The development of thinking of preschoolers: games and exercises, features. Children's educational games, lessons, crafts
The essence of this wonderful game for everyone is that the facilitator makes a word or tells the conditions of some completely unusual situation, and players (children or adults) must solve the word or explain the situation by asking questions that can be answered in one of five answers : "Yes"; "not"; "Yes and no"; "there is no information about this"; "it is not essential."
Questions in the "comet" are formulated directly during the game. The purpose of the “little things” is to teach children to ask strong questions, to teach them to find criteria for classifying any objects in the world around them, to learn to listen to others, and be careful (do not repeat questions).
1. The game "Danetka" has no age restrictions. This game is quite hazardous and interesting for children and adults. All the trick in choosing a really interesting object for this category of players.
2. The game "Danetka" is absolutely easy to play. For example: "I made a middle-aged plant. For ten questions, identify the plant that I made."
3. It is easy to vary the difficulty level of the game. For example, the initial situation: "I made one of the heroes of the tale" "Seven Little Kids" "" - it's simple. But “I made a philosophical term” is more complicated.
Visual "stuff".
Many objects or pictures are laid out on the table. They ask the question: "What subject did I make up?" Possible clipping issues:
- The subject is in the right half of the table? "Yes".
“Does the subject lie in the upper quarter of the table?” No, etc.
Having reduced the search field by the "territorial" attribute, one can use species attributes: shape, color, weight.
Situational "come-ons".
Situational "danets" answer the questions: How could this happen? How to get out of the dead end? How to explain strange human behavior? Situational “come-ons” develop the ability to find causal relationships.
For example, explain the situation:
1. One person dug up potatoes, and another beat him hard for it.
2. The man was very fond of flying, but for some time he stopped using the plane.
3. First, they filled each other with a huge bump, quarreled, then met, and then got married. How could this happen?
It’s not easy to come up with a situational “little thing” (“Riddles”) without a skill. If it’s hard for you to come up with a situation, give it to the children. Turn the process of inventing situational “little things” into a fun exercise to develop wit.
You can offer such an algorithm. First, an unusual situation is invented, then it is described and the question is asked: how could this happen? For example, "The wind blew and the person was late for the meeting." And the situation could be played out in this way. The car on which this person had to go to the meeting drove out of the garage. The wind blew, the loose garage door set in motion and crippled the car.
If it is difficult to come up with a situation, then take the prepared situation from a literary work, such as a fairy tale. From a fairy tale, a key or unusual situation is selected and played out with mysterious questions.
The simplest thing is to conceive a hero of a literary work known to children - fairy tales, poems, fables, even songs (Tatyana Larina, Pinocchio, Chernomor, Ivan the Fool).
1. Bake it for people, and the fox ate it. (Gingerbread man)
2. At first she fell in love with him and declared her love, but he refused, then he fell in love, declared his love, but she refused. (Eugene Onegin)
3. First he caught her, talked and let her go. Then she sailed to him, made gifts, but was offended and sailed away. (Gold fish)
4. First they made him to eat, but did not eat, then he ran away and ate him. (Gingerbread man)
5. One genius told the second that he was a genius, for which he was poisoned by the second. ("Mozart and Salieri" by A.S. Pushkin)
6. Someone boasted and was left without breakfast. ("Crow and Fox" I. A. Krylov)
7. Four beast musicians climbed onto each other and greatly frightened the robbers. (The Bremen Town Musicians)
8. All frogs croak. But one frog croaked so that it plopped from a great height into a swamp. What's the matter? (Frog traveler)
Themes for "comedy" and the possible continuation of the game.
What vegetable did I plan?
- Is this a root vegetable? (Carrots, beets, radishes)
- Is it a leafy vegetable? (Cabbage, salad)
- Is it a fruit vegetable? (Tomatoes cucumbers)
What name did I make?
- Is that a man’s name?
“Does the name begin with a vowel?”
- Does our group have such a name?
What part of the clothes did I plan?
- Is it outerwear?
- Is it men's clothing?
What fairy tale did I have in mind?
- Is this a Russian fairy tale?
What kind of historical figure do I have in mind?
- This is a man?
What business do I do in the morning?
What color did I plan?
What property of ice cream, light bulb, watermelon, pencil did I think of?
Which country did I conceive?
What writer, storyteller, poet, scientist did I plan?
What famous battle did I plan?
2. The game "Black Box".
They show the children a “black box” or just a bag, a briefcase and offer to guess for 10 questions - what is there? Etc.
- Is there a man-made item? Is there something soft? Is there something metallic? Etc.
3. The game "Pictures-riddles."
From the group of children, one driver is selected, the rest sit on chairs, they must guess. The teacher has a large box in which are small pictures depicting various objects (you can use pictures from the children's lotto).
The driver approaches the teacher and takes one of the pictures. Without showing it to the rest of the children, he describes the object painted on it. Children offer their versions. The next driver is the one who first guessed the correct answer.
4. The game "Paired Pictures" (the development of mental operations of analysis and synthesis).
Pictures from two sets of children's lotto are used. A group of children is divided in half. Each child receives four pictures. Children from the first group take turns describing an object painted on one of the pictures they have, without showing them. That child who, in his opinion, has this picture, shows it. If the answer is correct, both pictures are laid aside (in a common box, for example). If the answer is incorrect, the first child repeats his description, making it more detailed and detailed.
