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 development logical thinking in a child, as it is still at the stage of formation. However, supporters of early development have many exercises aimed at developing the logical thinking of babies.
Children preschool age, before reaching the age of 6-7, they 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, in school curriculum there are necessary exercises, but parents should work with the child and 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 educational program any person, the basis on which the 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 convey to the child not only the elementary skills of logical thinking (cause and 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 pictures, stimulate their memory and improve their 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 about the negative impact of computers on the fragile children's psyche.

Our Brain Apps service offers a series of well-made games suitable for children of all 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.

By developing day by day logical thinking, your child will understand patterns 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.

Ministry of Education of the Republic of Belarus

UO Vitebsk State University named after P.M. Masherova

Test No. 6

in the subject Developmental psychology

on the topic Development of thinking in children

Introduction

1.2 Development of speech and thinking in pre school age

1.3 Development of speech and thinking in early school age

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

2.1 Basic concepts and principles of intellectual development

2.2 Stages of intelligence development according to J. Piaget

2.3 Egocentrism of children's thinking

2.4 Piagetian phenomena

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

Table

Conclusion

Literature

Introduction

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

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

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

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

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

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

Chapter 1. Development of speech and its influence on thinking

1.1 Development of speech and thinking in early childhood

Early childhood is a sensitive period for language acquisition.

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

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

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

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

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

In psychology, there are three forms of thinking in preschool children: visual-effective, visual-figurative and space-time (temporal). The features of the development of thinking of preschoolers of each of the above types will be discussed in this article. You will learn what stages a child goes through in the process of exploring the outside world and how the thinking of boys differs from the thinking of girls.

Features of the development of visual-effective thinking in preschool children

The development of a child's thinking at an early age occurs through direct perception of the world around him. He begins to interact with objects. Among all the processes developing in the psyche, the fundamental role is given to perception. Both the consciousness of the child and his behavior are almost completely determined by what he perceives at the present moment. All his experiences focus on those objects and phenomena that surround him.

Thought processes, which are external orienting actions, are visual and effective: with the help of this form, children discover numerous connections between them and the objects of the world around them. External actions are the basis and starting point, which serves as the starting point for the formation of all other forms of thinking.

The child receives the necessary experience when he begins to persistently and regularly reproduce the same elementary actions, as a result of which he receives the expected result. Ultimately, this experience will form the basis of more complex thought processes that develop in the child's head.

This experience at the initial stages of the development of visual-effective thinking in preschoolers is unconscious and is included in the direct process of performing an action. It is important to note that objects in this case are not only carriers of practical and consumer functions, but also general characteristics which are often abstract concepts. Those actions that the child performs with objects are aimed at isolating their main features.

How visual-effective thinking develops in preschool children

In the process of visual and orienting actions formed during manipulations with various subjects visual images are formed. At this stage in the development of visual-effective thinking in preschool children, for a child, the main features of things are their shape and size. In early childhood, color is not fundamental to recognizing things. Children pay attention to contours and overall shape.

A special role is played by correlative actions, which are aimed at the development of visual and effective thought processes. The kid here manipulates two or more objects and learns to gradually correlate their sizes, shapes, and the place where they are located. He begins to perform actions with several objects - he strings rings on a pyramid, puts cubes on top of each other. However, during these processes, he does not take into account the characteristics of objects, he will begin to select them in accordance with the shape and size much later, as well as arrange them in a given order.

For this reason, most toys designed for children of this age (this includes various pyramids, cubes, nesting dolls, etc.) involve correlating actions. At the same time, for the development of visual-effective thinking in preschool children, all of them should be aimed at obtaining a certain result, so that all manipulations have one common goal. Correlating actions can be performed depending on the order that the adult suggests. If a child is engaged in imitation, that is, he performs the same actions as an adult participant in the game, then the result will be obtained only with the direct participation of the mentor. However, for the formation of effective thinking in children, it is necessary that the baby independently learns to highlight the most important characteristics of objects, select the components and assemble them in the correct order.

