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 from a variety of innovative techniques "the best", 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 from a variety of innovative techniques "the best", 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 \u200b\u200bpersonality development, a child's thinking goes through several stages of formation. In psychology, it is customary to define three stages of the development of thinking: visual-effective, visual-figurative, verbal-logical.

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

A small child in the period of 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 prospects - it seems to him that if a 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 a rainbow. The image for him is a special state of the object, he does not believe that the depicted does not really exist.

In this, the child's perception is reminiscent of primitive man.Seeing an evil character in the book of fairy tales, the child shields him from the hands of the "good fellow", 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. So much the better not only the motor and tactile, but also the visual channel of perception works for him.

Visual Action Thinking is a trial and error method. Receiving a new object, the child first of all tries to interact with it - try it on the tooth, shakes it, knocks it on the floor, twirls it from all sides.

In her book "A Child Learns to Speak" M. Koltsova cites an interesting experiment as an example: two groups of kids who started 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 "disassembled" and then "assembled".The only thing that interests him in early childhood is what can be done about it? Therefore, it is so dangerous to be carried away by newfangled methods that offer education in early childhood, attempts to develop logic in children or the foundations of analytical thinking.

What to do with the baby?More often include him in any everyday activity, let him take part in all my mother's affairs - washing dishes, wiping off dust, sweeping. Of course, from such "help" mom sometimes has to clean up more, but learning always goes by trial and error! It is during the period of early childhood that the child learns the world in activity as actively as never later.

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

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

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

The second stage of 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 take it in his hands - his brain has accumulated a lot of information from various channels of perception.

Children gradually move from actions with the objects themselves to the action of their images. In play, the child does not need 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 machine is presented instead of a cube, and a spoon "appears" in his empty hand, but also in creativity. It is very important at this age not to teach the child to use ready-made schemes, not to impose their own ideas.

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

However, on how fully creative thinking develops, its work also depends on the next, logical, stage. Therefore, do not worry if a child at the age of 5 does not know how to 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 well-known objects. It is very dangerous during this period to "teach" the child given images - for example, drawing according to a model, coloring, etc. This prevents him from creating his own images, that is, thinking.

Verbal-logical thinking and its connection with the previous stages. Do I need to form this type of thinking in advance?

During 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 generalize on his own.

So gradually (from about 7 years) there is a transition to the next step in the development of thinking - it becomes verbal and 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, a child tries to classify well-known objects, for example: an apple and a pear are fruits, and a chair, and a table are 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 thinking, it is only an auxiliary instrument.

By 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 toddler, a "sofa" is just a sofa known to him, standing in his living room. He does not yet have generalization and abstraction from a specific image.

Children 7-8 years old can already get distracted from a specific image and highlight 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 (the ten-story house 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, as if to us, adults - parents and teachers - verbal-logical thinking did not seem perfect, we should not rush and form it artificially in a preschooler. If the child is not allowed to fully enjoy playing with images, teaching him to think logically at a time when he is not yet ready for this, the result is exactly the opposite.

Extremely schematic, weak thinking, formalism and lack of initiative are found just in those children who have gone through a serious school of "early development", as it is now fashionable to call the mechanical teaching of babies. At the age when the brain is ready to operate with vivid images, dry schemes were presented to it, not allowing it to enjoy all the richness of colors, tastes and smells of this world. All is well on time, and the child will definitely 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 out the existence of a relationship between thinking and speech. The earlier the development of intelligence begins, the richer the preschooler's vocabulary will be.

Types of mental activity

Each age has its own specific perception of the surrounding world. Preschool age is sensitive for the development of thinking. In the first years of life, the child is very curious. During this period, 3 types of thinking prevail in children:

1. Clearly effective. Appears at 3-4 years old. For children of this age, practical activity will precede theoretical. First, the kid sees the result of an action and only then displays the rule (to watch cartoons, you must press a certain button on the TV remote control, etc.).
2. Figurative. This kind of thinking appears at 4-5 years old. During this period, the baby first thinks, and only then acts. At the age of four, children no longer need to touch or taste unfamiliar objects. The connection between thinking and practical action is gradually weakening.
3. Logical. The development of preschoolers 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 imaginative thinking. The preschooler can talk about the subject without his direct presence.