After all the children from the first group described one picture at a time, the roles change. Now the children from the second group also take turns describing their pictures, and the children from the first group guess them.
5. The game "Define the toy."
Every child brings a toy. One driver is selected from the group. For 3-5 minutes he goes out the door. In his absence, the teacher with the children comes up with a story in which one of the toys brought in is the main character.
All toys, including the selected game character, are placed on tables or chairs. A driving child is invited. The guys from the group alternately tell him a story, not calling the main character, but replacing his name with the pronoun "he" or "she". The story is told within 3-5 minutes. The driver must show the toy, which is the main character of the story told.
If guessing happened correctly, another driver is selected, and the game is repeated. If the answer is wrong, the guys supplement the story told in such a way as to help the driver with new details, without naming the conceived toy.
6. The game "Guess the toy."
One driver is selected, who leaves the room for 2-3 minutes. In his absence, the one who will solve the "riddle" is selected from the children. This child should show with gestures and facial expressions what toy he has conceived. For example, a toy "bunny" is conceived. The child jumps, "nibbles the carrot", etc. The driver must guess the toy, choose it, pick it up and call it out loud. The rest of the children in chorus say "That's right!" or "Wrong!".
If the answer is correct, another driver and another child will be chosen, who will make up a "riddle". If the answer is incorrect, show the “riddle” to another child, and so on until the correct answer is received.
7. The game "Extra toy".
Children bring toys from home with them. The group of children is divided into two subgroups. The first subgroup leaves the room for 2-3 minutes. The second subgroup selects 3 toys from those that are brought. In this case, two toys must be "from one class", and the third - from the other. For example, with a doll and a bunny, they put a ball.
If the guys can easily cope with three toys, their number can be increased to 4 - 5, but not more than 7. Toys can be replaced with pictures from children's lotto (then the game will be called "Extra picture"). This game can be played with a child and individually.
8. The game "List items."
From the group of children, one driver is selected. He leaves the room for 2 minutes. At this time, 7 objects are placed on the table in the room and the situation is pondered. For example, children conceive a situation of "I'm going for a walk," then 7 items of clothing should be on the table.
The driver is invited, he is told the situation and is allowed to inspect the table for 1-2 minutes. Then he turns his back to the table, and faces a group of children and begins to list things on the table. After each correct answer, the group says “That's right!”, After the wrong one says “Wrong!”. If the driver did not list all the items, the group says which items he forgot.
9. The game "Opposition".
The host shows a group of children one picture. The task is to name the word denoting the opposite subject. For example, the facilitator shows the subject "cup."
Children can name the following items: “board” (the cup is convex, and the board is straight), “sun” (a person makes a cup, and the sun is part of nature), “water” (water is a filler, and a cup is a form) etc.
Each child in turn offers his own answer and necessarily explains why he chose such an item.
10. The game "Create a riddle."
A driver is selected from the group of children. His task is to come up with a riddle. The group must guess this riddle. Next, another child comes up with a riddle, etc. Children of 6 years old love to come up with riddles, the game is lively.
Note: the game is also suitable for individual lessons with a child.
11. The game "Simple Drawings".
Such drawings consist of the contours of geometric shapes, arcs and lines. During creation, no specific value is laid in them. Simple drawings need to be solved, that is, to find them washed away, to answer the question "What is this?".
The rules of the game are simple: I must say what kind of object is shown in the figure. The more solutions, the better. The only limitation: no need to rotate the drawings. Occupation is very exciting! This game can be played by the whole family or used as an interesting and useful pastime for children's parties.
Imagine, it seems to you that all the options are already listed, when one more is suddenly discovered! Such moments are especially great pleasure. We offer you 40 simple drawings for the game. Here they are.
Give as many choices as you can. If you have run out of thoughts about one drawing, go to the second, and after a while, return to the first drawing.
We also recommend that you do this: come up with as many answers as possible for one drawing and write them down. Then invite your parents, friends, relatives, acquaintances to solve the same pattern. Then compare the answers. Did they match? Not?! Excellent - there is an opportunity to compare their quality and originality. Remember that the originality of the decision is most important in this game.
You can come up with as many simple drawings as you like and solve them. However, we want to warn against one common mistake: when creating a new picture, do not lay any meaning in it beforehand. This can greatly interfere in the future when solving. There are no other restrictions.
12. The game "Who will be what (what)?"
The game is good in that you can play with the company and together with the child anywhere. Ask each other questions, make sure that the baby, answering the question, correctly declines nouns.
Who will the egg be? (may be a chick, crocodile, tortoise, snake.)
- chicken - by a rooster;
- a boy - a man;
- calf - cow or bull - paper - book
- snow, water
- water - ice
- seed - flower
- flour - pancakes
etc.
The game is the opposite: "Who was who?"
- horse - foal
- flower - seed
13. The game "Once upon a time ...".
A game to develop thinking, ingenuity, consolidation of knowledge about the world. You can play together with a child or company, asking questions in turn.
The meaning of the game to explain for a long time - we just give examples.
