Prerequisites for the development of thinking add up to manipulation with objects by the end of the 1st year of life. The manipulation process allows you to establish some of the simplest connections between objects and their parts. Through the accumulation of experience, the child begins to establish simple causal relationships which are not given in perception. The kid observes how one object can influence another. He sees that a certain correspondence can be established between objects.
The establishment of these connections leads to the fact that the child fixes in his mind the results of his actions and seeks to repeat it (shakes the toy many times, throws the toy out of the crib, listening to the sounds they make).
Correlating actions allow the baby to establish a connection between an object and a certain place and objects among themselves on the basis of their shape and volume, differentiates parts in an object.
Thus, thinking not being independent process , functions within perception, but is included in practical manipulations with objects. Relations between objects are clarified by children through practical trials. This is the first manifestation visual action thinking. But a child can understand and use these connections only when they are shown to adults.
By the end of infancy, the prerequisites for the development curiosity. In an effort to achieve the desired result, the child shows considerable quick wits. The discovery of connections in objects, obtaining the result causes bright positive emotions in the baby.
The development of thinking at an early age. The development of thinking begins from the 2nd year of life. The prerequisites are the mastery of walking, the improvement of movements, the expansion of horizons, the mastery of speech.
Early forms thinking arise (according to I.M. Sechenov) on the basis of muscular-articular feeling. The muscular feeling experienced by the child serves as the basis for solving practical problems that end in success.
Peculiarities practical (effective) thinking are: the task is given visually; the way to solve it is practical action (not reasoning in the mind).
The child's thinking arises as pure cognitive attitude to the task. Already in the 1st year of life, by feeling and manipulating toys, the child learns the properties of objects, establishes the simplest connections between them, masters various actions that he performs more and more intelligently to achieve the goal. First, the connection must be ready(the item is on the pillow) and it can be used directly.
Thus, intellectual activity is first formed in terms of action, it is based on perception and is expressed in more or less meaningful purposeful objective actions. Therefore, a child at this stage has only visual action thinking or " sensorimotor intelligence". This means that the mental development of the pre-preschooler occurs in connection with the mastery subject-weapon activity(and later - elementary forms of play and drawing) and speech.
The basis of mental development in early childhood make up new types of action of perception and mental actions that are formed in the child.
one year old baby incapable of consistently systematically inspecting an object. As a rule, he snatches out some one conspicuous sign (insignificant) and reacts only to it, he identifies objects by it.
In order for the perception of objects to become more complete and comprehensive, the child must develop new actions of perception. Such actions are formed in connection with the mastery correlating and gun actions. In addition, these actions create opportunities for the transition from the use of ready-made connections and relations to their establishing. It is this fact that will testify to the the emergence of visual-effective thinking.
Mastering the class related actions involves: the ability to analyze signs; compare objects according to the selected feature. Intensive development of these signs occurs in a child in games with didactic toys.
Gun actions proceed on the basis of establishing the relationship "child - tool - goal" and involve the impact on one object with the help of another. They are characterized by the fact that the child must analyze not only the signs or properties of objects, but also the conditions in which the problem is solved.
At first, the establishment of new ties goes through trial and error. After a series of tests, the child identifies those movements that are most effective.
The decisive moment in the mastery of instrumental actions is the switch from the goal to the means of achieving it. The child begins to understand that certain actions with the help of a tool can give the desired result.
Thus, the child begins to appear germs understanding cause and effect relationships(i.e. an action with the help of a tool leads to the movement of another object, with the help of one object it is possible to influence another). However, most problems of this type are solved by children through external indicative actions. These actions differ from the action of perception and are not aimed at identifying and accounting for the external properties of objects, but at finding connections between objects and actions in order to obtain a certain result.
Thus, thinking based on external orienting actions is called visual-effective , and this is the main type of thinking in early childhood.
The mastery of external orienting actions does not take place all at once and depends on what kind of objects the child is working with and to what extent adults help him.
From correlating, comparing the properties of objects with the help of external orienting actions, the child passes to visual their correlation. In the 3rd year of life, the child already compares objects with familiar ones.
Already at an early age, visual-effective thinking is characterized by abstraction and generalization. abstraction It manifests itself in the fact that in the tool the child singles out, without taking into account others, only the main feature, which allows him to use it in an appropriate way. Generalization appears when the child uses the same tool to solve a whole class of problems.
The accumulation of experience in practical objective actions leads to the fact that the child begins to imagine how to achieve the desired result, i.e. the pre-preschooler has mental actions that are performed without external tests, but in the mind. The child begins to act not with real objects, but with their images, ideas about objects and how to use them.
Thinking in which problem solving is carried out through domestic action with images, called visual-figurative .
In early childhood, the child solves with its help only some tasks, more difficult tasks are not solved at all, or are transferred to a visual-active plan. Therefore, the child develops only background visual-figurative thinking.
Speech is included in the child's thinking quite early.
In the 2nd year of life, an adult comments on the child's actions, fixes the results of the action in his mind, poses problems, which gives purposefulness and organization to thinking. As a result of mastering their own active speech, the child has the first questions aimed at establishing hidden connections and relationships, the identification of which causes him difficulty.
This suggests that there are some ideas about cause and effect relationships. Moreover, actions to solve the problem become meaningful, obey goals(find the answer to the question). At the beginning, adults help to pose the question, anticipating practical actions (“What went wrong? What happened?”).
Thus, thinking acquires elements planning and criticality the child begins to see contradictions in their practical activities.
At the age of 1-3 years, they begin to take shape mental operations.
In the process of forming objective actions, mainly instrumental ones, the child singles out general and permanent features in objects, on the basis of which generalization. Generalizations that develop in children have the form of images and are used in the process of visual-figurative problem solving.
Elementary mental operations appear in discrimination, and then in comparison: colors, sizes, shapes, remoteness of objects. Discrimination requires analysis items and setting them similarities and differences. Getting acquainted with the properties and names of objects, the child proceeds to generalizations, to the first general ideas.
In the 2-3rd year of life, children develop the first general ideas about shape, color and size e.
The development of the comparison operation is facilitated by special didactic games.
In older pre-preschoolers, single, most primitive judgments and inferences. They still have a folded shape, so it is difficult to distinguish them from the reproduction of an acquaintance by a child, i.e. by memory. The reasoning is straightforward and superficial, because the child still does not know how to distinguish the essential features in each phenomenon or object and correctly perform the operation of comparison and inference. The child operates with a whole concrete way, fact, phenomenon, arbitrarily snatching the most familiar him or bright signs, and sets direct connections between the elements of the whole.
By the end of infancy, there is sign-symbolic function of consciousness. The child first begins to understand that some things and actions can be used to designate others as their substitutes.
Symbolic (sign) function- this is a generalized ability to distinguish between a designation and a signified and, therefore, to perform. The action of replacing a real object with a sign. Prerequisite The emergence of a sign function is the mastery of objective actions and the subsequent separation of the action from the object. When an action begins to be performed with an object that does not correspond to it, or without an object, it loses its practical meaning and turns into a designation of a real action.
The main directions of development of thinking in preschool age. The thinking of a preschooler is connected with his knowledge. By the age of 6, the mental outlook is quite large. However, in the formation of knowledge of preschoolers, two opposite trends are found:
I. In the process of mental activity, there is an expansion of volume and a deepening clear, clear knowledge about the world around. These stable knowledge constitute the core of the child's cognitive sphere.
II. In the process of mental activity, a circle arises and grows. indefinite, not at all clear knowledge acting in the form of conjectures, assumptions, questions. These developing (hypothetical) knowledge are a powerful stimulus for the mental activity of children.
In the course of the interaction of these tendencies, the uncertainty of knowledge decreases - they are refined, clarified and transferred into certain knowledge. If only to form stable knowledge, then this, on the one hand, strengthens the knowledge base on which schooling will be built. But, on the other hand, the transition developing diffuse knowledge into stable leads to a decrease in mental activity. Therefore, along with the formation of a knowledge base, it is necessary to ensure the continuous growth of uncertain, unclear knowledge.