Other forms of thinking can be found in the preschooler. If the parents devoted a sufficient amount of time to the development of the preschooler's thinking, used educational and developmental games, the child can be ahead of his peers in development. Types of thinking that are not typical for younger preschool age:

1. Empirical. 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 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 a template. Abilities appear 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 empirical knowledge.

Thought 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. Thinking activity should be aimed at finding similarities and differences in surrounding objects. At the same time, thinking in preschool children should be aimed at realizing the fact that some objects may coincide in one sign and differ in another (the table and 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 mental education of preschoolers is to prepare the child for school, where he will have to combine unrelated knowledge. An example of successful mastering of synthesis is the ability to read (put words out of 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 you to see the world not only as a single whole, but also as a collection of separate 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. Correct teaching and mental education of schoolchildren develop the ability to generalize a group of objects according to a certain criterion. 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 utensils. The future student also needs to be able to compare objects based on basic characteristics.

Children's questions

Older preschoolers always have much more questions than younger students. Constant "why" shouldn't scare parents. Dad and mom 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 are divided into 3 categories:

1. Emotional. The child needs not so much information as support from adults to feel confident or safe.
2. Cognitive. Such questions are asked for 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 older preschool children, 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 the object is made of.

Bearing in mind the growing intellectual needs of a son or daughter, parents should be engaged not only in the development of the child, but also in raising their level of literacy. The peculiarity of the development of thinking in mentally retarded or autistic people is that they are practically not interested in the world around them. The child needs to be taken to a specialist to diagnose thinking. Emotional issues should not be associated with childhood retardation. They indicate a lack of attention. Mom and Dad should spend more time with their children. Reading bedtime stories will be enough.

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 have to solve examples and write dictations. In both junior and high school, many of the assignments will be creative. Diagnostics of the mental development of preschoolers shows that children with a rich imagination are good at both writing essays and solving algebra problems.

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

The baby's fantasy needs to be stimulated constantly. Developing creative thinking is a good activity while walking in an autumn park. You can invite children to compose a fairy tale about fallen leaves. At home, you need to stage a play created by a children's writer or by the child himself. The 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 captivate the child.

Parents do not always have enough time to study. 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 for with educational toys. Lego constructor stimulates creativity and development of logical thinking in preschoolers.

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

Engineering thinking

The mental education of preschoolers must keep pace with the times. The definition of the concept of "engineering thinking" is not difficult to give. This is the name of the type of cognitive activity aimed at acquaintance with progressive technologies.

Working with the engineering thinking of preschoolers is especially relevant today. Older generations found it difficult to master 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 dads and moms try to protect the preschooler from "harmful" equipment. Nevertheless, the full development of logical thinking in older preschool children cannot do without the development of engineering thinking.

Cognitive education aimed at stimulating engineering skills 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 for the exact sciences at the same time. Experimental activity teaches you to find a non-standard way out of difficult situations. The most suitable place to experiment might be the kitchen. Children love helping their mothers cook. Most of all they enjoy working with the test. Older preschoolers should be offered design and research activities, which involves the collection of material about a certain subject, followed by a presentation of the collected knowledge.

The opinion that the direction of a child's development is chosen according to his affiliation with the humanities or those who have the ability to the exact sciences is wrong. 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 completely trust 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 independently. Kindergarten activities alternating with home exercises are ideal.

Diagnostics of the mental development of children shows that a mentally healthy child by 3-4 years old is able to give basic characteristics to objects. Education can begin with the development of visual-figurative thinking in preschool age. A developmental exercise can be like this: remember the animal that you saw a month ago with your grandmother in the village, describe it, tell a story with the participation of 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, knows how 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 a 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 the development of critical thinking in preschoolers. An exercise for work might look like this: the mother asks the child to describe the weather outside, and then asks the preschooler to explain why it is the weather today. The kid can also tell how he relates to a particular natural phenomenon. In this case, the correct answer is not required.

Different teacher training schools may offer different criteria for assessing the mental abilities of children. For one school, effective thinking should be developed by age four. Another system claims that developing the same kind of thinking by the age of six or seven is the norm. Parents should not just copy pre-made educational models. You need to adapt them taking into account the characteristics of your child.

