

1. Classification. Mental activity should be aimed at finding similarities and differences in surrounding objects. At the same time, thinking in preschool children should be directed to the realization of the fact that some objects may coincide in one way and differ in another (the table and the pencil are wooden, but the table is large and the pencil is small).
2. Synthesis. Mental action is aimed at combining the acquired knowledge into a single system. The purpose of the mental education of preschoolers is to prepare the child for school, where he will have to combine unrelated knowledge. An example of the successful development of synthesis is the ability to read (to add words from letters).
3. Analysis. The development of intelligence in preschool children should include the development of this operation. If synthesis requires the ability to connect, then analysis forms the ability to "dismember". Cognitive development teaches us to see the world not only as a whole, but also as a collection of individual fragments (a flower is not a single whole, it consists of a stem, leaves, petals, etc.).
4. Generalization and comparison. Some researchers consider generalization and comparison to be special cases of classification. Proper teaching and mental education of schoolchildren develop the ability to generalize a group of subjects according to a certain attribute. Even at the age of 3-4 years, the child understands what a spoon, fork, cup is and what they are used for. However, he is not yet able to call all these items dishes. The future student also needs the ability to compare objects according to the main features.

Children's questions

Older preschoolers always have significantly more questions than younger students. Constant "whys" should not scare parents. Father and mother can be convinced of the correct course of development of intellectual abilities in a son or daughter. Parents should, if possible, provide the baby with all the necessary information, at least in an adapted version. Questions fall into 3 categories:

1. Emotional. A child needs not so much information as support from adults in order to feel confident or safe.
2. Cognitive. Such questions are asked to obtain new information. With their help, parents and educators can track the development of thinking in preschool children. It is noted that mentally retarded children usually do not have questions.
3. Auxiliary. For the full intellectual development of children of senior preschool age, it is necessary to constantly replenish the piggy bank of knowledge about the same subject. Today he wants to know the purpose of the object. Tomorrow he will ask what this object is made of.

Keeping in mind the growing intellectual needs of a son or daughter, parents should be concerned not only with the development of the child, but also with increasing their level of literacy. A feature of the development of thinking in mentally retarded or autistic people is that the world around them is practically not interested. The child must be taken to a specialist for the diagnosis of thinking. Emotional issues should not be associated with childhood retardation. They indicate a lack of attention. Mom and dad should spend more time with children. Reading bedtime stories will suffice.

Creative thinking

Parents believe that the tasks of mental education of preschoolers are to teach the baby to count and write in block letters. But this is not enough for successful schooling. The child must learn to think creatively. At school, he will not only solve examples and write dictations. In both junior and senior grades, many tasks will be creative in nature. Diagnostics of the mental development of preschoolers shows that children with a rich imagination do well both in writing essays and in solving problems in algebra.

The development of creative thinking begins at 3-4 years. The exercises that parents or caregivers use should be in the form of a game. If the activities for the development of the imagination take the form of a lesson at school, the result will not be achieved. Children quickly get tired of such exercises. In order for classes to be successful, it is necessary to take into account the peculiarities of thinking of preschool children.

The baby's imagination needs to be constantly stimulated. The development of creative thinking is a good activity during a walk in the autumn park. You can invite children to compose a fairy tale about fallen leaves. At home, you need to put on a play created by a children's writer or by the child himself. Friends of the son or daughter and their parents should be involved in the game. Such methods of mental education will lead to quick results and will captivate the child.

Parents do not always have enough time for classes. The development of the intellectual abilities of preschool children should not be interrupted. It is impossible to replace live communication, but it can be compensated with educational toys. The Lego constructor stimulates creativity and the development of logical thinking in preschoolers.

At the age of 6-7 years, the task should become more difficult. You need to get ready for school, learn to work with pencils and pens. It is necessary to take into account the peculiarities of the development of thinking of children at this age. A preschooler wants to express his thoughts graphically. The simplest task involves writing on a piece of paper several words that are not related in meaning, for example, tree, pen, cake, boots. The child should write a short essay in which all the listed words would be present. You can draw lines, dots or any abstract shapes on a piece of paper and invite the preschooler to finish drawing the objects.

Engineering Thinking

The mental education of preschoolers must keep pace with the times. The definition of the concept of "engineering thinking" is easy to give. This is the name of the type of cognitive activity aimed at getting acquainted with progressive technologies.

Working with engineering thinking of preschoolers is especially relevant today. Representatives of older generations had difficulty mastering computers and household appliances. Today's children 2-3 years old easily use smartphones, tablets and other gadgets. It is much easier for them to master new technologies than their parents and grandparents. Some fathers and mothers are trying to protect the preschooler from "harmful" equipment. Nevertheless, the full development of logical thinking in children of senior preschool age cannot do without the development of engineering thinking.

Cognitive education aimed at stimulating engineering abilities begins with working with a designer. You can use the already mentioned Lego constructor. Such means of mental education of preschoolers are focused on the development of creativity and abilities in the exact sciences at the same time. Experimental activity teaches to find a non-standard way out of difficult situations. The most suitable place for experiments may be the kitchen. Children love to help their mothers cook. Most of all they like working with the test. Senior preschoolers should be offered design and research activities, which involve collecting material about a particular subject, followed by a presentation of the collected knowledge.