Thus, the teacher faces task maintaining a zone of stable knowledge and a zone of conjectures, hypotheses, some semi-knowledge that intrigues the child, in the minds of children in such a ratio that the child would strive for knowledge and at the same time know quite a lot.
Zone of uncertainty forms, as it were, a zone of proximal development, and zone of certainty- a zone of actual development.
Features of mental operations. At preschool age, mental operations develop intensively and begin to act as methods of mental activity.
All mental operations are based on analysis and synthesis. Children compare objects according to numerous features, notice even a slight similarity between the external features of objects and express differences in the word. Generalization- children gradually move from operating with external signs to revealing signs that are objectively more significant for the subject. Mastering this operation contributes to: a) mastering summarizing words; b) expansion of ideas and knowledge about the environment; c) the ability to distinguish in the subject essential features. The closer the objects are to the child's personal experience, the more accurate the generalization; first of all, the child identifies groups of objects with which actively interacts(toys, furniture, dishes, clothes).
Happens with age differentiation related classification groups: wild and domestic animals, tea and tableware, wintering and migratory birds.
V junior and average At preschool age, children are more likely to classify by: the coincidence of external signs (“The sofa and the chair are together because they are in the room”); based on the use of the purpose of objects, on a functional basis (“they are eaten”, “they are put on themselves”).
senior preschooler not only knows generalizing words, but also correctly motivates the allocation of classification groups, i.e. thinking is already emerging conceptual framework. If knowledge is not enough, then again they begin to rely on external, insignificant signs.
The development of mental operations leads to the formation deductive thinking, i.e. the ability to coordinate their judgments with each other and not fall into contradiction.
Initially a child, although operating general position but cannot substantiate it. Gradually, he comes to the right conclusions.
Types of thinking. The main lines of development of thinking in preschool childhood are as follows:
Further improvement visual-effective thinking based on imagination;
Improving visual-figurative thinking based on arbitrary and mediated memory;
The beginning of the active formation of verbal-logical thinking by using speech as a means of setting and solving intellectual problems.
Visual Action Thinking is predominant in the early stages of childhood. It is based on the process of solving practical problems in conditions of visual observation of the situation and performing actions with the objects presented in it.
younger preschoolers(3-4 years) do not always use an action that is adequate to the task. Children immediately begin to effectively solve the problem through trial and error. When solving a problem, a younger preschooler usually does not analyze it in advance and goes straight to the solution. There is no critical attitude to the result obtained. Three-year-old children are only clear about the ultimate goal that must be achieved (you need to pull a candy out of a tall vessel, fix a toy), but they do not see the conditions for solving this problem. However, mastery of speech quickly changes the nature of the child's thinking. The task, framed in speech, becomes meaningful. Understanding the task leads to a change in actions. in connection with the complication of activity, such tasks arise where the result of a practical action is not direct, but indirect and depends on the connection between two phenomena. The simplest example is bouncing the ball off the wall: direct result action here hit the ball against the wall, indirect- return it to the child. Tasks where it is necessary to take into account the indirect result, younger preschoolers still cannot solve in their minds.
In children middle preschool age comprehension of the task and methods of its solution are performed in the very process of action. Specification of the task makes the action problematic, searching.
At older preschoolers probing actions are curtailed, lose their problematic character. They become executive, tk. the task is solved by the child already in the mind, i.e. verbally, before the action.
Visual-figurative thinking begins to develop actively at the age 4-5 years. The child can already solve problems in his mind, relying on his figurative ideas about objects. For preschoolers, at first, the concreteness of images is characteristic, a characteristic feature of which is syncretism . This quality of thinking of a preschool child characterizes the pre-analytic stage of thinking. The child thinks in schemes, merged, undifferentiated situations in accordance with the image that he has preserved on the basis of perception, without dividing it. The child does not know how to isolate the essential and main signs and features of the object in the preserved image, snatches out any, random signs and recognizes this or that object from them (if it “walks”, then it must have legs, if it is “cheerful”, it means it laughs) . Gradually, children begin to single out not all the features of the subject, but only those that are essential for solving the problem, which ensures abstract and generalized thinking. The child begins to highlight the connections and relationships on which the solution of the problem depends. The main means for solving problems are visual models - substitutes for real objects. Children quickly learn that actions with the model must be correlated with the original. V different types their activities - playing, drawing, designing, modeling, applications, children begin to display the world not accurately, not literally, but by choosing and depicting only some of the most important features of objects, actions and relationships between people. As a result, children do not create copies, but visual models of the environment.
Creative thinking makes it possible older preschoolers understand a schematic representation - room plans, labyrinths, find hidden objects in the room according to the assignment and according to the scheme, etc.
Intermediate between figurative and logical thinking is figurative-schematic thinking . Thanks to the development of the symbolic function of thinking, children catch the connection between the visual models they create and the phenomena of reality that these models depict, they understand that this is a designation of different aspects of reality. By the end of middle preschool age, children can already consciously use visual models to designate qualities that are characteristic not only of one subject, but of a whole group of similar subjects.
Verbal-logical thinking begins to develop towards the end of preschool age. The child begins to operate with words and understand the logic of reasoning, not relying on actions with objects or their images, a system of concepts denoting relationships is learned.
The child learns to operate with knowledge at the level of generalized ideas, masters elementary methods of reasoning and inference, indirect forms of thinking, indirect ways of solving mental problems, such as visual modeling, the use of measurements, schemes, etc. Children aged 5-6 are happy to engage in search, heuristic activities, begin to actively experiment, learn to transfer the mastered methods of solving intellectual problems to new conditions. Older preschoolers can generalize their own experience, establish new connections and relationships of things.
characteristic feature the preschooler's thinking is his egocentric character described by J. Piaget. Because of it, the child himself does not fall into the sphere of his own reflection, he cannot look at himself from the outside, change his position, point of view, because he is not able to freely transform the reference system, the beginning of which is rigidly connected with him, with his "I" . A striking example of intellectual egocentrism is when a child does not include himself among them when listing members of his family.
N. N. Poddyakov specifically studied how the formation of an internal action plan characteristic of logical thinking proceeds in preschool children, and identified six stages in the development of this process from younger to older preschool age. Stages of the internal action plan the following:
1. The child is not yet able to act in the mind, but is already able to use his hands, manipulating things, to solve problems in a visually effective way, transforming the problem situation accordingly.
2. In the process of solving the problem, the child has already switched on speech, but he uses it only to name the objects with which he manipulates in a visual-effective way. Basically, the child still solves problems “with hands and eyes”, although in speech form he can already express and formulate the result of the performed practical action.
3. The problem is solved in a figurative way through the manipulation of representations of objects. Here, probably, the ways of performing actions aimed at transforming the situation in order to find a solution to the task are realized and can be verbally indicated. At the same time, there is a differentiation in the internal plan of the final (theoretical) and intermediate (practical) goals of the action. An elementary form of reasoning aloud arises, not yet separated from the performance of a real practical action, but already aimed at a theoretical clarification of the way to transform the situation or the conditions of the problem.
4. The task is solved by the child according to a pre-compiled, thought-out and internally presented plan. It is based on the memory and experience accumulated in the process of previous attempts to solve such problems.
5. The problem is solved in the action plan in the mind, followed by the execution of the same task in a visual-effective plan in order to reinforce the answer found in the mind and then formulate it in words.
6. The solution of the problem is carried out only in the internal plan with the issuance of a ready-made verbal solution without subsequent recourse to real, practical actions with objects.
This is the name of the process of cognition of reality, which is based on the formation of relations and connections between phenomena, events, objects in the surrounding world. The curiosity of children is aimed at studying what surrounds them, building their own picture of the outside world. Children's thinking is in constant connection with speech. And the more active the child, the more he asks adults, asking a variety of questions.