For smaller children, simple questions are more difficult, for older ones it is more difficult - decide on the "degree of difficulty" yourself.
The adult asks the question "Once upon a time there was a chicken, what happened to him then?" - "He became a cockerel."
"Once upon a time there was a cloud, what happened to her then?" - "From it the rain poured"
"Once upon a time there was a trickle, what happened to him?" - "Winter froze", "Dry in the heat."
"Once upon a time, what happened to him then?" - "A flower grew out of it"
"Once upon a time there was a piece of clay, what happened to him then?" - "They made a brick out of it (a vase ...).
14. The game "Third Extra".
In this game, children learn to classify objects according to the characteristics set in the conditions.
Children 3-5 years old have simpler conditions.
For example:
An adult speaks three words - an owl, a crow, a fox. The child must quickly analyze these three words in his mind and determine that all three words refer to wildlife, however, the owl and the crow are birds, but the fox is not. Therefore, the fox is superfluous.
More examples for younger preschoolers:
- milk, juice, bread - all three words mean edible. But they drink milk and juice, and eat bread.
- car, horse, tram;
- hat, scarf, boots;
- rose, birch, christmas tree.
For children 5-7 years old tasks are complicated:
- rain, snow, river;
- doctor, tourist, driver;
- shadow, sun, planet;
- frost, blizzard, January;
- stone, clay, glass;
- door, carpet, window;
- sea, river, pool.
15. The game "What happens?".
Playing this game, children will learn to compare, generalize the properties of objects and, finally, understand the meaning of concepts such as height, width, length; classify objects by shape, size, color. First, the adult asks the questions, and the child answers. Then you need to give the child the opportunity to prove himself.
Examples:
- What happens high? (tree, pillar, man, house). It is appropriate to ask what is higher - a tree or a house; person or pillar.
- What is long? (short)
- What happens wide (narrow)?
- What happens round (square)?
The game can include a variety of concepts: what is fluffy, soft, hard, sharp, cold, white, black, etc.
16. Exercise "Who will not do without what."
Helps your child learn how to highlight the essential features. An adult reads a series of words. Of these words, you need to choose only two, the most important, without which the main subject can not do. For example, a garden ... what are the most important words: plants, gardener, dog, fence, land? What can’t a garden be without? Could there be a garden without plants? Why? .. Without a gardener ... dogs ... a fence ... land? .. Why? "
Each of the alleged words is analyzed in detail. The main thing is that the child understands why precisely this or that word is the main, essential sign of this concept.
Sample tasks:
Boots (laces, sole, heel, zipper, boot)
River (shore, fish, fisherman, tina, water)
City (car, building, crowd, street, bike)
Game (cards, players, fines, penalties, rules)
Reading (eyes, book, picture, print, word)
War (aircraft, guns, battles, guns, soldiers)
School (teacher, students, tables, chairs, books, notebooks)
The second option. We name the words and ask: what cannot be without this subject, for what or whom is it most important?
For example: water, wire, pencil, glass, brick.
17. Living - nonliving.
We introduce the child to the concepts of "animate" and "inanimate."
First, we explain that we call all living objects “WHO”, and non-living “WHAT”. We give some examples.
Then we play questions and answers. You can use books with plot pictures.
What is growing? Who is growing?
Who is flying? What is flying?
Who is swimming? What is swimming?
Who is the biggest? What is the biggest?
Etc.
18. What is outside, what is inside?
An adult calls a pair of objects, and the child says what can be outside and what can be inside. House - wardrobe; book - cupboard; purse; money wallet; pan - porridge; aquarium - fish; booth - a dog; nora - the fox.
Then switch roles - let the child make a couple of words.
19. "Who is it?" getting to know professions.
It’s good to have cards with the image of people of different professions and tools.
1 option: We ask questions: who treats patients? Who teaches children at school? Who is cooking dinner? Who works on a tractor? Who delivers letters and newspapers? Who sews a dress?
Option 2: Questions: what does the janitor do? What does the doctor do? What does an electrician do? What does a teacher do? What does a driver do? What does the painter do? What does a hairdresser do?
3 option: We invent puzzles. For example: this person works on the street, he has a broom, a shovel.
4 option: "Who needs what?" What does the postman need? What does a hairdresser need? And vice versa: who needs scissors? Who needs a needle?
20. Guess the item in its parts.
This game can be played in two versions.
First option - using cards with pictures. The participants of the game are given cards with the image of various objects - furniture, vegetables, animals, vehicles, etc. The child, not showing his card to other players, and not saying what is drawn, calls the parts of the subject. The one who first guesses what is at stake, takes the card for himself and gets one point.
Second option - without cards. The meaning of the game remains the same. This option is good because you can play together with your child anywhere. For example, on the way to kindergarten, sitting in line at the doctor, etc.
Examples:
Four legs, back, seat.
Numbers, arrows.
Letters, pictures, sheets.
Trunk, branches, leaves.
Root, stem, leaves, petals.
Screen, buttons, electric cord, remote control.
Spout, handle, cap, electrical cord.
Paws, tail, collar.
Paws, tail, trunk.
At first glance, everything seems too simple? But in fact, not all children can describe objects. Give it a try!