The opinion that the direction of a child's development is chosen according to his belonging to the humanities or to those who have the ability to exact sciences is erroneous. The development of engineering logic for a preschooler is as necessary as learning to read and write.

Selection of exercises

Moms and dads should not be completely trusted with the development of a preschooler to a kindergarten teacher. The teacher will not be able to devote the same amount of time to all children. Parents should be aware of the theoretical foundations for the development of thinking in preschool age in order to work with the child on their own. The ideal option would be classes in kindergarten, alternating with home exercises.

Diagnostics of the mental development of children shows that by the age of 3-4 a mentally healthy child is able to give the main characteristics of objects. Education can begin with the development of visual-figurative thinking in preschool age. A developmental exercise can be as follows: remember the animal that you saw a month ago with your grandmother in the village, describe it, tell a fairy tale involving this animal.

By the age of five, an indicator of a high level of thinking is the ability to classify objects. At this age, the child knows the names of some animals and basic professions, is able to describe the appearance of people and count within 2-3 dozen. For the development of visual-figurative thinking in preschool children, an exercise is suitable: the child hides the picture and describes the object depicted on it to an adult who must guess the image. Then the roles can be reversed.

By the age of six, the child not only describes events, but also gives them his own assessment. Parents will need knowledge of the technology for developing critical thinking in preschoolers. An exercise for work might look like this: a mother asks a child to describe the weather outside, and then invites a preschooler to explain why the weather is like this today. The kid can also tell how he relates to a particular natural phenomenon. The correct answer is not required in this case.

Different schools of education may offer different criteria for assessing the mental abilities of children. For one school, action thinking must be developed by the age of four. Another system says that developing the same kind of thinking by the age of six or seven is the norm. Parents should not just copy ready-made educational models. It is necessary to adapt them to the characteristics of your child.

Ministry of Education of the Republic of Belarus

EE Vitebsk State University named after P.M. Masherova

Test No. 6

in the subject Developmental psychology

on the topic Development of thinking in children

Introduction

1.2 The development of speech and thinking in preschool age

1.3 Development of speech and thinking in early school age

Chapter 2. The theory of the development of children's intelligence according to J. Piaget

2.1 Basic concepts and principles of intellectual development

2.2 Stages of intelligence development according to J. Piaget

2.3 Egocentrism of children's thinking

2.4 Piagetian phenomena

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

table

Conclusion

Literature

Introduction

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

The intellectual development of the child is carried out in the course of his objective activity and communication, in the course of mastering social experience. Visual-effective, visual-figurative and verbal-logical thinking are successive stages of intellectual development. Genetically, the earliest form of thinking is visual-effective thinking, the first manifestations of which in a child can be observed at the end of the first - beginning of the second year of life, even before mastering active speech. Primitive sensory abstraction, in which the child singles out some aspects and is distracted from others, leads to the first elementary generalization. As a result, the first unstable groupings of objects into classes and bizarre classifications are created.

In its formation, thinking goes through two stages: pre-conceptual and conceptual. Pre-conceptual thinking is the initial stage in the development of thinking in a child, when his thinking has a different organization than that of adults; children's judgments are single about this particular subject. When explaining something, everything is reduced by them to the particular, the familiar. Most judgments are judgments by similarity, or judgments by analogy, since during this period memory plays the main role in thinking. The earliest form of proof is an example. Given this peculiarity of the child's thinking, convincing him or explaining something to him, it is necessary to support his speech with illustrative examples. The central feature of pre-conceptual thinking is egocentrism. Due to egocentrism, a child under 5 cannot look at himself from the outside, cannot correctly understand situations that require some detachment from his own point of view and acceptance of someone else's position. Egocentrism determines such features of children's logic as: 1) insensitivity to contradictions, 2) syncretism (the tendency to connect everything with everything), 3) transduction (transition from the particular to the particular, bypassing the general), 4) lack of idea of ​​the conservation of quantity. During normal development, there is a regular replacement of pre-conceptual thinking, where concrete images serve as components, by conceptual (abstract) thinking, where concepts serve as components and formal operations are applied. Conceptual thinking does not come all at once, but gradually, through a series of intermediate stages. So, L.S. Vygotsky singled out five stages in the transition to the formation of concepts. The first - for a child of 2-3 years old - is manifested in the fact that when asked to put together similar, matching objects, the child puts together any, believing that those that are placed side by side are suitable - this is the syncretism of children's thinking. At the second stage, children use elements of the objective similarity of two objects, but already the third object can only be similar to one of the first pair - a chain of pairwise similarity arises. The third stage manifests itself at the age of 6-8, when children can combine a group of objects by similarity, but cannot recognize and name the signs that characterize this group. And, finally, adolescents of 9-12 years old have conceptual thinking, but it is still imperfect, since the primary concepts are formed on the basis of everyday experience and are not supported by scientific data. Perfect concepts are formed at the fifth stage, at the youthful age of 14-18 years, when the use of theoretical provisions allows one to go beyond one's own experience. So, thinking develops from concrete images to perfect concepts, denoted by the word. The concept initially reflects similar, unchanged in phenomena and objects.