So, we learn about the features of the development of thinking in different age periods of personality formation.
Development of thinking in preschool children
At this age, the thought process is based on ideas. The child can think about what he knows and feels from his experience. Therefore, at preschool age, children operate with ideas and images outside of the situation. Their thoughts become abstract, that is, they go beyond the specific situation. This expands the boundaries of their knowledge.
Closer relationships are established between speech and children's thinking. They lead to the formation of a detailed thought process, that is, reasoning. At this age, speech already performs the function of planning, which allows active development of mental operations. Usually, a preschooler's reasoning begins with questions. Their presence is evidence of the problematic nature of thinking, since it reflects the practical task that has arisen before the child. At this age, children's questions are cognitive and inquisitive. Behind innocent, at first glance, children's dilemmas lies the desire to comprehend the problems of being, the laws of the surrounding world, the relationships and causes of various ongoing processes.
The questions of the child are what he cannot see and know, which requires an explanation from dad and mom. They are also born in violation of already formed ideas. So, for example, at preschool age, children cannot realize and understand the problem of death. Knowing from personal experience that recovery comes after an illness, children do not understand why grandparents die, what happens to them, or rather to their bodies, in the future. And in this matter, it is important to form in the child an idea of death as a natural process, to do it competently, without moral trauma. At the same time, even the most accessible explanation of adults is fraught with a lot of questions.
Their children also ask in order to make sure that they themselves have drawn the right conclusions. Children with this always turn to the most authoritative adult (grandmother, mother) to confirm their competence. Further, already at early school age, the number of such appeals will increase if parents can maintain a healthy moral relationship with their children. After all, sometimes the “go-ahead” of dad and mom make the child look for answers to his questions among peers, older brothers or sisters, and these answers are not always tactful, adequate and morally correct.
The preschooler tries to determine the purpose of objects, to establish connections between the features and the purpose of objects, objects. In the process of such knowledge, the understanding of causality increases. So, at the age of 6, children already easily draw conclusions about the sequence of natural phenomena: the sky is dark, a thunderstorm is thundering, the wind has broken, it will rain. In understanding causality, the child proceeds from external causes to the identification of internal causes. This gives him the opportunity to build his own assumptions, theories, which develops not only experience, but also independence, independence, originality of thinking. Later it will be called his creativity.
By the beginning of primary school age, the child develops the rudiments of a worldview, an initial understanding of logic, which contributes to the formation of conceptual thinking. And the development of mental operations serves as the basis for the ability to coordinate judgments with each other. This is the beginning of deductive thinking.
The development of thinking in children of primary school age
In that age period thinking becomes the center of the mental development of the child. It will be decisive among other mental functions of the child.
Mastering the knowledge, skills, abilities, the younger student is attached to the scientific concepts of the initial level. His mental operations are no longer connected with practical activity, with visibility. Children of this age, having a certain amount of knowledge, mastering the methods of mental activity, learn to analyze events. They acquire the ability to think and act in the mind, to analyze personal reasoning.
At primary school age, the basic mental techniques and actions are formed. This is a generalization, comparison, highlighting the signs of phenomena and objects, defining concepts, summarizing.
The inferiority of mental activity is displayed on the knowledge of the younger student. They turn out to be fragmented, sometimes erroneous, which complicates learning. Therefore, parents and teachers need to pay attention to the work on the formation of the basic methods of mental activity of children. This allows you to achieve complete mastery of verbal and logical methods of thinking. And the first thing you need to teach a young student is the ability to highlight the properties of objects, their diversity. The skills of comparison and comparison serve this. When a child learns to identify a set different properties subject, then you need to move on to such an element of logical thinking as the formation of the concept of its distinctive and common features. Then you can move on to the ability to distinguish between essential (that is, important) and non-essential (secondary) features and properties.
At primary school age, the ability to draw the right conclusions is formed. To do this, it is necessary to lead to generalizations, an understanding that there is not always a connection between the basis and the consequence. And this is a completely different stage of thinking, different from preschool age. Logical tricks learned younger students in the study of one topic, in the future they are also used for the assimilation of other school subjects in the form of ready-made cognitive means.
Development of thinking of older students
At this age, views and beliefs are developed, a worldview is formed, there is a need to understand one's own "I" and one's environment.
The cognitive and thought processes of older students are based on the differentiation of disciplines, the mastery of scientific concepts, the system of signs that form theoretical thinking. Studying allows the senior student to establish connections between the knowledge received, to control thoughts, to manage them. Senior students learn to operate with hypotheses, assumptions, evaluate them critically and objectively. At this age, independence in learning is clearly traced. In adolescence and senior school age, it is already possible to clearly divide children into the humanities and those who are inclined towards the exact sciences.
They know how to use techniques for memorizing knowledge, to distribute it logically.
The development of mental abilities largely depends on the brain and maturity nervous system. Memory as the basis of thinking and logic becomes more productive, arbitrary, because synaptic connections between brain fibers increase.
Temperament develops in older students, which characterizes the speed of thought processes. So, choleric people think, analyze, make generalizations quickly. Phlegmatic and melancholy people are characterized by slow thought processes. That is, in the senior school age, an individual style of intellectual activity is established. Thanks to him, success in the future professional field and self-realization are achieved.
Older students differ from younger ones in the creativity of their thinking, emotional experiences in cognitive activity especially in areas that interest them.
The development of thinking in children with impaired speech, hearing, vision, intelligence
Any defects in physical development leave an imprint on the formation of children's thinking. A hearing-impaired, seeing baby cannot acquire life experience, knowledge at the same pace as a healthy child.
Children with hearing and vision impairments lag behind in the development of thought processes, because they simply cannot imitate adults, copy their actions, skills, and acquire life-saving skills.
Violation of these two functions is also a difficulty in the formation of speech, the development of cognitive activity in general.
Deaf psychologists are engaged in discovering the compensatory possibilities of children with hearing impairments. Therefore, without their help, the normal development of the thought processes of such a child is not possible, as well as obtaining a sufficient education. The French philosopher Michel Montaigne back in the 16th century said that deafness is a more serious physical defect than blindness, depriving a person of the main thing - communication as an opportunity to learn about the world and develop.
Today, a common form of correctional assistance with hearing-impaired babies or those who have a hearing impairment is education in specialized children's educational institutions.
Children with intellectual disabilities are characterized by a very low level of mental abilities, including thinking. They lack activity, mastery of objective activity, knowledge as the basis for the formation of thought processes. By the age of three, such children do not distinguish themselves, they have no ideas about the world around them, they have no desires. They are significantly behind in speech, mental, social development. By the end of preschool age, such children do not develop voluntary attention, memorization, memory. The leading form of their thinking is visual-effective. But even it does not reach the level of development of healthy children.
Thus, if by the end of preschool age such boys and girls have not undergone special training, then they do not have a readiness to study at the level of elementary mental processes.
Especially for - Diana Rudenko
Every parent wants their child to be smart and quick-witted, successful in life. That is why special importance is attached to logical thinking, on which the human intellect is based. However, each age has its own peculiarities of thinking, therefore, the methods aimed at its development differ.
The specificity of the child's thinking at different ages
- Up to 3-5 years, it is difficult to talk about the development of logical thinking in a child, since it is still at the stage of formation. However, supporters early development have a lot of exercises aimed at developing the logical thinking of kids.
- Children of preschool age, up to the age of 6-7, are able to think figuratively, and not abstractly. If you want to train a child's logical thinking before school, special attention should be paid to the formation of a visual image, visualization.
- After entering school, the child develops verbal-logical thinking and abstract thinking. If a student has poorly developed verbal-logical thinking, then there are difficulties with the formulation of verbal answers, problems with analysis and highlighting the main thing when creating conclusions. The main exercises for first graders are tasks for systematizing and sorting words to a certain attribute and mathematical tasks.