This type of thinking in children is formed for the most part independently. The participation of an adult should be limited to only one thing: he needs to interest the child in the subject and cause a desire to start interacting with it. At first, the child can begin to practically try out objects, since he has not yet mastered the skills of visual comparison of size and shape. The peculiarity of the development of this type of thinking in children is clearly manifested in the example of playing with a nesting doll: by applying two halves that are not suitable for each other, the baby will try to get the desired result by force - to squeeze in the wrong part. As soon as he is convinced that his actions do not bring the desired result, he will begin to use other elements until the necessary part falls into his hands. To develop thinking in children, toys are designed in such a way that they themselves will tell you which of the elements is most suitable. Sooner or later, the baby will be able to independently achieve the long-awaited result.

After external orienting actions are mastered, the child begins to visually correlate the characteristics of things. Here the visual perception is laid down, when the qualities of one object are taken by him as a model with which the baby will compare the properties of other things. The manifestation of this ability lies in the selection of details by eye. This greatly speeds up the interaction with objects, since the practically directed action is performed immediately, the process of practical trials goes aside.

At the next stage in the development of thinking, when children reach the age of two, they are already able to select objects visually according to the model. During the game, an adult offers the baby to give him exactly the same object, to which he must respond correctly and choose from the whole mass of toys the most suitable thing, in his opinion. However, the thinking here is directed to three key filters - first the child will look for an object that matches the shape, then the size, and only lastly the color. It turns out that a new perception is formed for already known characteristics that the child uses regularly, and subsequently it is transferred to less significant indicators.

It is worth noting that the features of the development of thinking in children at an early age are such that they cannot choose the right subject for quite some time. complex shape, especially if an adult offers the baby to find several things at once. In addition, the child may completely lose sight of the characteristics that seem to him not very important. For example, if he needs to build a pyramid of a certain size from cubes according to the model, then he will not pay attention to colors, although he already knows how to distinguish them.

A little later, with the development of this kind of thinking, children acquire permanent patterns with which they can compare all objects. They are things whose form is very pronounced, or ideas about them. For example, a baby may perceive everything triangular as a house, and everything round as a ball. This will tell parents that their baby has already acquired certain ideas about the shape of objects, and they are fixed in his brain in connection with certain things.

Ideas about the shapes of objects are formed depending on how quickly the baby begins to master the visual orientation. So that the development of this form of thinking in children does not slow down, and his ideas about the characteristics of objects become as extensive as possible, the baby needs to get acquainted with the properties of things when they are in a certain environment. He has to be in constant interaction with a rich sensory environment, and it is she who influences his further development, both physical and mental.

Correlating actions the child regularly reproduces and repeats. Due to this, certain mental actions are formed in his head. One of the features of the development of this form of thinking in children is that even at this age, children begin to have actions that they perform only in their minds, without resorting to external influences. For example, he can choose the most suitable detail in his mind through vision.

Psychology of the development of visual-figurative thinking in younger preschoolers

At the heart of the guess, the test that has passed through mental analysis is associated with the images of objects. Approximately about three years, visual-figurative thinking is formed in children of primary preschool age. In young years given form thinking in children is only in its infancy, which is why the baby can use it only within a limited range of tasks. The psychology of the development of thinking in children at this age is such that they perform more complex actions with the help of a visual-effective form.

For the development of all types of thinking, children of primary preschool age require certain educational toys, without which these processes can be seriously delayed. The most suitable are compound toys, when using which the baby is required to correlate parts by size or color. Sometimes during the game two identical things are used at once, one of which serves as a model, and the second is needed in order to reproduce the action with the object.

One of the very first reproducing actions is nesting one object into another. Toward the end of the first year of life, the child takes his toys out of the box and puts them back. First he takes them out, and then scatters them. If an adult collects them back, then the baby will again get them. This continues several times in a row.