21. Guess the item by description.
The conditions of the game are the same as in the previous one. But the task is more complicated. It is necessary not only to find the correct definitions of objects, but also to correctly coordinate adjectives and nouns by gender, as well as know such concepts as furniture, vegetables, fruits, insects, domestic and wild animals, etc.
Wild animal, lives in the forest, large, shaggy, loves honey.
Wild animal, cunning, red, with a fluffy tail.
The insect, with multi-colored wings, looks like a flower.
Transport, large, heavy, with wings and tail.
Vegetable, red, round, put it in a salad and in borsch.
Sweet, small, in a beautiful piece of paper.
22. Add the picture.
For the game you will need pictures with schematic images of objects: a trailer, a fungus, a boat, a snowman, a chicken, a house. In addition to drawings, it is necessary to prepare geometric figures cut from thick paper - circles, squares, triangles, trapezoid.
Show the child one picture, consider how many parts an object consists of, what shape they are. Then suggest to find the same among the geometric figures and ask the child to try to put a picture of the geometric figures according to the model.
23. Let's come up with (from 3 years).
We develop abstract thinking, speech.
For the game you will need a set of objects of various shapes (sticks, ball, ring, boxes, cylinder) and cards with the image of various objects of a certain shape - a mirror, pencil, egg, apple.
IMPORTANT! Images in pictures should look like objects.
For example:
A pencil, fishing rod, needle, knife - they look like a stick in shape;
vase, glass, thimble - hollow cylinder.
The game is held like this - children (or a child) sit in front of a table, each has a set of objects. The adult sits opposite, he has picture cards. The adult shows the cards one at a time and asks: "Whose subject is like such a pencil?" A child with a wand answers: "I have!" and gets a pencil card.
The opposite is true: children have cards with pictures, while adults have different objects.
Children from 5 years old can play this game on their own and without pictures, thinking up what this or that subject can look like.
24. "I am the moon, and you are the star."
A game for the development of logical thinking, quick reaction.
Option for playing together: One says, for example: "I am a thunderstorm!" Another should quickly answer something suitable, for example: "But I am rain." The first continues the theme: "I am a big cloud!" He can be quickly answered:
"I'm Autumn." And so on...
Option for playing as a group: The game must have at least six people.
All but one sit on chairs in a circle. In the middle are three chairs, one of them is sitting one of the children. He says, for example: "I am a fire brigade!" One of the children, who first comes up with something suitable, sits next to a free chair and says: "I am a hose." Another hurries to the second chair and says: "And I am a fireman." Child - “the fire brigade must choose one of two, for example:“ I take the hose. ”He hugs the“ hose ”and they sit on chairs for other children. The remaining one child should come up with something new, for example:“ I am a sewing machine ! "and the game continues ...
25. Comparison of items.
Helvetius, a French philosopher, wrote: "What is the mind in itself? The ability to notice the similarities and differences, correspondences and inconsistencies that different objects have in common."
To compare is to indicate similarities and differences.
For example: compare cucumber and tomato.
Similarities: both vegetables grow on beds.
Differences: color, shape, taste.
Comparison underlies all great inventions. It is known that the "parachutes" of plants like dandelion prompted the idea of \u200b\u200bcreating a parachute. The idea of \u200b\u200bthe construction of a suspension bridge came to the inventor's mind when he observed a web. Comparison with the bird wing helped to create the shape of the wing of the airplane.
Comparing, the child not only learns the world, but also develops mentally: he learns to find out the reasons for the similarities and differences between objects and phenomena.
First, you must praise the child even for trying to compare one subject with another.
Better yet, if the child can make a really good comparison. Ask your child questions that explain differences and similarities. Invite him to independently search for objects to compare.
Read verses that introduce unexpected comparisons.
Everything in the world looks like everything ...
(R. Sef )
Everything in the world
For all
Seem to be:
Snake -
On the strap
Leather;
Moon -
Round eye
Huge;
Crane -
On skinny
Crane;
Striped cat -
On pajamas;
I'm on you
And you - to mom.
What is the difference.
(R. Sef)
What is the difference between sprats and small rivers,
What is the difference between a stable and a sheep
What is the difference between a cook and dinner -
Asking is so interesting and necessary.
Talk at dusk.
B. Zakhoder, (From Joe Wallace)
Rabbit exclaimed:
- I'm lucky!
I turned
To the helicopter!
Pay carrots for a ticket -
And fly around
All the white light! -
And the Mushroom said:
- I became an umbrella,
Cause I’ve been living
Dreamed about that!
Henceforth
In the pouring rain
Who do you want
Hide beneath me! -
Deer said:
- What am I waiting for?
I'm going to serve as a hanger!
But without candy
Never
I will not give
Coat! -
Suddenly everyone heard the Owl:
- Enough to rave in reality!
Go to bed.
One owl
It’s decent to grin at night! -
And everyone decided
What owl
Quite right
It is quite right.
It’s time for you to sleep too.
Good night, kids!
Thinking is one of the highest forms of human activity. This is a socially determined mental process, inextricably linked with speech. In the process of mental activity certain techniques or operations are developed (analysis, synthesis, comparison, generalization, concretization).