- The further development of schoolchildren consists in the development of verbal-logical thinking through the solution of logical exercises, while using inductive, deductive and traductive methods of inference. As a rule, the school curriculum has the necessary exercises, but parents should work with the child on their own. Why is it important? Undeveloped logical thinking is a guarantee of problems with learning in general, difficulties in the perception of any educational material. Thus, logical thinking is the base, the foundation of the educational program of any person, the foundation on which an intellectual personality is built.
How do books help develop logic in children?
Even when a child cannot read, it is already possible to develop logic in him by reading special fairy tales with questions. If a child has a positive attitude towards reading, then you can begin to develop his thinking from 2-3 years old. It is worth noting that through folk tales it is possible to transfer to the child not only the elementary skills of logical thinking (cause-effect), but also teach him fundamental concepts, such as good and evil.
If you use picture books, this has a very good effect on the verbal-logical thinking of a child who has formed figurative thinking. Children match what they hear with images, stimulate their memory and improve vocabulary.
For older children there are special textbooks on logic, collections of problems. Try to solve some of them together with your child. Spending time together will bring together and give excellent results.
How to develop a child's logical thinking with toys?
The game is the main form of activity of a small person. Through the prism of the game, not only logical chains are formed, but also train personal qualities, one might say, character is created.
Among the toys that develop logic:
- Ordinary wooden cubes, as well as multi-colored cubes. With their help, you can build a variety of towers and houses, they help to study geometric shapes, colors, and also have a positive effect on motor skills.
- Puzzles help to master the logical concepts of "whole" and "part".
- Sorters contribute to the development of the concepts of "big" and "small", help to learn the properties geometric shapes, their comparability (for example, the square part will not fit into the round one and vice versa).
- Constructors are a real storehouse for the development of logic and intelligence in general.
- Lacing games help develop fine motor skills of the hands, which helps to improve and consolidate logical connections.
- Labyrinths are a great simulator for logical thinking.
- A variety of age-appropriate puzzles will help make the learning process even more interesting.
Household ways of developing logic in children
Try to use any everyday situations to develop the intelligence and logic of the child.
- In the store, ask him what is cheaper and what is more expensive, why a large package has a higher price, and a small one has a lower price, pay attention to the features of the weight and packaged goods.
- In the clinic, talk about the logical chains associated with microbes and diseases, about the ways in which diseases are transmitted. It is very good if the story is supported by illustrations or posters.
- At the post office, tell us about the rules for filling in addresses and compiling indexes. It would be great if you send a card together while on vacation and then receive it at home.
- While walking, talk about the weather or the days of the week. Form the concepts of "today", "yesterday", "was", "will be" and other time parameters on which the logic is based.
- Use interesting riddles while waiting for someone or in line.
- Come up with a variety of puzzles, or use ready-made ones.
- Play with your child in antonyms and synonyms.
If desired, parents are able to significantly improve the logical thinking of the child, form a creative, intellectual and extraordinary personality. However, consistency and regularity are the two main components of the success of the development of abilities in children.
Computer games for the development of logical thinking for children
Today, gadgets are successfully used from an early age - computers, smartphones, tablets are in every family. On the one hand, this technique makes life easier for parents, providing interesting and exciting leisure for children. On the other hand, many are concerned negative influence computers on the fragile children's psyche.
Our Brain Apps service offers a series of well-made games that are suitable for children. different ages. When creating simulators, the knowledge of psychologists, game designers, scientists from Moscow State University was used.
Kids love games like Anagram (reading words backwards), Geometric Switching, Math Comparisons, Math Matrices, Letters and Numbers.
Developing logical thinking day by day, your child will understand the patterns of the outside world, see and learn to formulate cause-and-effect relationships. Many scholars agree that logical thinking helps people succeed in life. From childhood, the knowledge gained will help in the future to quickly find the main and secondary in the flow of information, see relationships, create conclusions, prove or disprove different points vision.
The object of human mental activity is cognitive tasks that have a different substantive basis and cause a different ratio of subject-effective, perceptual-figurative and conceptual components in their solution.
Depending on this, three main types of thinking are distinguished:
- is characterized by the fact that when solving problems, subject-practical procedures are used, - actions with objects. Genetically, this is the earliest stage in the development of thinking - in phylogenesis and ontogenesis (younger age) it is also characteristic of adults.
Visual Action Thinking - this is a special kind of thinking, the essence of which lies in the practical transformational activity carried out with real objects. This type of thinking is widely represented among people engaged in production work, the result of which is the creation of some material product.
Features of visual-effective thinking are manifested in the fact that problems are solved with the help of a real, physical transformation of the situation, testing the properties of objects. 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, breaks 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. Therefore, this type of thinking is also called manual. It should not be thought that object-effective thinking does not occur in adults. It is often used in everyday life (for example, when rearranging furniture in a room, if necessary, using unfamiliar equipment) and turns out to be necessary when it is impossible to fully foresee the results of any actions in advance (the work of a tester, designer).
Visual-figurative thinking related to imaging. This type of thinking is spoken about when a person, solving a problem, analyzes, compares, generalizes various images, ideas about phenomena and objects. Visual-figurative thinking most fully recreates the whole variety of various actual characteristics of an object. The vision of an object from several points of view can be simultaneously fixed in the image. In this capacity, visual-figurative thinking is practically inseparable from imagination.
“In its simplest form, visual-figurative thinking is manifested in preschoolers at the age of 4-7 years. Here, practical actions seem to fade into the background and, while learning an object, the child does not have to touch it with his hands, but he needs to clearly perceive and visualize this object. It is visibility that is a characteristic feature of the thinking of a child at this age. It is expressed in the fact that the generalizations to which the child comes are closely connected with individual cases, which are their source and support. Initially, the content of his concepts includes only visually perceived signs of things. All evidence is illustrative and concrete. In this case, visualization is, as it were, ahead of thinking, and when a child is asked why the boat is floating, he can answer because it is red or because it is Vovin's boat.
Adults also use visual-figurative thinking. So, starting to repair an apartment, we can imagine in advance what will come of it. It is the images of wallpaper, the colors of the ceiling, the colors of windows and doors that become the means of solving the problem, and the methods become internal tests. Visual-figurative thinking allows you to give the form of an image to such things and their relationships, which in themselves are invisible. This is how images of the atomic nucleus, the internal structure of the globe, and so on were created. In these cases, the images are conditional.
Verbal-logical thinking functions on the basis of linguistic means and represents the latest stage in the historical and ontogenetic development of thinking. Verbal-logical thinking is characterized by the use of concepts, logical constructions, which sometimes do not have a direct figurative expression (for example, cost, honesty, pride, etc.). Thanks to verbal-logical thinking, a person can establish the most general patterns, foresee the development of processes in nature and society, and generalize visual material.
At the same time, even the most abstract thinking never completely breaks away from visual-sensory experience. And any abstract concept for each person has its own specific sensual support, which, of course, cannot reflect the entire depth of the concept, but at the same time allows you not to break away from the real world. At the same time, an excessive amount of bright, memorable details in an object can distract attention from the essential basic properties of the object being cognised, and thereby complicate its analysis.
According to the nature of the tasks to be solved, thinking is divided into theoretical and practical . In psychology, for example, for a long time only the theoretical aspect of thinking was studied as aimed at discovering the laws and properties of objects. Theoretical, intellectual operations preceded practical activities aimed at their implementation, and because of this, they were opposed to it. Any action that is not the embodiment of theoretical thinking could only be a habit, an instinctive reaction, but not an intellectual operation. As a result, an alternative has emerged: either the action is not of an intellectual nature, or it is a reflection of theoretical thought.