A few months later, the child quickly collects small toys in a certain container. An adult should support this initiative and, in order to form visual-figurative thinking in children, show how to collect toys in a small box, and then transfer them to some other container. If the child is interested in this, such an activity will greatly captivate him. However, he will begin to enjoy the process itself, and not the final result.

Interaction with inserts in the process of the formation of visual-figurative thinking in children is a more complex process. A similar set is several objects of approximately the same shape, but of different sizes. The main task of the child when playing with liners is to correlate the size of objects in order to develop hand coordination. These items are very useful for the development of not only perception, but also thinking.

How to develop visual-figurative thinking in preschool children

Another extremely useful toy is the pyramid. Parents should teach the child to play with her correctly - first of all, put on rings and take them off. For kids, a pyramid with large multi-colored rings located on a rod of short length (about 20 cm) will be most suitable. How to develop thinking in a child with this toy? An adult should put the rod in front of the child and show how to string the rings and how to remove them. The parent can take the baby's hand and put the pyramid ring into it. After the exercise has been done several times, you can let the child complete it on their own.

For the development of figurative thinking in children under one and a half years old, the pyramid requires the simplest - a maximum of five rings. An adult must take it apart himself and show the baby all the necessary manipulations. Now there are pyramids with rings of different sizes - this task will become more difficult for the child, but it will significantly speed up his development. At first, the baby will string the rings, not paying attention to the size, but in this case there is a way out: buy a pyramid with a conical rod. The ring that should be on top cannot be worn below.

When the baby is a little older, for the development of visual-figurative thinking of preschoolers, actions with a pyramid can be diversified. Invite him to fold the track, putting the rings from largest to smallest. At first, let him not pay attention to their size, but later he himself will learn to lay out a narrowing path.

A pyramid with multi-colored rings is an excellent material for teaching a child to distinguish colors. However, in this case, the adult will not only have to take part in the game, but also comment on it. Therefore, in this case, for the development of figurative thinking in preschool children, two pyramids will be required at once. The kid is shown a red ring and asked to find a similar color. If he coped with the task, he is shown that the rings matched in color and praised. In the case when the child brought the wrong ring, he is again asked to bring the ring of the right color, but the wrong option is removed.

At first, the baby's speech is inextricably linked with his actions, but over time, words begin to anticipate any actions. He will first say what he is going to do, and only then will he do what he planned. At this stage of development, visual-effective thinking passes into visual-figurative. The child has accumulated enough life experience to imagine certain objects in his head and perform certain actions with them.

In the future, the thinking of preschool children develops on the basis of the relationship between image, word and action, where the word begins to play an increasingly important role. Nevertheless, until about the age of seven, the child's thinking is concrete, that is, it is not isolated from what he perceives in the life around him. Starting from about the age of six, the development of figurative thinking of preschoolers allows them to skillfully apply the available factual material, generalize it and draw the necessary conclusions.

Development of a form of visual-verbal thinking in a child

The development of visual-verbal thinking in a child is based not only and not so much on the perception of objects, but on descriptions and explanations received from parents orally. Despite this, the baby still thinks in concrete terms. For example, he already knows that metal objects sink in water, so he is sure that the nail will sink. However, he reinforces this with personal experience, which is expressed by the words: "I myself saw how the nail sank."

At this age, children are very inquisitive and ask adults a lot of questions. For the development of thinking in preschool children, parents or educators must have an answer to each question. The first questions are often related to the disruption of the usual order of things, for example, when a toy breaks that used to work fine. The child is interested in adults, how to be and what to do. Somewhat later, questions arise about what surrounds him.

The development of thinking of children of middle preschool age and younger schoolchildren is accelerating. When a child goes to school, the nature of his activities undergoes significant changes. For example, the range of subjects that make up his interest is greatly expanding. The teacher guides the children in the classroom so that they can express their thoughts freely in words. They are invited to think first, and then perform a certain action. Despite the fact that at primary school age children still think in concrete-figurative concepts, abstract thinking is already laid in them. Their mental processes begin to spread to animals, plants, surrounding people, etc.