There are three types of thinking:
1) visual and effective (cognition through the manipulation of objects);
2) visual-figurative (cognition with the help of representations of objects, phenomena);
3) verbal and logical (cognition with the help of concepts, words, reasoning).
Visual-effective thinking develops especially intensively in a child from 3-4 years old. He comprehends the properties of objects, learns to operate objects, establish relationships between them and solve a variety of practical problems.
On the basis of visual-effective thinking, a more complex form of thinking is formed - visual-figurative. It is characterized by the fact that the child can already solve problems on the basis of ideas, without the application of practical actions. This allows the child, for example, to use diagrams or to count in the mind.
By six or seven years, a more intensive formation of verbal-logical thinking begins, which is associated with the use and transformation of concepts. However, it is not leading among preschoolers.
All types of thinking are closely related. When solving problems, verbal reasoning is based on vivid images. At the same time, the solution of even the simplest, most specific task requires verbal generalizations.
Various games, designing, modeling, drawing, reading, communication, etc., that is, everything that a child does before school develops such mental operations as generalization, comparison, abstraction, classification, establishment of cause and effect relationships , understanding of interdependencies, ability to reason.
WHO LIKES?
Pictures are selected with images of animals and food for these animals. Pictures of animals and pictures of food are laid out in front of the child, they offer to "feed" everyone.
SAY IN ONE WORD
The child is read out the words and asked to name them in one word. For example: fox, hare, bear, wolf - wild animals; lemon, apple, banana, plum - fruits.
For older children, you can modify the game by giving a generalizing word and inviting them to name specific objects related to the generalizing word. Transport - ..., birds - ...
CLASSIFICATION
The child is given a set of pictures depicting various objects. The adult asks to consider them and divide them into groups, i.e. suitable with suitable.
FIND AN EXTRA PICTURE: the development of thought processes of generalization, distraction, and the identification of essential features.
Choose a series of pictures, among which three pictures can be combined into a group according to some common feature, and the fourth is superfluous. Invite your child to find an extra picture. Ask why he thinks so. What are the similar pictures that he left.
FIND AN EXTRA WORD
Read your child a series of words. Suggest defining which word is "superfluous." Examples:
Old, decrepit, small, decrepit;
Brave, angry, bold, courageous;
Apple, plum, cucumber, pear;
Milk, cottage cheese, sour cream, bread;
Hour, minute, summer, second;
Spoon, plate, pan, bag;
Dress, sweater, hat, shirt;
Soap, broom, toothpaste, shampoo;
Alternation
Invite your child to draw, color, or string beads. Please note that the beads must alternate in a certain sequence. Thus, it is possible to lay out a fence of multi-colored sticks, etc.
ANSWER QUICKLY
An adult throwing a ball to a child calls the color, the child, returning the ball, must quickly name the object of this color. You can call not only the color, but any quality (taste, shape) of the subject.
EXERCISE on the development of flexibility of mind and vocabulary.
Invite the child to name as many words as possible denoting a concept - name words denoting trees; Shrubs flowers vegetables; fruit - what are the words related to sports - what are the words for animals; pets; ground transportation; air Transport.
TALKS AROUND
Offer the child the game "I will speak the word, and you also say the opposite, for example, large - small." You can use the following pairs of words: cheerful - sad, fast - slow, empty - full, smart - stupid, hardworking - lazy, strong - weak, heavy - light, cowardly - brave, white - black, hard - soft, rough - smooth and etc.
HAPPENS — NOT HAPPENS
Name a situation and throw the ball to the child. The child must catch the ball if the named situation happens, and if not, then the ball must be hit.
Situations can be offered different: dad went to work; a train flies through the sky; the cat wants to eat; the postman brought a letter; salty apple; the house went for a walk; glass shoes, etc.
EXERCISE on the development of speed of thinking.
Invite the child to play this game: you will begin the word, and he will finish it. "Guess what I want to say!" In total, 10 syllables are offered: ON, ON, FOR, MI, MU, DO, CHE, PRY, KU, ZO.
If the child quickly and easily copes with the task, invite him to come up with not one word, but as much as he can. Record not only the correctness of the answers, but also the time, which is an indicator of the speed of thought processes, ingenuity, speech activity.
COMPARISON OF SUBJECTS (CONCEPTS)
The child must imagine what he will compare. Ask him questions: "Have you seen a fly? And a butterfly?" After such questions about each word, suggest comparing them. Again ask the questions: "Does the fly and butterfly look like or not? How are they similar? And how are they different from each other?"
Children are particularly difficult to find similarities. A child of 6-7 years old should correctly make a comparison: highlight both similarities and differences, and on essential grounds.
Pairs of words for comparison: fly and butterfly; house and hut; table and chair; a book and a notebook; water and milk; ax and hammer; piano and violin; prank and fight; city \u200b\u200band village.
GUESS BY DESCRIPTION
The adult offers to guess what (about which vegetable, animal, toy) he is talking about and gives a description of this subject. For example: This is a vegetable. It is red, round, juicy (tomato). If the child finds it difficult to answer, pictures with various vegetables are laid out in front of him, and he finds the right one.
WHO WILL BE?
The host shows or names objects and phenomena, and the child must answer the question of how they will change, who they will be. What (what) will be: egg, chicken, acorn, seed, caterpillar, eggs, flour, wooden board, iron, bricks, fabric, skin, day, student, sick, weak, summer, etc.