On the other hand, if the question of practical thinking was raised, it was usually narrowed down to the concept of sensorimotor intelligence, which was considered inseparably from perception and from direct manipulation with objects. Meanwhile, not only "theoreticians" think in life. In his brilliant work “The Mind of a Commander”, B.M. Teplov showed that practical thinking is not the initial form of a child’s thinking, but a mature form of an adult’s thinking. In the work of any organizer, administrator, production worker, etc. Every hour questions arise that require intense mental activity. Practical thinking is associated with setting goals, developing plans, projects, and is often deployed under time pressure, which sometimes makes it even more difficult than theoretical thinking. The possibilities of using hypotheses in "practice" are incomparably more limited, since these hypotheses will be tested not in special experiments, but in life itself, and there is not always even time for such tests. According to the degree of deployment, thinking can be a discursive, phased-out process, and intuitive, characterized by the speed of flow, the absence of clearly defined stages, and minimal awareness.
If we consider thinking from the point of view of novelty and originality of the tasks being solved, then we can distinguish creative thinking (productive ) and reproducing (reproductive ). Creative thinking is aimed at creating new ideas, its result is the discovery of a new or improvement of the solution of a particular problem. In the course of creative thinking, new formations arise concerning motivation, goals, assessments, meanings within the cognitive activity itself. It is necessary to distinguish between the creation of an objectively new, i.e. something that has not yet been done by anyone, and subjectively new, i.e. new to this particular person. So, for example, a student, performing an experiment in chemistry, discovers new, personally unknown properties of a given substance. However, the fact that these properties were unknown to him does not mean that they were unknown to the teacher. Excessive criticality, internal censorship, the desire to find an answer immediately, rigidity (the desire to use old knowledge) and conformism (the fear of standing out and becoming funny to others) can act as obstacles to the development of creative thinking. Unlike creative thinking, reproductive thinking is the application of ready-made knowledge and skills. In those cases when, in the process of applying knowledge, they are checked, and shortcomings and defects are identified, they speak of critical thinking.
Fig.2. Basic types of thinking
Thinking- the process of mediated and generalized cognition (reflection) of the surrounding world. Its essence is in reflection: 1) general and essential properties of objects and phenomena, including those properties that are not perceived directly; 2) essential relationships and regular connections between objects and phenomena.
Basic forms of thinking
There are three main forms of thinking: concept, judgment and inference.
A concept is a form of thinking that reflects the general and, moreover, essential properties of objects and phenomena.
Each object, each phenomenon has many different properties, signs. These properties, features can be divided into two categories - essential and non-essential.
Judgments reflect the connections and relationships between objects and phenomena of the surrounding world and their properties and features. A judgment is a form of thinking that contains the assertion or denial of a position regarding objects, phenomena or their properties.
Inference is a form of thinking in which a person, comparing and analyzing various judgments, derives a new judgment from them. A typical example of inference is the proof of geometric theorems.
Properties of thinking
The main properties of human thinking are its abstractness and generalization. The abstractness of thinking lies in the fact that, thinking about any objects and phenomena, establishing connections between them, we single out only those properties, signs that are important for solving the issue before us, abstracting from all other signs, in this case we not interested: listening to the explanation of the teacher in the lesson, the student tries to understand the content of the explanation, highlight the main thoughts, connect them with each other and with their past knowledge. At the same time, he is distracted from the sound of the teacher's voice, the style of his speech.
The abstractness of thinking is closely related to its generalization. Highlighting the most important aspects, connections and relationships that are essential from one point of view or another, we thereby focus our thoughts on the general thing that characterizes entire groups of objects and phenomena. Each object, each event, phenomenon, taken as a whole, is unique, as it has many different sides and signs.
Types of thinking
In psychology, the following simple and somewhat conditional classification of types of thinking is common: 1) visual-effective, 2) visual-figurative, and 3) abstract (theoretical) thinking. There are also intuitive and analytical thinking, theoretical, empirical, autistic and mythological thinking.
Visual-active thinking.
In the course of historical development, people solved the problems that confronted them, first in terms of practical activity, only then did theoretical activity stand out from it. Practical and theoretical activities are inextricably linked.
Only as practical activity develops does it stand out as a relatively independent theoretical mental activity.
Not only in historical development humanity, but also in the process of mental development of each child, the starting point will be not purely theoretical, but practical activity. It is within this latter that children's thinking first develops. At preschool age (up to three years inclusive) thinking is mainly visual and effective. The child analyzes and synthesizes cognizable objects as he practically separates, dismembers and reunites, correlates, connects with each other certain objects perceived in this moment. Inquisitive children often break their toys in order to find out "what's inside."
Visual-figurative thinking.
In its simplest form, visual-figurative thinking occurs mainly in preschoolers, i.e., at the age of four to seven years. The connection between thinking and practical actions, although they retain, is not as close, direct and immediate as before. In the course of the analysis and synthesis of a cognizable object, the child does not necessarily and by no means always have to touch the object that interests him with his hands. In many cases, systematic practical manipulation (action) with the object is not required, but in all cases it is necessary to clearly perceive and visualize this object. In other words, preschoolers think only in visual images and do not yet master concepts (in the strict sense).
Distracted thinking.
On the basis of practical and visual-sensory experience, children at school age develop, at first in the simplest forms, abstract thinking, that is, thinking in the form of abstract concepts.
Mastering concepts in the course of assimilation by schoolchildren of the basics of various sciences - mathematics, physics, history - is of great importance in the mental development of children. The formation and assimilation of mathematical, geographical, physical, biological, and many other concepts in the course of schooling is the subject of numerous studies. The development of abstract thinking in schoolchildren in the course of assimilation of concepts does not at all mean that their visual-effective and visual-figurative thinking now ceases to develop or disappears altogether. On the contrary, these primary and initial forms of all mental activity continue to change and improve as before, developing together with abstract thinking and under its influence.
Intuitive and analytical thinking.
Analytical thinking is characterized by the fact that its individual stages are clearly expressed and the thinker can tell another person about them. An analytically thinking person is fully aware of both the content of his thoughts and their constituent operations. Analytic thinking in its extreme form takes the form of careful deductive (from general to particular) inference.
Intuitive thinking is characterized by the fact that it lacks clearly defined stages. It is usually based on a folded perception of the whole problem at once. The person in this case arrives at an answer, which may be right or wrong, with little or no awareness of the process by which he got that answer. Therefore, the conclusions of intuitive thinking need to be verified by analytical means.
Intuitive and analytical thinking complement each other Through intuitive thinking, a person can often solve problems that he would not solve at all or, at best, would solve more slowly through analytical thinking.
theoretical thinking.
Theoretical thinking is thinking that does not lead directly to practical action. Theoretical thinking is opposed to practical thinking, the conclusion of which is, in the words of Aristotle, an act. Theoretical thinking is guided by a special attitude and is always associated with the creation of a specific "theoretical world" and the drawing of a fairly clear boundary between it and the real world.
empirical thinking.
There are at least three vital functions of empirical thinking.
First, empirical thinking provides a person with an awareness of similar and different. The most important task of thinking when faced with an infinite variety of sensually given properties and relations of things is to separate them, to focus on similar and different, to single out a general idea of \u200b\u200bobjects.
Secondly, empirical thinking allows the subject to determine the measure of similarity and difference. Depending on practical everyday tasks, a person can define the same objects, phenomena, situations as more or less similar and different.
Thirdly, empirical thinking makes it possible to group objects according to generic relations, to classify them.
Ways to develop thinking
The development of visual - effective thinking of children.
By the age of 5-6, children learn to perform actions in their minds. The objects of manipulation are no longer real objects, but their images. Most often, children present a visual, visual image of an object. Therefore, the thinking of the child is called visual-effective.
For the development of visual-effective thinking, the following methods of working with children should be used:
1) Teaching the analysis of a visual image (an adult can draw the child's attention to individual elements of objects, ask questions about similarities and differences).
2) Learn to determine the properties of objects (children do not immediately understand that different objects may have similar properties; for example: “Name 2 objects that have three features at once: white, soft, edible”).
3) Learning to recognize an object by describing possible actions with it (for example, riddles).
4) Learning to find alternative ways of acting (for example, “What if you need to know the weather outside?”).
5) Learning to compose plot stories.