Ministry of Education of the Republic of Belarus

UO Vitebsk State University named after P.M. Masherova

Examination work number 6

in the subject of Developmental Psychology

on the topic Development of thinking in children

Introduction

1.2 Development of speech and thinking in preschool age

1.3 Development of speech and thinking at 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 development of intelligence according to J. Piaget

2.3 Egocentrism of children's thinking

2.4 Piaget Phenomena

Chapter 3. Intellectual development of a 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 has no meaningfulness, then begins to be determined by the object to which it is directed, and acquires a meaningful character.

The child's intellectual development 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-active 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 he has mastered 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 items into classes and fancy classifications are created.

In its development, 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; judgments of children are single about this specific subject. When explaining something, they all come down to the private, familiar. Most judgments are judgments by similarity, or judgments by analogy, since memory plays the main role in thinking during this period. The earliest form of proof is by example. Given this feature of the child's thinking, convincing him or explaining something to him, it is necessary to support his speech with clear examples. The central feature of pre-conceptual thinking is egocentrism. Due to egocentrism, a child under 5 years old 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 associate everything with everything), 3) transduction (the transition from the particular to the particular, bypassing the general), 4) the lack of an idea of \u200b\u200bthe preservation of quantity. During normal development, there is a natural replacement of pre-conceptual thinking, where concrete images serve as components, conceptual (abstract) thinking, where concepts are components and formal operations are applied. Conceptual thinking does not come immediately, but gradually, through a series of intermediate stages. So, L.S. Vygotsky identified 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 objects that fit each other, the child puts together any, believing that those that are placed next to them are suitable - this is the syncretism of children's thinking. At the second stage, children use elements of objective similarity of two objects, but already the third object can be similar only to one of the first pair - a chain of pairwise similarities arises. The third stage manifests itself at the age of 6-8, when children can combine a group of objects by similarity, but they cannot recognize and name the signs that characterize this group. And, finally, in adolescents 9-12 years old, conceptual thinking appears, 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, when the use of theoretical provisions allows you to go beyond your own experience. So, thinking develops from concrete images to perfect concepts designated by the word. The concept initially reflects the similar, unchanging in phenomena and objects.

Thus, visual-figurative thinking occurs in preschoolers at the age of 4-6 years. The connection between thinking and practical action, although it remains, is not as close, direct and immediate as before. In some cases, practical manipulation with the object is not 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 own concepts (in the strict sense). Significant shifts in the intellectual development of a child occur at school age, when teaching, aimed at assimilating concepts in various subjects, becomes his leading activity. The mental operations that are taking shape in younger schoolchildren are still associated with specific material and are not sufficiently generalized; the concepts that are formed are of a specific nature. The thinking of children of this age is conceptually concrete. But younger schoolchildren are already mastering some more complex forms of inference, they realize the power of logical necessity.

More complex cognitive tasks become available to schoolchildren in middle and older ages. 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 made from conceptually concrete to abstract conceptual thinking.

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

Chapter 1. Development of speech and its impact on thinking

1.1 Development of speech and thinking in early childhood

Early childhood is a sensitive period for language acquisition.

The child's autonomous speech is transformed rather quickly (usually within six months) and disappears. Unusual in sound and meaning words are replaced by catching "adult" speech. But, of course, a quick transition to the level of speech development is possible only under favorable conditions - primarily with full-fledged communication between a child and an adult. If communication with an adult is not enough, or, on the contrary, relatives fulfill all the child's desires, focusing on autonomous speech, speech acquisition slows down. A delay in speech development is also observed in those cases when twins are growing up, intensively communicating with each other in a common children's language.

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

At an early age, a 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 the adult's explanations (instructions) regarding joint actions. Since the child actively learns the world of things, manipulating objects for him is a significant activity, and he can only master new actions with objects together with an adult. The instructive speech that organizes the child's actions is understood by him quite early. Later, at 2 - 3 years old, understanding and speech-story arises.