However, in this case, the pace of development depends, first of all, on how well the training program is chosen. If children are engaged in a program of increased complexity, then by about eight years of age their ability to abstract reasoning is much higher than that of their peers who are trained according to standard patterns. The main advantage of this method is that the teacher is always well aware of what factual material needs to be used and how the thought processes of a particular student are formed.

Stages of development of spatio-temporal thinking of children

Another type of thinking in preschool children is spatio-temporal or temporal. Adults are well aware that time is a very ambiguous and relative concept. Children also think about something similar, but initially they should be introduced to this concept. Child psychologists have long noted the fact that the main reference point for the child in relation to time is some bright event or significant impression, the expectation of something. In this case, it turns out that the baby is perfectly oriented both in the past and in the future tense, but the present is absent. The child imagines the present as the current moment, what is happening this very second.

It has been observed that even very young children are able to learn what is repeated daily - morning, evening, night. It is easier for a child to navigate in time if the parents wish him good morning or good night. Due to the fact that thinking in preschool children is visual-figurative, it is difficult for them to operate with abstract concepts.

Time is just an abstract category - it cannot be seen, felt or heard.

One of the features of the development of temporal thinking in preschool children is the “natural sense of time”, because even infants are guided by their internal biological clock, embedded in them by nature.

If a clear time schedule was instilled in children from an early age, then it will be much easier for them to learn the time. Their body adapts to the existing rhythm of life, so the idea of time periods develops in their brain much faster than those of those children who do not have a certain routine. If today the baby was fed at noon, and yesterday at 2 pm, it is much more difficult for him to navigate in time.

For hours, children begin to be interested from about three or four years old. If the baby has good natural data, then by this age he is able to navigate them. For the development of space-time thinking of children from an early age, parents should introduce them to the very concept of time.

This should not be devoted to any separate conversations, you just need to say words denoting temporary concepts in the process of playing and communicating with the baby. As a result, the adult simply comments on his actions and plans. It is these concepts that are initially fixed in the mind of the child. However, they may not refer to daily activities, but to what parents tell their offspring about.

A little later, you can begin to designate more specific time periods, so that the child has a concept in his head regarding the past, present and future. This is far from being as simple as it might seem at first glance, as the baby often confuses these words. It is difficult for him to understand abstract concepts, but over time he will master this too. You can immediately give information on calendar concepts - days, months, weeks, etc. In order for all of them to be constantly in his mind, you need to purchase a special children's calendar and hang it in the baby's room.

You should be prepared for the fact that spatial thinking in children is not sufficiently developed, and the baby is not immediately able to remember such complex words and concepts. Parents need to be patient, gradually and consistently teach the child time. Every morning you need to tell him what day of the week it is, the date of the month, etc. Over time, he will learn to independently determine them according to the calendar. Parents need to think about how to turn this process into an exciting game. It is most convenient if temporary concepts are mentioned in conversations and plans.

So that the child can quickly remember what a week is, it is easiest, starting from Monday, to circle each past day. When Sunday evening comes, the baby needs to be shown that 7 days have passed, which make up one line on the calendar. Due to the fact that the child thinks objectively and visually, it will be much easier for him to remember the concept of the week using this approach.

You can do it a little differently - get a calendar with large cells and draw an image in them every day. It should symbolize an event related to the life of the baby on this day. You can also mark important family holidays and other dates on the calendar. Thanks to this approach, by about the age of five, the baby will learn to prepare for future events, will begin to plan and allocate his time.

The features of the development of the thinking of preschool children are such that already at the age of two, the child is able to realize that the seasons are changing. This process may be accelerated if parents draw the baby's attention to the changes that occur in nature when the seasons change. You can not only tell the child about these changes, but also ask him, for example, about how the square or playground looked like quite recently. The kid, of course, will not be able to immediately remember the sequence in which the months go, so you need to return to this topic again and again. In books for children, one way or another, the concept of seasons and time in general is also affected.