6) Learning to draw logical conclusions (for example, " Petya is older than Masha, and Masha is older than Kolya. Who is the oldest?").
Development of logical thinking of children.
To develop the logical thinking of preschool children, the following techniques are used:
1) Teaching a child to compare objects (for example, "Find 10 differences in the following pictures").
2) Teaching a child to classify objects (for example, the game "What's superfluous?").
3) Teaching the child to search for the same properties or signs of objects (for example, among toys, invite the child to find 2 identical ones).
Development of logical thinking of children of primary school age:
1) Application of exercises aimed at developing the ability to divide objects into classes (for example, “Read the words (lemon, orange, plum, apple, strawberry) and name berries and fruits”).
2) Formation of the ability to define concepts.
3) Formation of the ability to highlight the essential features of objects.
Thinking acts mainly as a solution to problems, questions, problems that are constantly put forward before people by life. Solving problems should always give a person something new, new knowledge. The search for solutions is sometimes very difficult, so mental activity, as a rule, is an active activity that requires focused attention and patience. The real process of thought is always a cognitive process.
Bibliography:
1. Brief psychological dictionary / ed. A. V. Petrovsky, M. G. Yaroshevsky. - Rostov-ND, 1998.
2. Gippenreiter Yu. B. Introduction to General Psychology: Tutorial/YU. B. Gippenreiter. - M. : Omega L, 2006.
3. Tertel A. L. Psychology. Course of lectures: Textbook / A. L. Tertel. – M. : Prospekt, 2006.
4. Diagnosis and correction of the mental development of preschoolers: Textbook / Ed. Ya. L. Kolominsky, E. A. Panko. - Mn., 1997.
5. Uruntaeva G. A. Workshop on child psychology: Textbook / G. A. Uruntaeva, Yu. A. Afonkina. - M .: Education, 1995.
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Development of thinking in preschool age
In order to understand how small man perceives the reality around him, you need to have an idea of how the child comprehends and systematizes the information received from the outside world.
Therefore, understanding the patterns of development of thought processes in preschool children will make communication between parents and a small child more productive and enjoyable.
Thinking of preschoolers: stages and features
Visual Action Thinking
In the very early period his life, at the age of one and a half - two years, the baby "thinks" with his hands - disassembles, explores, sometimes breaks, thus trying to explore in an accessible form and form his own idea of \u200b\u200bwhat surrounds him.
Therefore, we can talk about a visual-effective way of thinking. That is, the thinking of the child is completely determined by his active actions aimed at researching and changing the objects around him.
Ways to develop visual - effective thinking
At this stage, the main task of parents is not to interfere with the desire of the little researcher to try everything with his own hands. Despite the fact that, undoubtedly, in the course of his actions, the baby can break something, break, damage, and even injure himself. Therefore, it is important to encourage his desire to learn, while not forgetting about security measures.
This type of thinking is well trained by toys, the elements of which somehow reflect the result of the child's actions - sorters, sets for applied activities, classes with different materials - loose sand, cereals, water, snow.
Try to ensure that the baby forms a clear connection during the game - “action-result of action”, this will be useful for future lessons in logic and mathematics.
Visual-figurative type of thinking
At the next stage, from the age of three or four to the first grade, a visual-figurative type of thinking is actively formed in the child. This does not mean that the previous, visually effective, is being forced out, no. It’s just that in addition to the already existing skills of mastering the surrounding objects through the active perception of their “hands”, the baby begins to think using a system of images. This type of thinking is especially clearly reflected in the child's emerging ability to draw.
When drawing any object, for example, a house, children rely on their idea of it, on those of its characteristic features (roof, walls, window) that are imprinted in their memory. At the same time, the resulting image is not individualized - it is only an image that has developed in the mind of the baby at a given point in time.
It is very important that the child likes to visualize, embody in reality, the images that arise in his mind.
This is well facilitated by drawing, modeling, designing, and appliqué.
Verbal - logical thinking
At the age of 5-7 years, preschoolers begin to actively develop the following type of thinking - verbal-logical. The ability not only to report facts, but also to subject them to a detailed analysis in verbal form speaks of a well-developed verbal-logical thinking.
For example, if a kid of three or four years old is asked, “What is a cat?”, Then he will say: “The cat is Fluffy, and he lives with his grandmother in the yard.” A child of five or six years old will most likely answer this question like this: "A cat is an animal that catches mice and loves milk." Such an answer demonstrates the child's visual ability to analyze - one of the most important mental operations, which is a kind of "engine" for the development of thinking in preschool children.
Creative thinking
This type of thinking characterizes the ability to be creative - that is, the creation of new, non-standard solutions. The successful development of a child's creative abilities will largely depend on the desire of parents to develop creativity in him.
Unlike the previous types of thinking, the creative type is not determined by the factors of growth and formation of the child's intellectual abilities.
Such forms mental activity, as fantasies and imagination are inherent in any kid and are an essential condition for the emergence of the creative process. It is only important to create an environment in which a small person can develop his creative impulses. Absolutely all types of creativity will help with this: literary, visual, choreographic, musical.
There are no children incapable of creativity, parents of a preschooler should remember this. Even children who are lagging behind in development are able to find original creative solutions to the proposed problems, if classes with parents and teachers contribute to this.
Mental operations and their role in the development of thinking in preschoolers
Universal mental operations inherent in human thinking are analysis, synthesis, comparison, generalization and classification. It is the ability to use these operations that determines the development of thinking in preschool children.
Comparison
In order for a child to fully be able to use this category, it is necessary to teach him the skill of seeing the same in the different, and the different in the same. Starting from the age of two, teach your baby to compare and analyze objects by comparing homogeneous features, for example: shape, color, taste, texture, set of functions, etc.
It is necessary that the child understands the importance of analysis based on homogeneous features, knows how to identify and name them. Expand the horizons of the concepts being compared - let it be not only objects, but also natural phenomena, seasons, sounds, properties of materials.
Generalization
This mental operation becomes available to a preschooler at the age of 6-7 years. A child at the age of three or four years perfectly operates with the words “cup”, “spoon”, “plate”, “glass”, but if you ask him to name this entire group of objects in one word, he will not be able to do it.
However, as the vocabulary and coherent speech are filled, the use of generalizing concepts will become available to preschoolers, and they will be able to operate with them, expanding their mental abilities.
Analysis
This way of thinking makes it possible to "partition" the analyzed object, phenomenon into its constituent components, or to reveal a number of individual signs and features characteristic of it.
Ask the child to describe the plant. At the age of 3-4 years, he will most likely indicate and name its parts without difficulty: stem, leaves, flower, thus demonstrating his ability to analyze. The analysis can be directed not only to the "dismemberment" of the concept, but also to the selection of exceptional features peculiar only to it.
Synthesis
A mental operation inverse to analysis. If, while analyzing, the child “dismembers” the object, the concept of the phenomenon, then the synthesis, as a result of the analysis, will allow him to combine the features obtained separately.
This operation is very well illustrated by the preschooler's mastering the skills of coherent reading. From individual elements (letters and sounds), he learns to add syllables, from syllables - words, words form sentences and text.
Classification
Mastering this way of mental action will allow the child to identify the similarities or differences of certain objects, concepts and phenomena. Singling out one, but usually essential feature the baby can classify the group of objects under consideration.
For example, toys can be classified according to the material from which they are made - these are toys made of wood, plastic, soft toys, natural materials etc.
Exercises to develop the skills of analysis, synthesis and classification
"What's extra?"
Put in front of the child several pictures depicting objects that he understands. You can use children's loto cards, you can make pictures yourself.
For example, the following items are shown in the pictures: an apple, a candy and a book. The child must analyze and correctly classify these items. An apple and a candy can be eaten, but a book cannot.
So, the picture with the book in this row will be superfluous.
"Pig in a poke" (we train the skills of analysis and synthesis)
One of the players (in case the child is still small and does not speak very well, let it be an adult) takes a picture from the children's loto and describes what is shown on it without showing it to another player. In this case, the object itself can not be called!