Active speech is also developing intensively: an active vocabulary is growing (and the number of spoken words is always less than the number of words understood), the first phrases appear, the first questions addressed to adults. By the age of three, the active vocabulary reaches 1,500 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 a bun,” “let's go for a walk”), or the action and 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 mastered. Almost all parts of speech, different types of sentences are encountered in a child's speech, for example: “I am very glad that you came”, “Vova offended Masha. When I'm big, I will 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 through speech not only with close people, but also with other adults, with children. In such cases, the child's practical action is mainly spoken out, that visual situation in which and about which communication arises. There are frequent dialogues intertwined with joint activities with adults. The child answers the questions of the adult and himself asks questions about what they are doing together. When he enters into a conversation with a peer, he delves little into the content of the other child's remarks, therefore such dialogues are poor and children do not always respond to each other.

Question number 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, inferences.

Conceptdenoted by the word and reflects the general properties of objects that distinguish them from others.

Inferences -the conclusion of a new judgment from one or more initial judgments.

Man uses two types of reasoning - inductive and deductive.

Induction- This is a way of reasoning from private judgments to 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 an electric current, then that an electric current conducts silver, as well as mercury, lead, etc., he comes to the conclusion: all metals conduct an electric current.

DeductionIs a way of reasoning from general judgment to private judgment (cognition of individual facts and phenomena on the basis of general laws and rules).

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

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

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

Synthesis- this mental integration of parts, properties into a single whole.

Comparison- this establishment of similarities or differences between objects and phenomena or their individual features.

Abstractionconsists of isolating any properties, signs of the object under study, in abstraction from the rest.

Concretizationsuggests a return from the general and the abstract to the concrete in order to reveal the content.

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

Types of thinking

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

By degree unfolding thinking maybe discursive, a step-by-step process, and intuitive, characterized by the rapidity of the course, the absence of clearly defined stages, minimal awareness.

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

By the nature of the tasks being solved thinking is divided into theoretical based on theoretical thinking and reasoning, and practical based on judgments and conclusions related to solving practical problems.

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

Visual-effective - relies 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 attaching one to another; he analyzes, breaking apart his toy; he synthesizes by putting together “house” from cubes or sticks; he categorizes and generalizes by arranging the cubes by color. The child does not yet set goals for himself and does not plan his actions. The child thinks by acting. Hand movement at this stage is ahead of thinking.

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

Visual-figurative thinking is associated with operating with 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. While cognizing an object, the child does not need to touch it with his hands, but he needs to visualize this object.

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

Verbal-logical thinking is characterized by use of concepts, logical constructions,which may not be figurative (eg, value, honesty, pride, etc.). Thanks to verbal and logical thinking, a person can establish general patterns, predict the development of processes, and generalize various visual material.

Abstract thinking - based on the identification of the essential properties and connections of the object and abstraction from others that do not exist.

Individual characteristics of thinking

Individual features of thinking are manifested in:

independent thinkingi.e. the ability see and pose a new question, a new problem, try to solve them in special ways.

initiative thinking, those. in the desire to seek and find ways and means for solving the problem.

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

criticalitythinking - a person's ability to evaluate both objective conditions and his own activity, to objectively evaluate the hypotheses put forward and the results of their verification.With age, the criticality of thinking increases. Least critical, i.e. the most suggestible, taking everything for granted, are children.

flexibility thinkingthose. in overcoming the prevailing stereotypes of thinking.

quick thinking those. in ability to make quick decisions.

Preschool age characterized by the transition from visual-effective to visual-figurative thinking, which is most typical for preschool age.

At primary school age thinking gets the main development. During this period, there is a transition 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 perception and representation.

In the process of learning, thinking intensively develops. The student gradually learns to highlight the essential properties and signs 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.

When moving from primary school age to adolescent the student's thinking changes qualitatively.

The essence of the change lies in the transition from visual-figurative thinking and 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 young man can accurately classify more specific and more general concepts.

M students' thinking takes on a personal emotional character.It is no coincidence that interest in fiction and philosophical literature increases at this age.

The personal nature of the senior schoolchild's thinking is associated with the fact that during this period a generalization of the idea of \u200b\u200boneself, understanding and experience of one's “I”, one's individuality, one's personality is formed.