Thus, visual-figurative thinking occurs in preschoolers at the age of 4-6 years. The connection between thinking and practical actions, although it remains, is not as close, direct and immediate as before. In some cases, no practical manipulation of the object is required, but in all cases it is necessary to clearly perceive and visualize the object. That is, preschoolers think only in visual images and do not yet possess concepts (in the strict sense). Significant shifts in the intellectual development of the child occur at school age, when teaching becomes its leading activity, aimed at mastering concepts in various subjects. The mental operations that form in younger schoolchildren are still connected with specific material, they are not generalized enough; the resulting concepts are concrete in nature. The thinking of children of this age is conceptually concrete. But younger schoolchildren are already mastering some of the more complex forms of reasoning, they are aware of the power of logical necessity.

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

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

Chapter 1. Development of speech and its influence on thinking

1.1 Development of speech and thinking in early childhood

Early childhood is a sensitive period for language acquisition.

Autonomous speech of the child rather quickly (usually within six months) is transformed and disappears. Words that are unusual in sound and meaning are replaced by words of “adult” speech. But, of course, a quick transition to the level of speech development is possible only under favorable conditions - first of all, with full communication between the child and the adult. If communication with an adult is not enough, or, conversely, relatives fulfill all the wishes of the child, focusing on autonomous speech, speech development slows down. There is a delay in speech development in cases where twins grow up, intensively communicating with each other in a common children's language.

Mastering their native speech, children master both its phonetic and semantic aspects. The pronunciation of words becomes more correct, the child gradually stops using distorted words and fragmentary words. This is facilitated by the fact that by the age of 3 all the basic sounds of the language are assimilated. The most important change in the child's speech is that the word acquires an objective meaning for him. The child denotes in one word objects that are different in their external properties, but similar in some essential feature or mode of action with them. Therefore, the first generalizations are connected with the appearance of the objective meanings of words.

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

Active speech also develops intensively: the active vocabulary grows (moreover, the number of spoken words is always less than the number of understood ones), the first phrases appear, the first questions addressed to adults. By the age of three, the active vocabulary reaches 1500 words. Sentences initially, at about 1.5 years, consist of 2 - 3 words. This is most often the subject and his actions (“Mom is coming”), the actions and the object of the action (“Give me a roll”, “let's go for a walk”) or the action and the scene of the action (“The book is there”). By the age of three, the basic grammatical forms and basic syntactic constructions of the native language are assimilated. Almost all parts of speech, different types of sentences are found in the child’s speech, for example: “I am very glad that you came”, “Vova offended Masha. When I'm big, I'll beat Vova with a shovel."

A child's speech activity usually increases dramatically between 2 and 3 years of age. The circle of his communication is expanding - he can already communicate with the help of speech not only with loved ones, but also with other adults, with children. In such cases, the practical action of the child is mainly spoken out, that visual situation in which and about which communication occurs. Dialogues intertwined in joint activities with adults are frequent. The child answers the adult's questions and asks questions about what they do together. When he enters into a conversation with a peer, he does not delve into the content of the other child's remarks, therefore such dialogues are poor and the children do not always answer each other.

Question #12

The concept of thinking. Features of the development of thinking at different age stages.

Thinking - it is a mental cognitive process of reflecting the essential connections and relationships of objects and phenomena of the objective world.

There are the following logical forms of thinking: concepts, judgments, conclusions.

concept denoted by a word and reflects the general properties of objects that distinguish them from others.

Inferences - the derivation of a new proposition from one or more original propositions.

There are two types of reasoning people use, inductive and deductive.

Induction- this is a way of reasoning from private judgments to a general judgment (the establishment of general rules and laws based on the study of individual facts and phenomena).

Example: a person learns that copper conducts electric current, then that silver conducts electric current, as well as mercury, lead, etc., he comes to the conclusion: all metals conduct electric current.

Deduction- this is a way of reasoning from a general judgment to a particular judgment (knowledge of individual facts and phenomena on the basis of general laws and rules).

Example: the student knows in advance the general pattern - all metals conduct electric current. Having established that mercury is a metal, he concludes that mercury conducts electricity.

The main mental operations are analysis, synthesis, comparison, abstraction, concretization and generalization.

Analysis- it mental decomposition of the whole into parts or mental separation from the whole of its sides, actions, relations.

Synthesis- it mental association of parts, properties into a single whole.

Comparison- it establishing similarities or differences between objects and phenomena or their individual features.

abstraction consists of isolating any properties, features of the object under study, in abstraction from the rest.

Specification suggests return from the general and abstract to the specific in order to reveal the content.

Generalization- mental association of objects and phenomena according to their common and essential features. For example, similar features found in apples, pears, plums, etc., are combined in one concept, which we express with the word "fruit".