The other player must guess, based on the description, what is shown in the picture. Over time, when the child grows up (starting from 4-5 years old), you can change roles - let the child describe what is shown in the picture, and the adult player guesses. In this case, not only mental abilities are trained, but also coherent speech skills.
“Pick up a couple” (training analysis, comparison)
You need two sets of children's lotto with the same cards. One child (player) takes a card and, without showing it, explains to other players what is drawn on it.
Other players, analyzing, offer their own version of the card, which, in their opinion, depicts what the first child described. If the description and guess match, two identical cards are removed from the game, and the game continues on, with the remaining cards.
"What is it?" (analysis, comparison, generalization)
Invite the child to describe the following vocabulary series using a generalizing word.
- glass, plate, fork, knife; /tableware/;
- plum, apple, orange, banana; /fruit/;
- sparrow, stork, goose, dove; /birds/;
- cat, pig, rabbit, sheep; /animals, pets/;
- rose, tulip, lily of the valley, poppy; /flowers/.
Come up with vocabulary rows on your own, complicate tasks over time, move from simple objects to concepts and phenomena (seasons, human feelings, natural phenomena, etc.).
The development of thinking in preschool children is a task, the solution of which directly depends on how successfully the child has mastered and can use the above mental operations.
Classes and games aimed at their training will ensure not only the intellectual development of the preschooler, but the harmonious formation of the personality of the growing child as a whole, because it is advanced thinking distinguishes man from other living beings.
Teacher, specialist of the children's development center Druzhinina Elena
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Development of thinking in preschool children through didactic games
Development of thinking in preschool children through didactic games
The importance of the development of thinking in a child, probably, no one doubts - this is a big plus. It is thanks to thinking that one can substantiate many life phenomena, explain abstract concepts, teach a child to defend his point of view.
Through thinking, complex mathematical theorems and simple worldly judgments are built. It helps to sensibly assess the world and others, to understand the whole complex process of the flow of time called "life".
I believe that only by developing and improving the ability to think, reason and act correctly, the child will be able to turn into a sane person. It is precisely to help him in this serious and vital matter that my work experience is directed.
Correct thinking has the main techniques - comparisons, analysis and synthesis, abstraction and generalization, concretization. All these techniques need to be developed already at preschool age, since the development of thinking affects the upbringing of a preschooler, positive character traits develop, the need to develop one’s own good qualities, efficiency, activity planning, self-control and conviction, interest, desire to learn and know a lot.
Sufficient preparedness of mental activity, in the future, relieves psychological overload at school, preserves the health of the child.
COMPARISON - a technique by which the similarity and difference of objects are established. There is a basic comparison rule: you can only compare compared objects, that is, only those that have some common features and there are differences.
ANALYSIS AND SYNTHESIS. Analysis is a technique by which a child mentally divides an object into parts.
Synthesis is a technique by which a child mentally combines the separate parts of an object dissected in the analysis into a single whole.
Analysis and synthesis are two techniques that are always inextricably linked with each other.
ABSTRACTION AND GENERALIZATION. Abstraction is a technique by which a child mentally singles out the essential properties of objects and is distracted from signs that are not essential at the moment. The result of abstraction is called abstraction.
Abstracting, the child mentally combines these objects into groups and classes according to their common and, moreover, essential features.
Abstraction and generalization are a single, inseparable process. With their help, the child receives general concepts. In the process of generalization, the child, as it were, moves away from specific objects, being distracted from the mass of their own features.
But all this is done in order to, having known the general, to penetrate deeper into the essence of the individual.
SPECIFICATION - a technique by which the child comprehensively cognizes single objects.
Cognizing the surrounding reality, the child compares objects with each other, establishes their similarities and differences, through analysis and synthesis reveals the essence of objects, highlights their features, abstracts and generalizes the features. As a result of these operations, the child develops concepts about the objects of the environment.
All this enhances the culture of thinking. For the development of mental literacy, training is necessary.
In my work, I rely on pedagogical activity innovative methods and use the heritage of such teachers as Doronova T. N. "Kid and Mathematics", Fidler M. "Mathematics is already in kindergarten", Peterson L. G. "Player", Montesori M. "Early development methods".
I want to dwell in more detail on the figurative thinking of older preschoolers. The very concept of “figurative thinking” implies operating with images, carrying out various operations (thinking) based on ideas.
Preschool children (up to 5.5 - 6 years old) are available exactly this species thinking. They are not yet able to think abstractly (in symbols), distracted from reality, a visual image. Therefore, I focus my efforts on developing in children the ability to create various images in their heads, that is, to visualize.
Approximately at the age of 6-7 years, the child begins to form two new types of thinking for him - verbal-logical and abstract. I believe the success of schooling depends on the level of development of these types of thinking.
After all, if a child has insufficiently developed verbal-logical thinking, then this leads to difficulties in performing any logical actions (analysis, generalizations, highlighting the main thing when drawing conclusions and operations with words). The games I use to develop this type of thinking are aimed at developing the child's ability to systematize words according to a certain attribute, the ability to distinguish generic and specific concepts, the development of inductive speech thinking, the function of generalization and the ability to abstract. It should be noted that the higher the level of generalization, the better developed the child's ability to abstract.
In the course of verbal-logical thinking, there is a transition from one judgment to another, their correlation through the mediation of the content of some judgments by the content of others, and, as a result, a conclusion is formed.
The development of verbal-logical thinking through the solution of logical problems, it is necessary to select such tasks that would require inductive ( from individual to general) deductive(from general to singular) and traductive(from the singular to the singular, from the general to the general, from the particular to the particular, when premises and conclusions are judgments of the same degree of generality), inferences.
Traductive inference (lat. traductio - movement) is an inference by analogy, it can be used as the first stage of learning the ability to solve logical problems in which, due to the absence or presence of one of the two possible signs in one of the two discussed objects, a conclusion follows, respectively, about the presence or absence of this feature in the other object. for instance: "Natasha's dog is small and fluffy, Ira's is big and fluffy. What is the same about these dogs? Is it different?"
Insufficient development of abstract-logical thinking - the child has a poor command of abstract concepts that cannot be perceived with the help of the senses (for example, an equation, area, etc.) The functioning of this type of thinking occurs based on concepts. Concepts reflect the essence of objects and are expressed in words or other signs.
I would like to dwell on intuition, because there is a series of logic games for its development, which, I think, is also important. In addition to the main five senses, there is also the so-called sixth sense - INTUITION.
This word comes from the Latin word intueor - stare. The exact, encyclopedic interpretation of the meaning of the word "intuition" sounds like this: "it is the ability to comprehend the truth by direct observation of it, without substantiation with the help of evidence; the subjective ability to go beyond the limits of experience by mental grasping ("insight") or generalization in the figurative form of patterns.
But, in addition, intuition is an invisible and intangible feeling that is most developed in young children. They follow an intuitive impulse, without carefully considering their own actions, without analyzing them. They simply follow their own sense of intuition.
Thus, I believe that in order to achieve the most complete and perfect development of the child, it is necessary to focus not only on the basic ways of knowing, but also not to forget about the feeling of intuition. It is necessary to develop it, since it is clear that it contributes not only to further creative development, but even to physical development.
In order to make it easier for a child to master all the wisdom of thinking, in my work I try to be guided by the following principles:
I try to take into account individual characteristics child, because children have different temperaments and types of perception of information;
I pay maximum attention to children who find it difficult to complete the required task, I try to repeat the work with them individually;
I always try to praise the child for the result achieved independently;
I encourage the child's desire to learn something new;
I try to encourage the child to independently find solutions
tasks assigned to him;
I hold conversations with parents about the achievements and failures of the child (in his absence), I try to give recommendations on how the child can best overcome difficulties;
I play with children in various didactic games.