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

The development of thinking at an early and preschool age. The first thought processes arise in a child as a result of cognition of the properties and relations of objects around 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 child's objective activity. 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 problem. The child encounters tasks of this type throughout childhood - in everyday and play situations.

An important feature of visual-active thinking is that the methods of transforming the situation are practical action, which is carried out by the trial method. 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 the wrong options for action and fixing the correct, effective ones and, thus, performs the role of a mental operation.

When solving problematic practical tasks, there is an identification, “discovery of the properties and relations 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-active thinking.

How does the development of thinking in a child take place? The first manifestations of visual-active 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, widely using in these cases tests, attempts, etc. 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 wheelchair, but rolls it; he puts the doll on the bed; puts the cup on the table; a spoon interferes in a saucepan, etc. Performing various actions with objects (feeling, stroking, throwing, examining, etc.), he practically cognizes both the external and hidden properties of objects, reveals some connections that exist between objects. So, when one object hits another, noise occurs, one object can be inserted into another, two objects, having collided, 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 directly affecting the object with the hand, but also with the help of another object - indirectly. As a result of the accumulation of some experience in its use, the object is assigned the role of a means with which one can obtain the desired result. A qualitatively new form of activity is being formed - a tool form, when a child uses auxiliary means to achieve a 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., begin to use aids when they need to get something out, fix something, move something, etc. The child's experience gained in solving practical problems is consolidated in 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 closet with the help of another, suitable in shape and length: a toy-spatula, a net, a club, etc. The generalization of the experience of activity with objects prepares the generalization of experience in words, i.e. prepares the formation of visual-active thinking in the child.

The development of object-related activity and its “ritualization” 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 a child who does not even know colloquial speech yet. The action designated by the word takes on the character of a generalized method for solving a group of homogeneous practical problems and can be easily transferred to other similar situations. Involving in the child's practical activity, speech, even at first only audible, as if from within rebuilds the process of his thinking. Changing the content of thinking requires its more perfect forms, and already in the process of visual-active thinking, the prerequisites for visual-figurative thinking are formed.

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

Visual-active thinking contains all the main components of mental activity: definition of goals, 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. In preschool age, the child is already free to navigate in the conditions of the practical tasks that arise before him, can independently find a way out of a problem situation. A problem situation is understood as a situation in which you cannot 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 orienting-research activities in solving problem-practical problems, as well as the formation of the basic functions of speech. In turn, this allows you to strengthen the weak relationship between the main components of cognition: action, word and image.
In the process of acting with objects, a preschooler has a motive for his own statements: reasoning, inferences. On this basis, images-representations are formed, which become more flexible and dynamic. When performing actions with objects and changing the real situation, the child creates a fundamental basis for the formation of images-ideas. Thus, a visual-practical situation is a kind of stage in establishing a strong connection between action and word in a preschooler. On the basis of this connection, full-fledged images-representations can be built.

Formation of the relationship between word and image

The ability to correctly present a situation according to its verbal description is a necessary prerequisite for the development of figurative forms of thinking and speech of a child. It underlies the formation of the mechanism of mental operation with images of the recreational imagination. In the future, this allows you to take adequate actions according to instructions, solve intellectual problems, and plan. Thus, this skill forms 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 by verbal description, consolidation of ideas about the environment.

QUESTION "GUESS!"

Equipment: toys: ball, matryoshka, herringbone, hedgehog, bunny, mouse.

The course of the lesson.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 to remember them. Then he covers the toys with a napkin and says: "Now I will tell you about one toy, and you will guess which toy I am talking about." The teacher recites a poem: "Round, rubber, rolls, they beat him, but he does not cry, only higher, higher jumps." In case of difficulty, he opens the napkin and repeats the description of the toy when it is directly perceived 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.

ASSIGNMENT "FIND THE BALL!"