Only after the child understands the days, weeks, years and months, you can move on to hours. So that these conversations do not go to waste, it is better to introduce him to the numbers from 1 to 12. The easiest way is to talk with the baby about the clock using the example of a large dial with divisions printed on it. Parents should tell him about how the minute and hour hands move, and a child between the ages of five and seven is able to perceive and assimilate such information.

After he has memorized all this, you need to train him day by day, asking where the arrows are when he gets out of bed or goes to bed.

Early Childhood Development: Differences in Thinking Between Boys and Girls

Studies have shown that girls are born more mature than boys. Boys start walking 2-3 months later and talk 5 months later. And already by the period of puberty, this interval increases to 2 years.

The different sexes of children are not only differences in primary and secondary sexual characteristics. It is also a different brain, and a different psyche and different development thinking: in younger preschool girls it is higher.

At preschool age, girls are ahead of boys in the development of verbal (oral, verbal) abilities. They do not differ much from them in terms of the speed of mastering speech, but after 2 years the girls become more sociable and willingly contact other children. Girls' speech is more correct.

Boys, unlike girls, have better spatial thinking. As a rule, it is more difficult for them to clothe their thoughts in the form of a correctly constructed statement.

The processes of perception, the development of thinking of younger preschoolers and their memory also differ greatly. When solving spatial problems, girls mainly use speech supports, and when solving speech or logical problems, they use figurative and emotional ones.

Boys are always more focused on information, and girls on relationships between people. If boys ask questions for the sake of obtaining specific information, then girls - to establish emotional contacts.

In preschool girls, the right hemisphere matures more slowly, while in boys, the left hemisphere matures more slowly. It is because of this physiological feature that girls up to 10 years old remember numbers better, and it is easier for them to solve logical problems. However, their memory development is completed faster.

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In the development of the child's thinking, a harmonious combination of its motivational and operational components should be ensured. The formation of motivational components is associated with the satisfaction and development of the cognitive needs of the baby. The general conditions for the formation of cognitive motivation in a child are the democratic style of education (Lisen. M I), a positive, warm, intimate, emotionally colored and expressive attitude of an adult (V.K. Kotyrlo), dialogical communication with him. Creating an atmosphere of goodwill, openness, emotional elation, joy in communicating with an adult contributes to children's initiative and self-resilience. The attitude of an adult to children's issues largely determines the further development of thinking. Answers to them should stimulate the child’s thinking, develop his independence, cognitive activity is important for the attitude of an adult to the child’s questions, or a negative reaction to them sharply reduces cognitive activity preschooler.

An adequate pedagogical technique is the organization of a joint search for answers with an adult or peers in the process of experimentation, reasoning, and observation. It is important for an adult to show patience and understand the unusual explanations given by a preschooler, supporting his desire to penetrate into the essence of objects and phenomena, establish cause-and-effect relationships, and find out hidden properties.

For example, for the development of curiosity at an early age, tasks such as “What is different?”, “What has changed?”, “Confusions” are recommended for drawing. The child, with the support of an adult, makes riddles, confusion. Older preschoolers willingly join children's experimentation. Here is a 5-year-old child playing "sea battle" - he launches paper boats that quickly sink. The child is not satisfied. It is important that the adult supports her activity in order to eliminate the undesirable qualities of the shuttle, together with the child, think about why this happens and how to improve them: use thicker paper, or place the shuttle on the foam bottom, or outline it with foil. The more suggestions the child submits, the better he will master the search actions of the mitin, more often than not, the tricks of the search will be better.