The child often proceeds correctly in his reasoning, but due to the lack of logic in them, he hardly substantiates and expresses his thoughts. overcome this weak side I help with didactic games.
Didactic games are based on two principles of learning: “from simple to complex” and “independently according to abilities”. This alliance allowed me to solve in the game several problems at once related to the development of thinking in children.
Firstly, didactic games can provide food for thought.
Secondly, their tasks always create conditions for advancing the development of abilities.
Thirdly, each time rising independently to its ceiling, the child develops most successfully.
Fourthly, didactic games can be very diverse in their content, and besides, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity.
Fifthly, playing these games with children, we imperceptibly acquire a very important skill - to restrain, not to interfere, the child to think and make decisions on his own, not to do for him what he can and should do himself.
Each series of games that I use is designed to form certain mental structures or prepare for the assimilation of a certain mathematical idea.
To develop ingenuity
They help children to show the speed of their individual thinking, develop logic. With the help of these games, children quickly switch from one activity to another.
They are also ideal for stirring up sluggish and lazy children, forcing them to think and express themselves through trial and error. Thus, logic games for the development of ingenuity are very useful for general development children.
For the development of creative abilities
These games help develop imagination and oratory skills, as well as overcome psychological barriers associated with fear of communication.
For understanding
All comprehension games are very useful for children of almost any age. They develop thinking, train ingenuity and develop a reaction. Such games teach the child to find various associations in the world around him and, thus, better understand it.
A child who loves games of understanding will develop psychologically faster and be better prepared for the complexities of future adulthood.
Games for the development of artistic and figurative thinking
Games are aimed at the development of imagination, figurative thinking. They contribute to the emergence of associativity.
games for intuition
Games contribute to the development of thinking, the development of imagination and fantasy, intelligence, and, of course, intuition.
Games for the development of intelligence
They are aimed at developing the main qualities of the intellect, this is the ability to compare facts, analyze and find their own, simpler solutions.
Linguistic games
Develop ingenuity and speed of thinking. Allows for imagination. The more a child has a developed vocabulary, the better he develops intellectually.
He improves memory, logical thinking, perception becomes more accurate.
I came to the conclusion that logic games help to develop thinking in various directions already in younger groups, this makes it even easier to develop it in older preschool age.
In the future of my work, I will continue to develop different kinds thinking in older preschool children. I consider the main task for myself: through logic games, to form in children such an attitude to the world around them, which would be emotionally effective in nature and expressed in the form of cognitive interest, humanistic and aesthetic experiences, practical readiness to create around them.
The process of forming attitudes towards the surrounding world is a complex process. Difficulties are associated primarily with the fact that it is hidden. While the direct formation is going on, we do not know what relation we will get as a result.
I really hope that it will not be consumerist, but creative. The experience, methods, technologies that I use will help me achieve a positive result.
Educator of the second qualification category Voytyuk Maria Valerievna MKDOU No. 194
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Features of thinking of preschool children
Thinking is undoubtedly one of the most important components of the human psyche. It is difficult to imagine the implementation of any type of activity without connecting thinking. As L. S. Vygotsky emphasized, the development of thinking is central to the entire structure of consciousness and to the entire system of activity of mental functions.
At the age of three or four, the child, albeit imperfectly, tries to analyze what he sees around him; compare objects with each other and draw conclusions about their interdependencies. In everyday life and in the classroom, as a result of observing the environment, accompanied by explanations from an adult, children gradually gain an elementary idea of the nature and life of people.
The child himself seeks to explain what he sees around. True, it is sometimes difficult to understand him, because, for example, he often takes the consequence for the cause of the fact.
Compare, analyze younger preschoolers in a visual-effective way. But some children are already beginning to show the ability to solve problems based on representation. Children can compare objects by color and shape, highlight differences in other ways. They can generalize objects by color (it's all red), shape (it's all round), size (it's all small).
In the fourth year of life, children somewhat more often than before use generic concepts such as toys, clothes, fruits, vegetables, animals, dishes, and include in each of them a larger number of specific items.
At the age of four or five, figurative thinking begins to develop. Children are already able to use simple schematic images to solve simple problems. They can build according to the scheme, solve labyrinth problems.
Anticipation develops. Children can tell what will happen as a result of the interaction of objects based on their spatial arrangement.
Thinking as a whole and the simpler processes that make it up (analysis, synthesis, comparison, generalization, classification) cannot be considered in isolation from the general content of the child's activity, from the conditions of his life and upbringing.
Problem solving can occur in visual-effective, visual-figurative and verbal plans. In children 4-5 years old, visual-figurative thinking prevails, and the main task of an adult is the formation of various specific ideas.
But we should not forget that human thinking is also the ability to generalize, therefore it is also necessary to teach children to generalize. A child of this age is able to analyze objects simultaneously in two ways: color and shape, color and material, etc.
He can compare objects by color, shape, size, smell, taste and other properties, finding differences and similarities. By the age of 5, a child can assemble a picture from four parts without relying on a sample and from six parts using a sample. Can generalize concepts related to the following categories: fruits, vegetables, clothes, shoes, furniture, utensils, transport.
At the senior preschool age (five-six years) figurative thinking continues to develop. Children are able not only to solve the problem visually, but also to transform the object in their mind, etc. The development of thinking is accompanied by the development of mental means (schematized and complex ideas develop, ideas about the cyclical nature of changes) .
In addition, the ability to generalize is improved, which is the basis of verbal-logical thinking. Older preschoolers, when grouping objects, can take into account two features.
As shown in studies by Russian psychologists, children of older preschool age are able to reason, giving adequate causal explanations, if the analyzed relationships do not go beyond their visual experience.
At six or seven years of age, visual-figurative thinking is still the leading one, but by the end of preschool age, verbal-logical thinking begins to form. It involves the development of the ability to operate with words, to understand the logic of reasoning.
And here the help of adults will definitely be required, since the illogicality of children's reasoning when comparing, for example, the size and number of objects is known. At preschool age, the development of concepts begins. Completely verbal-logical, conceptual, or abstract, thinking is formed by adolescence.
An older preschooler can establish causal relationships, find solutions to problem situations. Can make exceptions based on all learned generalizations, build a series of 6-8 consecutive pictures.
WHAT IS EXCESSIVE?
Purpose of the game: development of the ability to generalize.
Instruction and course of the game: the child is invited to exclude an extra object (picture, concept) from the proposed series. At first, various toys can be used to play. The number varies depending on the success of the child (from 3 or more). Then you can move on to real objects in the child's field of vision (for example, furniture, dishes). Next, the child perceives the proposed row by ear.
In this game, it is important that the child justifies his choice, even if he does it on the basis of insignificant signs.
WHO LIVES WHERE?
Purpose of the game: development of the ability to generalize and classify based on essential features.
Instructions and course of the game: for the game, it is necessary to prepare cards with the image of objects belonging to various categories (animals, mushrooms, dishes, etc.). The cards are shuffled and laid out in front of the child.
An adult asks: “Who lives where? Who lives in the zoo? What's in the kitchen? What's in the basket? And so on. The child needs to sort the objects into the appropriate groups.
For clarity, you can also use pictures depicting "habitats".
GUESS!
Purpose of the game: to teach the child to correlate the concepts and categories to which objects belong, the development of the generalization function.
Instructions and course of the game: an adult thinks of a certain word, and the child tries to guess it by asking the adult questions that can be answered "yes" or "no".
Then the players switch roles. For visual support, you can think of not abstract words, but one of the objects depicted on pre-prepared cards or located in the room.
FIND SOMETHING SIMILAR
Purpose of the game: to develop the ability to group objects according to the proposed feature.
Instructions and course of the game: for the game you need cards with the image of various objects, and separate groups of objects must have common (insignificant) features. For example, the "Striped" group may include a zebra, a striped scarf, a watermelon, etc. The cards are shuffled and laid out in front of the child, he is invited to take one of them. “What do you think, which of the cards on the table can be placed next to your card? What do they have in common?