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

The course of the lesson. Children are shown all the balls one by one and asked to remember them. Then the teacher covers all the balls with a napkin. Then he gives a story description of one of the balls. He says: “Vova brought the ball to the kindergarten. The ball was large, red, with a white stripe. Find the ball that Vova brought. We will play with him. " The teacher opens the napkin and asks the child to choose the ball he has told 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 brought by Vova? What colour? What was painted on the ball? What is the color of the strip? "

After the child has chosen the ball, he is asked to tell which ball he has chosen, 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. With such techniques, the teacher draws the attention of children to the consideration and analysis of the external signs of toys, which, in turn, contributes to the combination of these signs with the child's own speech.

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

The course of the lesson. The teacher invites children to help "settle" animals in the cages of the zoo, he says: "There are three free cages 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 were brought to the zoo: a crocodile, a hare and a giraffe. Help put these animals in cages that are convenient for them. Tell us which animal in which cage you want to "settle". In case of difficulty, the teacher suggests that children build cages from bricks and put animals in these cages. After the practical activity, the children are asked to tell which animals they "settled" in which cages and why.

TASK "WHO LIVES WHERE?"

TASK "GUESS AND DRAW!"

"HALF TOYS" ASSIGNMENT

Equipment: for each player - a collapsible toy (or object): mushroom, typewriter, hammer, plane, umbrella, fishing rod, shovel; bags for each player.

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

Puzzles.

• A hat and a leg - that's all Ermoshka (mushroom).
• The cab and the body, yes, four wheels, two shiny lights, does not buzz, but buzzes and runs down the street (car).
• Wooden neck, iron beak, knocks "knock, knock, knock" (a hammer).
• What kind of bird: does not sing songs, does not build nests, carries people and cargo (plane).
• 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).
• A string on a stick, a stick in a hand, and a string in water (fishing rod).
• I walk next to the janitor, shovel snow around and help the guys make a hill, build a house (scapula).

When repeating the game, put other toys in the bags.

HALF PICTURE ASSIGNMENT

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

Course of the lesson... Children are handed out one part of a cut picture in envelopes and offered to examine it without showing it to other children. Having guessed the object shown in the cut picture, the child must draw the whole object. Further, each child makes a riddle to the children or tells about the object depicted in the picture (or describes it: what is it in shape, color, where it grows, what is it 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 ask the children 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).
• They grow green 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 a wheel and a seat on the bow? (glasses).
• I have a magic wand, my friends. With this wand I can build: a tower, a house, and an airplane, and a huge steamer. What is the name of this stick? (pencil).
• Slips away like a living thing, but I will not let him go. Foams with white foam, wash hands is not lazy (soap).
• The red nose has grown into the ground, and the green tail is outside. We don't need a green tail, we only 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 repeating the game, children should be offered other pictures.

Tasks for the formation of skills to perform classification

goal- to teach children to single out the essential and the secondary, to combine objects on various grounds, into one group based on common characteristics.

Games and tasks "Grouping 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.

PLAY TOYS GAME!

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

The course of the lesson. The teacher shows the toys to the children and says: “These toys should be put in three boxes. Each box should contain toys that are somewhat similar to each other. Think about which toys you will put in one box, which ones in another, and which ones in the third. " If the child lays out toys in random order, the teacher helps him: “What toys are similar to each other, choose them (for example nesting dolls). How do these nesting dolls differ from each other? Put them in boxes. " Then the teacher gives the child bells and asks to distribute them to the nesting dolls: “Think about which bell you will give to the biggest matryoshka”. Then 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 ones in the second, and which ones 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 "OPEN THE PICTURES!"

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

The course of the lesson. The teacher shows the children a set of pictures and asks them to put them into several groups so that in each group the pictures are somewhat similar. In case of difficulty, the teacher gives the child the instruction as the basis for grouping: “Select all the pictures with the image of the dishes. Now let's see where the furniture is, ”and so on. 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 with the image of dishes, in the other - furniture, and in the third - transport."

THE GAME "DECLINE OBJECTS!"

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

The course of the lesson. The teacher examines all the toys with the child one at a time (not in pairs), and then says: "These toys should be arranged 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 are these Christmas trees different from each other?" If children cannot find the main difference, the teacher draws the children's attention to the material from which these toys are made. Then the children act independently. At the end of the game, you need to generalize the principle of grouping: "In one box - all the wooden toys, and in the other - all the plastic ones."

TASK "DRAW A PICTURE!"