There may be several answers to one question. It is necessary to encourage the child for several answers to the question.
LAYOUT IN ORDER
Ready-made series of plot sequential pictures are used. The child is given pictures and asked to consider them. They explain that the pictures should be arranged in the order of the development of events. In conclusion, the child makes a story from the pictures.
Guessing Fables
An adult talks about something, including several tales in his story. The child should notice and explain why this does not happen.
Example: This is what I want to tell you. Yesterday - I am walking along the road, the sun is shining, it is dark, the blue leaves rustling under my feet. And suddenly, from around the corner a dog jumps out, as it growls at me: "Ku-ka-re-ku!" - And the horns have already instructed. I got scared and ran away. Would you be scared?
I am walking through the forest yesterday. Around the car drive, traffic lights blink. Suddenly I see - a mushroom. On a branch grows. Hid among the green leaves. I jumped and ripped it off.
I came to the river. I look - a fish sits on the shore, throws it upside down and chews the sausage. I approached, and she jumped into the water - and sailed away.
MILF
Offer the child drawings that contain any contradictions, inconsistencies, violations in the behavior of the characters. Ask your child to find errors and inaccuracies and explain their answer. Ask how it really is.
All parents want their children to grow up healthy, happy, and smart. Whether these wishes will come true depends to a large extent on the inborn characteristics of the child and some genetic factors, but the correct upbringing and timely education of the baby is no less important and significant. The article presents the 5 best exercises that develop a child’s thinking.
Some parents believe that educators and educators are responsible for developing the intelligence of their child (first in kindergarten, then at school). Of course, the child enters the educational institution to study, but the success of the training largely depends on whether the parents study at home with him or not.
First seven years human life - the period when thinking is actively formed. Parents task - contribute to the development of intelligence of the baby.
Psychologists have developed a lot study guides for children of preschool and primary school age. These books are published specifically for parents who do not have a pedagogical education, but who want to help the baby develop intelligence. Such benefits are in any bookstore and in the online store to find them is also easy.
Thinking - mental cognitive process of reflection of reality, the highest function of the psyche. Only thinking allows you to make a complete picture of objective reality, to establish connections between objects and phenomena of the world. Thinking allows you to compare, generalize, analyze, classify, synthesize information.
Thinking is also a special form, creative activity inherent only to man and allowing him to be the creator of his destiny.
The fact that in Mowgli children (children who have grown outside of human society), their thinking remains undeveloped, proves once again: in order for the child to develop intelligence, you need to deal with it.
A person learns to think in the process of ontogenesis due to interaction with objects of the world and people. Thinking develops as the child’s body grows and develops as if by itself, but the success and speed of development is affected by how and in what form parents communicate with the child.
Types of thinking and ways to develop them
Thinking is classified on several grounds. In psychology and pedagogy, special attention is paid to the classification, the basis of which are the growth factors of the child and formation stages his intellectual abilities.
In age from birth to seven years these types of thinking are formed in stages:
- (formed from birth to three years). When a small child touches, feels, hits, bites, breaks, disassembles and folds objects, he learns to think.
The baby's pens are a tool for understanding the world and a way to make an idea about it. The more actively a child explores the world, the better. A zealous desire to get everything and try it “by the tooth” disturbs parents (not all actions with objects are safe), the baby’s activity needs to be controlled, but in no case does he need to discourage him from knowing the world, on the contrary, he should be encouraged.
Help develop practical thinking:
- constructor
- sorter
- clay modeling
- finger painting
- game with sand, cereals, water,
- toys reflecting the result of the child’s action.
- Visual thinking (formed at the age of three to five years). A preschooler learns to operate with images of objects, and not directly with them. A child models the image of an object in his imagination and consciously replaces it with something: another object or image.
The age of three to five years is the age of increased interest in drawing and the plot game. Both that and another occupation - a way to conditionally designate an object or phenomenon in order to perform some action with it, previously planned.
At this age, the baby can already learn to read in syllables and solve the simplest mathematical examples.
Besides role-playing games and free drawing, develop visual-figurative thinking:
- coloring books
- mazes
- design according to a given pattern,
- puzzles
- applique
- games for comparison (for example, find different in the same), analysis and synthesis (for example, name the parts that make up the subject).
- Verbal-logical or theoretical thinking (formed at the age of five to seven years). By the end of the preschool period, the child masters logic, learns to operate with abstract concepts, no longer relying on a visual image of an object or form.
Appears the ability to reason in the mind, make conclusions, make a story and prove your idea. At this age, the child already operates with such complex concepts as time and space.
Develop theoretical thinking:
- puzzles
- repetition of the pattern in the cells (graphic dictation),
- reading,
- solution in the mind of math examples,
- drawing up a story from a picture,
- games for generalization and classification (for example, to divide objects into groups).
After seven years of age, these three types of thinking change qualitatively, improve, develop and become more complicated.
Top 5 Best Exercises
In order not to get confused in the variety of games and exercises, it is better to choose those that are highly effective and are positively evaluated by the child.