Types of thinking

In psychology, there are several approaches to the problem of classifying the types of thinking.

By degree deployment thinking can be discursive step by step process, and intuitive characterized by the speed of flow, the absence of clearly defined stages, minimal awareness.

By degree novelty and originality tasks to be solved highlight thinking reproductive (reproductive) ) – on the basis of images and ideas taken from some specific sources, and creative (productive) thinking focused on creating new ideas its result is the discovery of a new solution to a particular problem.

By the nature of the tasks to be solved thinking is divided into theoretical based on theoretical reflections and conclusions, and practical based on judgments and conclusions related to the solution of practical problems.

Depending on the the content of the problem being solved allocate visually - effective, visual-figurative, verbal-logical and abstract thinking.

Visual and effective - is based on the direct perception of objects in the process of actions with them.

This form of thinking is most typical for children under 3 years old. A child of this age compares objects, superimposing one on top of the other or placing one on top of the other; he analyzes, tearing apart his toy; he synthesizes by building a “house” out of cubes or sticks; he classifies and generalizes, laying out the cubes by color. The child does not yet set goals for himself and does not plan his actions. The child thinks by acting. The movement of the hand at this stage is ahead of thinking.

Visual-figurative thinking - is characterized by reliance on ideas and images.

Visual-figurative thinking is associated with operating images- a person analyzes, compares, generalizes various images, ideas about phenomena and objects. In its simplest form, visual-figurative thinking is manifested in preschoolers aged 4-7 years. Learning an object, the child does not have to touch it with his hands, but he needs to visualize this object.

Verbal-logical thinking - is carried out using logical operations with concepts.

Verbal-logical thinking is characterized by use of concepts, logical constructions, which may not have a figurative expression (for example, cost, honesty, pride, etc.). Thanks to verbal-logical thinking, a person can establish general patterns, anticipate the development of processes, generalize various visual material.

Abstract thinking - based on identifying the essential properties and relationships of the subject and abstraction from others, non-existent.

Individual features of thinking

Individual features of thinking are manifested in:

independence of thought i.e. skills see and pose a new question, a new problem, try to solve them in special ways.

initiative thinking, those. v the desire to seek and find ways and means to solve the problem.

breadth of thinking those. ability to cover the whole issue.

criticalitythinking - the ability of a person to evaluate both objective conditions and his own activity, to objectively evaluate the hypotheses put forward and the results of their verification. With age, critical thinking increases. The least critical, i.e. the most suggestible, taking everything on faith, are children.

flexibility thinking those. v overcoming the existing stereotypes of thinking.

speed of thinking those. v ability to make quick decisions.

preschool age characterized by a transition from visual-effective to visual-figurative thinking, which is most characteristic of preschool age.

At primary school age thinking is the main development. During this period, a transition is made from visual-figurative thinking to verbal-logical, conceptual thinking.

The thinking of a younger student, especially a first-grader, is visual-figurative. It constantly relies on perceptions and ideas.

In the process of learning, thinking develops intensively. The student gradually learns to highlight the essential properties and features of objects and phenomena, which allows him to make the first generalizations. On this basis, the child gradually begins to form elementary scientific concepts. On the basis of this, schoolchildren form the foundations of conceptual or theoretical thinking.

Gradually, during the primary school age, verbal-logical, conceptual thinking is formed.

During the transition from primary school age to teenage the student's thinking changes qualitatively.

The essence of the change is in the transition from visual-figurative thinking and the initial forms of verbal-logical thinking to abstract-logical thinking, which is based on a high degree of generalization and abstractness.

In high school thinking is more systematic; the youth can accurately classify more specific and more general concepts.

M students' thinking acquires a personal emotional character. It is no coincidence that at this age there is an increased interest in fiction and philosophical literature.

The personal nature of the thinking of an older student is connected with the fact that during this period a generalized idea of ​​oneself is formed, an understanding and experience of one's "I", one's individuality, one's personality.

Thinking in young children develops - from perception to visual-effective thinking, and then to visual-figurative and logical thinking.

The development of thinking in early and preschool age. The first thought processes arise in the child as a result of the knowledge of the properties and relations of the objects surrounding him in the process of their perception and in the course of the experience of his own actions with objects, as a result of acquaintance with a number of phenomena occurring in the surrounding reality. Consequently, the development of perception and thinking are closely related, and the first glimpses of children's thinking are of a practical (effective) nature, i.e. they are inseparable from the objective activity of the child. This form of thinking is called "visual-effective" and is the earliest.

Visual-effective thinking arises where a person encounters new conditions and a new way of solving a problematic practical task. The child encounters tasks of this type throughout childhood - in everyday and play situations.

An important feature of visual-effective thinking is that practical action, which is carried out by the trial method, serves as a way to transform the situation. When revealing the hidden properties and connections of an object, children use the trial and error method, which in certain life circumstances is necessary and the only one. This method is based on discarding incorrect options for action and fixing the correct, effective ones and, thus, performs the role of a mental operation.