Another side of the formation of thinking is the arming of children with sign-symbolic means of solving mental problems. It is necessary to work on the development of thinking operations, which is facilitated by tasks for comparison, generalization, analysis in working with fiction, when organizing observations, or special classes. For this purpose, design is used according to the model, according to the conditions, according to the plan; didactic board games. For older preschoolers, exercises are recommended using the subject material in particular; the development of interrelated operations of generalization and concretization is facilitated by the following upni exercises.

1. Name the items on each card in one word. We offer children cards with the image of various plates (deep, shallow, large, small), tables (dining, writing, toy), etc.

2. Distribute cards with drawings of objects (for example, poppy, oak, carnation, rose, birch, dove, Christmas tree, sparrow, cornflower, titmouse) to plates with a generalized image (flowers, trees and birds)

3 cards - a ball, a bag, a coat, a notebook, a pencil case, a doll, a pen, a bear, a hat - put them on the appropriate shelves of the cabinet with the names "Clothes", "Educational supplies", "Toys"

4. Drawing with two circles. In blue - apples and pears, in red - daisies and poppies. Name in one word what is depicted in each circle

5. Name a group of drawings in one word: a) poppy, chamomile, rose b) cup, plate, bowl, c) table, chair, wardrobe d) dress, trousers, shirt e) linden, birch, maple, e), bear, ball , car.

6. Cards with related images. Reply and show:

a) toys do you know b) what flowers do you know d) names of different utensils (animals, plants, vegetables, fruits, school supplies)

For the formation of a grouping operation on one basis (young children), the following exercises are recommended

1. Distribute a set of various geometric shapes in two colors and two sizes: a) by color b) by shape c) by size

2. Lay out the cards: animals - wild and domestic, adults and small; plants - flowers, trees, vegetables, fruits, berries

3. Select the appropriate cards for the drawings, where: a) a girl is shown with an empty briefcase that should be filled in b) the girl is sitting at a table on which there is bread, a bottle of milk, and no dishes

The following exercises contribute to the formation of the grouping operation according to two criteria (children 3-7 years old)

. Equipment: geometric bodies, different in color and shape (red and blue cubes and bars), in color and size (red and blue, large and small bars). It is necessary to decompose them: a) by color and shape;

b) color and size. Groups are formed: a) red cubes; red bars, large and small; blue cubes, blue bars, large and small, b) large red bars; large blue bars; little red bars; little blue bars.

The development of generalization is facilitated by riddle exercises to establish the name of an object according to its characteristics. For example, you can ask the baby: "What is this object?. Smooth, glassy, look at it, does it reflect?", Or "What is it - oblong, green, growing on the field? odky, firm?"

activate the search abilities of the child a task with an ambiguous solution. We ask the child: "What can it be - yellow, juicy, fragrant?" (pencil, felt-tip pen) "Brown, round, shiny?"

The development of thinking is facilitated by the progress of the child in mastering speech, expanding it life experience. It is worth mentioning that the mechanical memorization of a variety of information, fragmented and chaotic, which is opposed to adult considerations, is not favorable for the development of thinking of a preschooler. The main thing is to form thinking aimed at mastering the child environment, as a component of the development of the child's creative attitude to the action of intelligence (M. M. Poddyakovkov).

Conclusion on the psychological and pedagogical conditions for the development of thinking of a preschooler:

In the development of thinking, a harmonious combination of its motivational and operational components should be ensured.

The general conditions for the formation of cognitive motivation is the democratic style of raising a child;

The development of thinking operations is facilitated by tasks for comparison, generalization, analysis in working with fiction, in organizing observations, special classes;

The formation of thinking should be directed to the development of the child's environment in the context of the development of the child's creative attitude to reality.

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 an 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 of 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.

basis mental development in early childhood they constitute new types of actions of perception and mental actions that are formed in the child.

A one-year-old child is not able to consistently systematically examine 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 them 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- investigative links . Besides, 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.

On 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 is not yet able to distinguish 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 progress mental activity expanding and 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. 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 a 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 objects are to personal experience child, the more accurate 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.

AT 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 of 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, feature 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. AT 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.