Among the game exercises that attract attention, intrigue, entertain the child and at the same time remarkably develop his intelligence, include the following:
- Exercise " Find the superfluous". The task of the child: choose from several images or objects superfluous. For example, you can put fruits (three to five pieces) and one vegetable on the table, then ask the child to find the excess in this row. The remaining items must be characterized in one generalizing word. In the described example, the word “fruit” will be such a word.
Instead of objects in the game, you can use their images, and children of five to seven years old can simply pronounce the words and ask them to name the superfluous.
- Exercise " Describe in words". The child is invited to consider the object depicted in the picture and describe it in words. The main condition: only the child sees the picture, and the name of the subject cannot be pronounced. The kid will have to pick up and come up with many characteristics of the subject until it is unraveled by adults or other participants in the game.
More complex options: the picture does not depict a specific object, but a phenomenon or event.
The game can be complicated by giving the opposite task: "Find something that is not round, not soft and not small."
- Exercise game " Edible - Inedible". The parent throws (or rolls on the floor) the baby the ball, saying any word. If the named word means something edible, the child catches the ball, inedible - throws it away.
This game can be complicated in various ways. For example, throwing the ball, call the color, and the child must remember and name the object of this color. Another variation: the child must come up with an adjective to what is called an adult noun. A more complicated option: the child needs to be called a synonym word or antonym to the word named by adults.
- Exercise " Confused Tale". For this exercise, you will have to print out illustrations for a fairy tale on separate sheets of paper. If you take a fairy tale unknown to the child, the task will be an order of magnitude more complicated. Pictures with illustrations are mixed in a chaotic manner and laid out in front of the child so that he can see them all. Task: to arrange the pictures in the correct order, so that a fairy tale turns out.
Perhaps someone and these games come in handy:
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GAMES AND EXERCISES FOR THE DEVELOPMENT OF THINKING OF CHILDREN FROM 1 YEAR
1. LEARNING TO OPEN A BOX.
Put the toy in the box and close the lid. Ask the baby: “What is it?”, Shaking the box and listening to the sounds. Let the baby open the box. Teach him to put different objects out of the box one by one (put them in order on the floor, on the sofa or on the table in front of the baby). Show an empty box - "there is nothing." Close it, shake the box, there will be no sound. Say: “There is nothing in the box! Empty box!".
Play with the toys you got out of the box. For example, build a train from multi-colored cubes (put cubes one next to the other).
2. PLAYING WITH FISH.
Dip toys (e.g. fish) into the basin. Give the baby a net (the recommended length of the handle is 40-50 cm, the diameter of the net is 10-15 cm). Teach your child to use a net to catch toys from the water. This is not so easy for him, as it seems at first glance, because he needs to learn how to deftly use a new subject - a tool!
3. DOING MATRESSKS.
The kid in this exercise will learn to act with a matryoshka - open, remove, insert, close. You will need a multi-seat nesting doll, from which we will take two nesting dolls for the game (let the rest stand on the shelf and wait until the child is a little older). The first is the smallest nesting doll (which is located in the center of a multi-seat matryoshka toy and is not divided into halves). The second is a larger nesting doll (of those nesting dolls that are separated into two halves). Attention: the difference in the size of nesting dolls should be 3 cm or more! Insert the small nesting doll into the big one and close the big nesting doll. We are ready. You can deal with the baby.
GAME 1. Show the baby how to open the matryoshka, how to remove the baby matryoshka from it. Then put the little nesting doll inside the big one again. Accompany all your actions with words - name what you are doing, name the size - “this is a small nested doll”, “this is a big nested doll”.
Then take the child’s hand in your hand and open the matryoshka with the hand of the baby. Let him get the little nesting doll himself, play with her. The plot of the game is easy to come up with for yourself. Matryoshka can ride in a car, dance, play hide and seek with a baby.
After the game, let the baby hide the nesting doll - put it in a big one.
Take the baby’s hands in your hands and help him close the matryoshka (act with the baby’s hand).
GAME 2. Show the baby a small and large matryoshka and a performance with them. For example, the nesting dolls went for a walk, the nesting dolls hide from the child under a handkerchief, the child “treats” the nesting dolls, the child dances with the nesting dolls. Ask the child in the game to show where the little matryoshka is and where is the big one. Highlight the words “small” and “large”.
4. DOING PYRAMID.
EXERCISE 1. You will need a pyramid with one ring size (4-5 rings on the rod).
If the baby is not familiar with the pyramid, then it is better to start practicing with a pyramid with one ring size. Give the baby the opportunity to examine the rings of the pyramid: swipe his palm in a circle - this is what a tidy ring! Show how the ring rides. Put the ring from the pyramid on the table. It turns out that the ring can not only ride, but also lie! Give the little ring in the hands of the baby for the game - show how to take the ring with your fingertips.
Let the baby first learn how to string rings on the rod. Show the baby how to do it. First show how to string the first ring. And invite the baby to repeat this action. If he cannot repeat it, take his pen in yours and put the ring on the rod. Keep stringing the rings. "A ring, another ring, another ring ...".
Take the baby’s hand in your hand and slide the baby’s pen along the finished pyramid - how smooth the pyramid turns out, smooth!