When solving problematic practical problems, there is an identification, “discovery of the properties and relationships of objects or phenomena, hidden, internal properties of objects are revealed. The ability to obtain new information in the process of practical transformations is directly related to the development of visual-effective thinking.

How does the child's mind develop? The first manifestations of visual-effective thinking can be observed at the end of the first - beginning of the second year of life. With the mastery of walking, the child's encounters with new objects expand significantly. Moving around the room, touching objects, moving them and manipulating them, the child constantly encounters obstacles, difficulties, looks for a way out, making extensive use of trials, attempts, etc. in these cases. In actions with objects, the child moves away from simple manipulation and proceeds to object-play actions that correspond to the properties of the objects with which they act: for example, he does not knock with a stroller, but rolls it; he puts the doll on the bed; puts the cup on the table; interferes with a spoon in a saucepan, etc. Performing various actions with objects (feeling, stroking, throwing, examining, etc.), he practically learns both the external and hidden properties of objects, discovers some connections that exist between objects. So, when one object hits another, noise occurs, one object can be inserted into another, two objects, colliding, can move in different directions, etc. As a result, the object becomes, as it were, a conductor of the child's influence on another object, i.e. effective actions can be performed not only by direct impact with the hand on the object, but also with the help of another object - indirectly. The object, as a result of the accumulation of some experience in its use, is assigned the role of a means by which one can obtain the desired result. A qualitatively new form of activity is being formed - instrumental, when the child uses auxiliary means to achieve the goal.

Children get acquainted with auxiliary objects first of all in everyday life. Children are fed, and then they themselves eat with a spoon, drink from a cup, etc., they begin to use aids when they need to get something, fix it, move it, etc. The child's experience gained in solving practical problems is fixed in the methods of action. Gradually, the child generalizes his experience and begins to use it in various conditions. For example, if a child has learned to use a stick to bring a toy closer to him, then he takes out a toy that has rolled under the cabinet with the help of another one that is suitable in shape and length: a toy-shovel, net, stick, etc. The generalization of the experience of activity with objects prepares the generalization of experience in the word, i.e. prepares the formation of visual-effective thinking in the child.

The development of objective activity and its “verbalization” in a child occurs with the active participation of the people around him. Adults set certain tasks for the child, show ways to solve them, name actions. The inclusion of a word denoting the action being performed qualitatively changes the thought process of the child, even if he does not yet speak colloquial speech. The action denoted by the word acquires the character of a generalized method for solving a group of homogeneous practical problems and is easily transferred to other similar situations. Being included in the practical activity of the child, speech, even at first only audible, as if from within restructures the process of his thinking. Changing the content of thinking requires its more advanced forms, and already in the process of visual-effective thinking, the prerequisites for visual-figurative thinking are formed.

In the younger preschool age, profound changes take place both in the content and in the forms of visual-effective thinking. A change in the content of children's visual-effective thinking leads to a change in its structure. Using his generalized experience, the child can mentally prepare, foresee the nature of subsequent events.

Visual-effective thinking contains all the main components of mental activity: goal setting, analysis of conditions, choice of means of achievement. When solving a practical problem task, orienting actions are manifested not only on the external properties and qualities of objects, but also on the internal relationships of objects in a certain situation. At preschool age, the child is already freely oriented in the conditions of the practical tasks that arise before him, he can independently find a way out of the problem situation. A problem situation is understood as a situation in which it is impossible to act in the usual ways, but you need to transform your past experience, find new ways to use it.

The basis for the formation of visual-effective thinking of preschoolers is the development of independent orientation and research activities in solving problem-practical problems, as well as the formation of the main functions of speech. In turn, this makes it possible to strengthen the weak relationship between the main components of cognition: action, word, and image.
In the process of acting with objects, the preschooler has a motive for his own statements: reasoning, conclusions. On this basis, images-representations are formed, which become more flexible, dynamic. When performing actions with objects and changing the real situation, the child creates a fundamental basis for the formation of images-representations. Thus, the visual-practical situation is a kind of stage in the establishment of a strong connection between action and word in a preschooler. Based on this connection, full-fledged images-representations can be built.

Formation of the relationship between word and image

The ability to correctly represent the situation according to its verbal description is a necessary prerequisite for the development of figurative forms of thinking and speech of the child. It underlies the formation of the mechanism of mental operation with images of the recreating imagination. In the future, this allows you to perform adequate actions according to instructions, solve intellectual problems, and plan. Thus, this skill is the foundation of high-quality, purposeful voluntary activity.

It is the relationship between word and image that forms the basis for the development of elements of logical thinking.

Tasks for the formation of skills to find a toy or object according to a verbal description, consolidation of ideas about the environment.

TASK "GUESS!"

Equipment: toys: ball, matryoshka, Christmas tree, hedgehog, bunny, mouse.