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

The course of the lesson. The teacher tells the children: “Someone mixed up my pictures. It is necessary to arrange these pictures in three envelopes so that the pictures are somewhat similar to each other. On each envelope it is necessary 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 does the task incorrectly. After the child has laid 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 folding pictures into envelopes. Then he asks the child to name this group of pictures in one word and draw a picture on the envelope.

TASK "PAIRED PICTURES"

Equipment: eight pairs of pictures depicting the same objects, only one in the singular, and the 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.

Course of the lesson... The teacher allows the child to consider all the pictures, and then suggests to divide them into two groups: "Divide them so that in each group there are pictures that are somewhat 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 ones in another?" Then he offers 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'S ROUND AND WHAT'S OVAL?"

The course of the lesson. The teacher invites 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 that the apple is round and the egg is oval. Now you go on. Remember, what is the shape of the plum, and what is the 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 put them into two groups.

"FLYING - DOESN'T FLY"

The course of the lesson.The educator encourages 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 it: "Crow, plane, butterfly, mosquito, fly, rocket, pigeon," etc. Then the teacher says: "Doesn't fly." Children call: "Bicycle, chamomile, cup, dog, pencil, kitten", etc. The game continues: the words "flies", "does not fly" are named by one of the children, and the teacher names the objects together with the children. The game can be played while walking.

"EDIBLE-NON-DRY"

The game is carried out by analogy with the previous one.

"LIVE-NOT LIVE"

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

"WHAT IS BOTTOM, AND WHAT IS UP?"

Course of the lesson... The teacher invites children to think and name what happens only above. If children find it difficult, he prompts: “Let's look up, above us is the sky. Is it at the bottom? No, it is always only above. And what else happens only above? Where are the clouds? (stars, moon). Now think, 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 enumerate the objects of nature that are only above, and those that are only below.

"WHAT IS SWEET?"

The course of the lesson.The teacher suggests to the children: “Listen carefully, I will name what is sweet. And if I'm wrong, then I must be stopped, I must say: "Stop!" The teacher says: "Sugar, marshmallows, raspberries, strawberries, lemon." Children listen attentively and stop him at the word where he "made a mistake." Then the children themselves name what is sweet.

"ANSWER QUICKLY"

Equipment: ball.

Course of the lesson... The teacher, holding the ball in his hands, stands with the children in a circle and explains the rules of the game: “Now I will name a color and throw a ball to one of you. Whoever catches the ball must name the object of the same color. Then he himself names any other color and throws the ball to the next one. He also catches the ball, names the object, then his color, and so on. " For example "Green", - says the teacher (makes a short pause, giving children the opportunity to remember green objects) and throws the ball to Vita. “Grass”, - Vitya answers and, having said: “Yellow”, throws the ball to the next one. The same color can be repeated several times, since 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 main feature is the form. The teacher says the word "round" and throws the ball to anyone playing. "Sun", - he answers and calls another shape, for example "square", throwing the ball to the next player. He calls a square-shaped object (window, scarf, book) and suggests some form. The same shape can be repeated several times as many objects have the same shape. With repetition, the game can be complicated by suggesting to name not one, but two or more items.

"WHAT DO YOU LIKE?"

The course of the lesson. The teacher invites children to look around and find two objects that are somewhat similar to each other. He says: “I'll call it: the sun-chick. 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 for the elimination of the fourth "extra" word.

"BE CAREFUL!"

The course of the lesson. 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 the given group of words, i.e. explain the principle of grouping.

"GUESS WHICH WORD DOES NOT FIT!"

The course of the lesson.The teacher says that this game is similar to the previous one, only here the words are combined in a different way. He further explains: “I will name the words, and you think how three words are similar, but one is not similar. Name the "extra" word. " The teacher says: “Cat, house, nose, car. Which word doesn't fit? " In case of difficulty, he himself compares these words by sound composition. Then he offers the children another set of words: frog, grandmother, duck, cat; drum, crane, machine, raspberry; birch, dog, wolf, kitten, etc. The teacher in each suggested row of words helps the child compare words by syllable.

"COME UP A WORD!"

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

"LISTEN CAREFULLY!"

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