Very lively this game soundtrack. When the ring is strung and falls on the support of the pyramid’s stem, say: “Fat! Fell. " Even a very small baby can be called the colors of the rings: “red ring”, “blue ring”.
EXERCISE 2. You will need a pyramid with two sizes of rings (2 small rings and 2 large rings).
In this exercise, the baby will become familiar with the size of the items.
Show the rings of the pyramid to the baby, name: “small ring”, “large ring”. Put on the big rings first, then the small ones and slide the child’s pen along the pyramid. She became uneven. Let the baby try to make such a pyramid with your help.
EXERCISE 3. Pyramid of three rings of different colors. Help the kid collect the pyramid, accompanying the action with a speech: “Well done! He took the ring with his fingers, put on the ring. And one more ringlet? Have you put on all the rings? Where else is the ring? Here it is!". Remember that the baby needs constant approval and support. Keep in mind that the “correct” pyramid of rings with decreasing size cannot be added up in a year. He will learn this after 1 year 3-4 months.
5. PLAYING WITH INSERTS - CAPS.
Take a set of multi-colored cubes or caps inserted into each other (8 pieces in a set).
Take the caps collected from each other, turn the set over so that the larger cap lies on top. The rest are “hidden” in it, and the child does not see them.
Invite the child to remove the top cap. Wow! Yes, one more under it! So take off all the caps one at a time and put them in a row. Name the color of the caps: “Here is the yellow cap! Yellow as the sun! ”(The name of the flowers does not mean that the baby should remember and repeat them. So we enrich his passive dictionary, we lead its development to the next step).
Then start assembling the kit again, closing the smaller cap with the larger one. That's all the caps are hidden!
Now give your baby the opportunity to play with the toy yourself.
Next time you can show the child how to build a turret from the caps. To do this, we sequentially put a smaller cap on a larger one.
6. BELL.
The kid in this game learns a new action for him and learns how to use the rope in order to cause the sound of the subject. For playing with a child, you can use not only bells, but also any other sounding toys and objects - bells, rattles.
Tie a bright ribbon to the bell tongue. Hang the bell so that the baby cannot reach it with his hand. Show the kid how to pull the ribbon, you can ring the bell. Let the child play - ring. Leave the bell in the room so that the baby can come up to him and play.
7. RIDE A DOLL.
And in this game the kid will learn to use a rope for rolling toys with wheels.
Show the baby a toy car, ride it, let the child ride. Then tie a rope to the machine and say that now we will roll the doll on the machine. Roll the doll and let the child ride it. So we enrich the child’s gaming experience, teach him new ways of acting.
8. LEARN TO USE A WAND.
In the second year of life, it is very important for a child to learn how to use objects and master various actions with them. In this exercise, he will learn to use a wand in order to move an object to himself.
Put the rings or toys on the table away from the baby so that he cannot reach them. Take a stick with a round cross section (25-30 cm long) and show the baby how to use the stick to bring toys to itself. Give your baby the opportunity to get toys with his wand (moving them to his wand) and play with them.
Having mastered this mode of action, the child will begin to use it in life, when it will be necessary to get an object or toy.
9. DOING THE BALL AND CUBE.
You will need three balls and three cubes of the same color and size.
Show the baby the ball. Ask him to find the ball from the items laid out in front of him: “Where is the ball? Here is the ball! ” Show how the ball rolls along the groove. The groove is a hill with sides. The easiest way to make a groove is to cut a strip of cardboard and bend it along the long side so that you get sides. The groove can also be made of a long narrow scoop, placed on an elevation (a stack of books) or with the help of other objects at hand. Invite your baby to roll the balls along the groove.
Then show the cube. Show how to make a tower of three dice. Help the kid build a tower of cubes.
If the baby tries to roll a cube along the groove, then he will see that the ball is rolling, but the cube is not. Give him the opportunity to experiment.
10. BUILDING A TOWER FROM CUBES.
Cubes can be given to the baby for games already in the first year of life. They require special movements from the child to capture and shift, teach the child to take into account the shape of the object when grabbing and holding it in the hand. A baby can play with cubes before the year, consider them. transfer cubes of different colors and sizes from the box into the bucket.
First, the tower can be built from cubes of equal size - we put one cube on another. Often the tower collapses, and then the baby with joy shouts: “Bach” and with the same enthusiasm begins to build it first. Let the baby play enough with these transformations!
Then you will need 2-3 cubes of different sizes (3 cm difference). A child of 1 year 2-3 months can begin to learn how to build a tower, starting with the largest cube. Then put a medium-sized cube on it, and on top - the smallest one: “They took a large cube. And now smaller. Even less. Here is the tower! ”The adult's speech that accompanies the action not only enriches the vocabulary and develops understanding, but also teaches the baby to plan his actions.
11. WHAT IS IN THE PAN? The game is developed by L.N. Pavlova.
Put the Vegetables toy set in the pan. Close the pan with a lid.
Show your child the pan. Ask: “What is there?”. Open the lid and take out the vegetables one at a time. Put the first vegetable in the pen. Show how to draw a fingertip along its outline. Take the baby’s hand in your hand and repeat this action. Accompany your actions with a speech: “Here is a cucumber (running a finger along the contour). And this is carrot. ” So introduce the kid to all the toys from the set lying in the pan.