Course progress. The teacher shows the children a beautiful box and says: "Let's look at what is there." The teacher examines all the toys with the children and asks them to remember. Then he covers the toys with a napkin and says: "Now I will tell you about one toy, and you can guess which toy I'm talking about." The teacher tells the poem: “Round, rubber, rolls, they beat him, but he does not cry, only jumps higher, higher.” In case of difficulty, he opens the napkin and repeats the description of the toy with the direct perception of it by the children. After the child chooses a toy according to the description, he is asked to tell about it: “Tell me about this toy. What is she like?

The lesson continues, the teacher talks about other toys.

MISSION "FIND THE BALL!"

Equipment: five balls: red small, big red with white stripe, big blue, small green with white stripe, big green with white stripe.

Course progress. Children are shown one by one all the balls and asked to remember them. Then the teacher closes all the balls with a napkin. After that, he gives a description of one of the balls in the form of a story. He says: “Vova brought the ball to the kindergarten. The ball was big, red, with a white stripe. Find the ball that Vova brought. We'll play with him." The teacher opens the napkin and asks the child to choose the ball that he spoke about. In case of difficulty or an erroneous choice, the teacher repeats the description of the ball, while the balls remain open. If this technique does not help the child, then clarifying questions should be used: “What is the largest ball that Vova brought? What colour? What was painted on the ball? What color is the stripe?

After the child chooses the ball, he is asked to tell which ball he chose, i.e. justify your choice in a speech statement. Then the children stand in a circle and play with this ball. The game can be continued by offering the children a description of another ball. By such methods, the teacher draws the attention of children to the consideration and analysis of the external signs of toys, which, in turn, contributes to the connection of these signs with the child's own speech.

Equipment: stencils depicting animals: hare, crocodile, giraffe; rectangles representing cells; toys: a hare, a crocodile, a giraffe and a building set - bricks.

Course progress. The teacher offers the children to help “settle” the animals in the cages of the zoo, he says: “There are three cages free in the zoo, they are different in size: one is small, low; the other is large and very tall; the third is large and very long. Animals brought to the zoo: a crocodile, a hare and a giraffe. Help put these animals in cages that are comfortable for them. Tell us which animal should be placed in which cage. In case of difficulty, the teacher offers the children to build cages from bricks and place animals in these cages. After the practical activity, the children are asked to tell which animals they “placed” in which cages and why.

TASK "WHO LIVES WHERE?"

TASK "GUESS AND DRAW!"

TASK "TOY HALF"

Equipment: for each player - a collapsible toy (or object): a mushroom, a car, a hammer, an airplane, an umbrella, a fishing rod, a spatula; bags for each player.

Lesson progress. Children are given one half of the toy in bags and are offered to guess the toy by touch, without naming it out loud. Then you need to tell about it so that the other child, who will have a soul mate from this toy, guesses and shows his soul mate. After that, the children connect both halves and make a whole toy.

Puzzles.

• Hat and leg - that's the whole Yermoshka (mushroom).
• Cabin and body, yes four wheels, two brilliant lights, not buzzing, but buzzing and running down the street (car).
• Wooden neck, iron beak, knock, knock, knock (hammer).
• What kind of bird: does not sing songs, does not build nests, carries people and cargo (airplane).
• On a clear day I stand in the corner, on a rainy day I go for a walk, you carry me over you, but what am I - tell yourself (umbrella).
• Thread on a stick, stick in hand, and thread in water (fishing rod).
• I walk next to the janitor, shovel the snow all around and help the guys make a hill, build a house (scapula).

When repeating the game, you need to put other toys in bags.

TASK "PICTURE HALF"

Equipment: subject cut pictures in two parts: scissors, watering can, leaves, turnip, fishing rod, glasses, cucumber, carrot, snowflake; envelopes.

Lesson progress. Children are given one part of the split picture in envelopes and are offered to consider it without showing it to other children. Having guessed the object shown in the split picture, the child must draw the whole object. Then each child makes a riddle to the children or talks about the object shown in the picture (or describes it: what shape, color, where it grows, what it is for, etc.). After the children have guessed the riddle, the child shows his answer drawing. In case of difficulty, the teacher invites the child to make a riddle with him.

Puzzles.

• Two ends, two rings, studs in the middle (scissors).
• The cloud is made of plastic, and the cloud has a handle. This cloud went around the garden bed in order (watering can).
• Green ones grow on a tree in spring, and gold coins fall from a branch in autumn. (leaves).
• Round, but not onions, yellow, but not butter, sweet, but not sugar, with a tail, but not a mouse (turnip).
• What is in front of us: two shafts behind the ears, in front of the wheel and a seat on the nose? (glasses).
• I have a magic wand, friends. With this stick I can build: a tower, a house, and an airplane, and a huge ship. What is the name of this wand? (pencil).
• It slips away like a living thing, but I won't let it out. White foam foams, hands are not lazy to wash (soap).
• The red nose is rooted into the ground, and the green tail is outside. We don't need a green tail, we just need a red nose (carrot).
• In the summer in the garden - fresh, green, and in the winter in a barrel - green, salty, guess, well done, what are our names ...? (cucumbers).
• A white star fell from the sky, fell on my palm and disappeared (Snowflake).
• When playing the game again, children should be offered other pictures.

Tasks for the formation of skills to perform classification

Target- to teach children to distinguish between essential and secondary, to combine objects for various reasons, into one group on the basis of common features.

Games and tasks "Grouping of objects (pictures)" without a sample and without a generalizing word. The goal is to teach children to use a visual model when solving elementary logical problems for classification.

GAME "DEPLOY THE TOYS!"

Equipment: a set of toys of different sizes (three each): nesting dolls, bells, vases, houses, Christmas trees, bunnies, hedgehogs, cars; three identical boxes.

Course progress. The teacher shows the toys to the children and says: “These toys should be put into three boxes. Each box should contain toys that are similar to each other. Think about which toys you put in one box, which ones in another, and which ones in a third. If the child lays out the toys in random order, the teacher helps him: “Which toys are similar to each other, choose them (for example, nesting dolls). How are these matryoshkas different from each other? Put them in boxes." Then the teacher gives the child bells and asks to distribute them to nesting dolls: “Think about which bell you will give to the largest nesting doll.” Next, the child lays out the toys himself and generalizes the principle of grouping. The teacher asks: "Tell me which toys you put in the first box, which - in the second, and which - in the third." In case of difficulty, he summarizes himself: “In one box - the smallest toys; in the other - more, and in the third - the largest.

GAME "DEPLOY THE PICTURES!"

Equipment: pictures depicting objects: vehicles, dishes, furniture (eight of each type).

Course progress. The teacher shows the children a set of pictures and asks them to divide them into several groups so that the pictures in each group are somewhat similar. In case of difficulty, the teacher gives the child the instruction as the basis for grouping: “Choose all the pictures with the image of dishes. Now let's see where the furniture is, ”etc. After the child has laid out all the pictures, it is necessary to help him formulate the principle of grouping: "In one group, all the pictures depicting dishes, in the other - furniture, and in the third - transport."

GAME "DEPLOY THE OBJECTS!"

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

Course progress. The teacher examines with the child all the toys one at a time (not in pairs), and then says: “These toys must be laid out in two boxes so that each box contains toys that are somewhat similar to each other.” In case of difficulty, the teacher takes the first pair of toys - Christmas trees - puts them side by side and asks the children to compare: "How do these Christmas trees differ from each other?" If the children cannot find the main difference, the teacher draws the attention of the children to the material from which these toys are made. Then the children act on their own. At the end of the game, the principle of grouping should be summarized: "In one box - all wooden toys, and in the other - all plastic ones."

TASK "DRAW A PICTURE!"

Equipment: 24 cards with the image of fish, birds and animals (eight of each type); three envelopes.

Course progress. The teacher tells the children: “Someone mixed up my pictures. It is necessary to decompose these pictures into three envelopes so that the pictures are somewhat similar to each other. On each envelope, you need to draw such a picture so that it is clear what pictures are there. The teacher does not interfere in the process of completing the task, even if the child performs the task incorrectly. After the child lays out the pictures, the teacher says: “Tell me, what pictures did you put in this envelope, why? How are they similar to each other? etc. In case of difficulty, the teacher gives samples for laying out the pictures in envelopes. Then he asks the child to name this group of pictures in one word and draw a picture on the envelope.

TASK "PAIR PICTURES"

Equipment: eight pairs of pictures, which depict the same objects, only one - in the singular, and others - in the plural: one cube - three cubes; one chicken - five chickens; one pencil - two pencils; one apple - four apples; one nesting doll - three nesting dolls; one flower - eight flowers; one cherry - seven cherries; one machine - six machines.

Lesson progress. The teacher gives the child to consider all the pictures, and then suggests that they be divided into two groups: “Decompose them so that in each group there are pictures that are similar to each other.” Regardless of how the child lays out the pictures, the teacher does not interfere. After the child has laid out the pictures, the teacher asks: “Which pictures did you put in one group, and which in another?” Then he proposes to explain the principle of grouping. In case of difficulty, the teacher asks the child to choose one pair of booths, compare them, explain how they differ. After that, it is again proposed to decompose the pictures according to the model, and then explain the principle of grouping.

word games

“WHAT IS ROUND AND WHAT IS OVAL?”

Course progress. The teacher asks the child to name as many round and oval objects as possible. The child starts the game. If he cannot name, the teacher begins: “I remembered, the apple is round, and the testicle is oval. Now you go on. Remember what shape is a plum, and what is a gooseberry? That's right, the plum is oval, and the gooseberry is round. (Helps the child name objects and compare them in shape: ring-fish, hedgehog-ball, cherry-leaf cherry, watermelon-melon, acorn-raspberry, tomato-eggplant, sunflower-seed, zucchini-apple). In case of difficulty, the teacher shows the child a set of pictures and together they arrange them into two groups.

"FLY - DOES NOT FLY"

Course progress. The teacher invites the children to quickly name objects when he says the word “flies”, and then name other objects when he says the word “does not fly”. The teacher says: "Flies." Children call: “Crow, plane, butterfly, mosquito, fly, rocket, dove”, etc. Then the teacher says: "Does not fly." Children call: “Bicycle, camomile, cup, dog, pencil, kitten”, etc. The game continues: the words “flies”, “does not fly” are called by one of the children, and the teacher names the objects together with the children. The game can be played while walking.

"EDIBLE-INEDIBLE"

The game is played by analogy with the previous one.

"LIVING-NON-LIVING"

The game is played by analogy with the game "Flies does not fly".

"WHAT HAPPENS DOWN AND WHAT HAPPENS ABOVE?"

Lesson progress. The teacher invites the children to think and name what happens only at the top. If the children find it difficult, he prompts: “Let's look up, above us is the sky. Does it happen below? No, it always happens only at the top. And what else happens only at the top? Where are the clouds? (stars, moon). Now think about what happens only below? Look at the ground. Where does the grass grow? Where does she go? » (plants, reservoirs, earth, sand, stones, etc.). After that, the children independently list the objects of nature that are only above, and those that are only below.

"WHAT IS SWEET?"

Course progress. The teacher offers the children: “Listen carefully, I will call something that is sweet. And if I make a mistake, then I must be stopped, I must say: “Stop!” The teacher says: "Sugar, marshmallows, raspberries, strawberries, lemon." The children listen carefully and stop him on the word where he "wrong". Then the children themselves name what is sweet.

"ANSWER QUICKLY"

Equipment: ball.

Lesson progress. The teacher, holding the ball in his hands, becomes a circle with the children and explains the rules of the game: “Now I will name some color and throw a ball to one of you. The one who catches the ball must name an object of the same color. Then he himself calls any other color and throws the ball to the next one. He also catches the ball, names the object, then his color, etc.” For example, “Green,” the teacher says (makes a short pause, giving the children the opportunity to remember green objects) and throws the ball to Vitya. “Grass,” Vitya answers and, saying: “Yellow”, throws the ball to the next one. The same color can be repeated several times, as there are many objects of the same color.

The main feature for classification can be not only color, but also the quality of the object. The beginner says, for example: "Wooden", and throws the ball. “Table,” the child who caught the ball answers, and offers his word: “Stone”. “House,” the next player answers and says: “Iron”, etc. The next time, the form is taken as the main feature. The teacher says the word "round" and throws the ball to any player. “The sun,” he replies and names another shape, such as “square”, throwing the ball to the next player. He names a square-shaped object (window, handkerchief, book) and suggests some form. The same shape can be repeated several times, since many objects have the same shape. When repeating, the game can be made more difficult by offering to name not one, but two or more objects.

"WHAT ARE THEY LIKE?"

Course progress. The teacher invites the children to look around and find two objects that are somewhat similar to each other. He says: “I will call: the sun-chicken. How do you think they are similar to each other? Yes, that's right, they are similar in color to each other. And here are two more items: a glass and a window. How are they similar to each other? And now each of you will name your two similar objects.
Games to eliminate the fourth "extra" word.

"BE CAREFUL!"

Course progress. The teacher tells the children: “I will name four words, one word does not fit here. You must listen carefully and name the "extra" word. For example: matryoshka, tumbler, cup, doll; table, sofa, flower, chair; chamomile, hare, dandelion, cornflower; horse, bus, tram, trolleybus; wolf, crow, dog, fox; sparrow, crow, dove, chicken; apple, tree, carrot, cucumber. After each highlighted "extra" word, the teacher asks the child to explain why this word does not fit into this group of words, i.e. explain the principle of grouping.

"GUESS WHAT WORD IS NOT GOOD!"

Course progress. The teacher says that this game is similar to the previous one, only here the words are combined differently. He further explains: “I will name the words, and you think about how three words are similar, and one is not similar. Name the extra word. The teacher says: “Cat, house, nose, car. What word doesn't fit? In case of difficulty, he himself compares these words by sound composition. Then he offers the children another series of words: frog, grandmother, duck, cat; drum, crane, machine, raspberry; birch, dog, wolf, kitten, etc. The teacher in each proposed series of words helps the child to compare the words according to the syllabic composition.

"MAKE A WORD!"

Course progress. The teacher invites the children to come up with words for a certain sound: “Now we will find out what words consist of. I say: sa-sa-sa - here comes the wasp. Shi-shi-shi - these are the kids. In the first case, I repeated the sound “s” a lot, and in the second, which sound did I call the most? - The sound "sh" is correct. Now you come up with words with the sound "s". The first word I will call is “sugar”, and now you name words with the sound “s”. Then, by analogy, the game continues with the sound "sh".

"LISTEN CAREFULLY!"

Course progress. The teacher says to the child: “I will name the words, and you will say which word does not fit: cat, bump, dress, hat; tractor, basket, rubber, elderberry; river, turnip, beets, carrots; book, crane, ball, cat; water, pen, janitor, cotton wool. In case of difficulty, he slowly repeats a certain set of words and helps the child to highlight the common sound in words. When the game is repeated, the teacher offers the children various options for tasks to eliminate the fourth “extra”.