Development of logical thinking
Children already in early preschool age are faced with a variety of sizes, shapes, and colors of objects around them. The perception of the surrounding world occurs without special preparation. However, if assimilation occurs intuitively, it is most often incomplete and superficial.
The development of logic and thinking is an integral part of a child’s successful preparation for school and his harmonious development.
Senior preschool age is marked by the beginning of the emergence of the sign-symbolic function of consciousness. This period becomes important in general for mental development, for the formation of readiness for schooling.
It is customary to use symbolic symbols to designate objects, sequences, and sets, which is what children are introduced to in preparation for school. The kids actively accept it.
Especially if such models are invented together, focusing on the use of notation not only in words, but also graphically (for example, not only rectangles, but also other figures that have 4 corners fall into one group of objects, emphasis is placed on the number “4”) .
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Games aimed at developing logic in senior preschoolers
Game "Find options".
Goal: to develop logical thinking and intelligence.
Game material and visual aids: cards with the image of 6 circles.
Description: give the child a card with a picture of 6 circles, ask them to paint them in such a way that there are equal numbers of filled and unshaded figures. Then view and calculate all painting options. You can also hold a competition to see who can find the largest number of solutions.
Game "Wizards".
Goal: to develop thinking and imagination. Game material and visual aids: sheets depicting geometric shapes.
Description: Children are given sheets depicting geometric shapes. Based on them, it is necessary to create a more complex drawing. For example: rectangle - window, aquarium, house; circle - ball, snowman, wheel, apple. The game can be played in the form of a competition: who can come up with and draw the most pictures using one geometric figure. The winner is awarded a symbolic prize.
Game "Collect a flower".
Goal: to develop thinking, the ability to analyze and synthesize.
Game material and visual aids: cards depicting objects related to the same concept (clothing, animals, insects, etc.).
Description: each child is given a round card - the middle of the future flower (one - a dress, the second - an elephant, the third - a bee, etc.). Then the game is played in the same way as in lotto: the presenter distributes cards with images of various objects. Each participant must assemble a flower from cards, the petals of which depict objects related to the same concept (clothing, insect, etc.).
Game "Logical endings".
Goal: to develop logical thinking, imagination, ability to analyze.
Description: children are asked to complete the sentences:
• Lemon is sour, and sugar... (sweet).
• You walk with your feet, but throw... (with your hands).
• If the table is higher than the chair, then the chair... (below the table).
• If two are more than one, then one... (less than two).
• If Sasha left the house before Seryozha, then Seryozha... (left later than Sasha).
• If the river is deeper than a stream, then the stream... (smaller than a river).
• If the sister is older than the brother, then the brother... (younger than the sister).
• If the right hand is on the right, then the left hand... (on the left).
• Boys grow up to become men, and girls... (women).
Game "Ornament".
Goal: to develop logical thinking and the ability to analyze.
Game material and visual aids: 4-5 groups of geometric shapes (triangles, squares, rectangles, etc.), cut out of colored cardboard (figures of one group are divided into subgroups differing in color and size).
Description: invite the child to consider how you can create ornaments from geometric shapes on a playing field (sheet of cardboard). Then lay out the ornament (according to a model, according to your own plan, under dictation), using concepts such as “right”, “left”, “above”, “below”.
Game "Helpful - Harmful."
Goal: to develop thinking, imagination, ability to analyze.
Description: consider any object or phenomenon, noting its positive and negative sides, for example: if it rains, this is good, because plants drink water and grow better, but if it rains for too long, this is bad, because plant roots can rot from excess moisture.
Game “What did I wish for?”
Goal: develop thinking.
Game material and visual aids: 10 circles of different colors and sizes.
Description: lay out 10 circles of different colors and sizes in front of the child, invite the child to show the circle that the teacher ordered. Explain the rules of the game: when guessing, you can ask questions, only with the words more or less. For example:
- Is this circle bigger than red? (Yes.)
- Is it bigger than blue? (Yes.)
- More yellow? (No.)
- Is this a green circle? (Yes.)
Game "Plant Flowers".
Goal: develop thinking.
Game material and visual aids: 40 cards with images of flowers with different petal shapes, sizes, and core colors.
Description: invite the child to “plant flowers in the flowerbeds”: in a round flowerbed all flowers with round petals, in a square flowerbed - flowers with a yellow core, in a rectangular flowerbed - all large flowers.
Questions: what flowers were left without a flowerbed? Which ones can grow in two or three flower beds?
Game "Group by characteristics."
Goal: to consolidate the ability to use generalizing concepts, expressing them in words.
Game material and visual aids: cards with images of objects (orange, carrot, tomato, apple, chicken, sun).
Description: place cards in front of the child with images of different objects that can be combined into several groups according to some characteristic. For example: orange, carrot, tomato, apple - food; orange, apple - fruits; carrots, tomatoes - vegetables; orange, tomato, apple, ball, sun - round; orange, carrots - orange; sun, chicken - yellow.
Game "Remember faster."
Goal: develop logical thinking.
Description: invite the child to quickly remember and name three round objects, three wooden objects, four pets, etc.
Game "Everything that flies."
Goal: develop logical thinking.
Game material and visual aids: several pictures with various objects.
Description: invite the child to select the proposed pictures based on the named characteristic. For example: everything is round or everything is warm, or everything is animate that can fly, etc.
Game "What is it made of"
Goals: develop logical thinking; consolidate the ability to determine what material an object is made of.
Description: the teacher names some material, and the child must list everything that can be made from it. For example: tree. (You can use it to make paper, boards, furniture, toys, dishes, pencils.)
Game “What Happens...”
Goal: develop logical thinking.
Description: invite the child to take turns asking each other questions in the following order:
- What is big? (House, car, joy, fear, etc.)
- What is narrow? (Path, mite, face, street, etc.)
— What happens to be low (high)?
— What is red (white, yellow)?
— What is long (short)?
Series of messages “logical thinking 1”:
Part 1 - THE LARGEST LIST OF GAMES FOR ACTIVITIES WITH A BABY! Part 2 - Developing logic - educational games... Part 14 - - series Preschooler's folder LOGIC Part 15 - !!!!!!!!!!!!! 7 games for the development of logic and thinking Part 16 - Games for the development of logical thinking for children 5-6 years old Part 17 - !!!!!!!! Logical games for older preschoolers and younger schoolchildren Part 18 - -series Preschooler's folder FIND OPPOSITES... Part 43 - READ BY THE FIRST LETTERS Part 44 - smart kid series OPPOSITES Part 45 - Pentomino For Children - print immediately
Types of thinking
The development of thinking in a child depends on age characteristics. This means that as a fidget grows up, the mental processes occurring in his brain become more complex. Thinking happens:
- Visual and effective is typical for children under 2 years of age. They strive to obtain the desired result;
- Visual and figurative is typical for preschoolers under 7 years old. The process of perception becomes more complicated, anticipation of the result appears;
- Verbal-logical appears at 6-6.5 years in the form of rudiments that require development. Preschoolers are able to find the answer to solving a complex problem in the form of transforming an object (well-known tasks for rearranging one stick so that the result is something different from the original object), determine the sequence of interaction of objects (for example, when solving a logic problem about a goat, a wolf and cabbage , which must be transported on one boat from one shore to another under certain conditions).
Logical operations
The structure of thinking includes operations, the presence of which in a preschool child implies full mental development. Operations are:
- Comparison is an operation associated with the establishment of similar and distinctive features of any objects. As a result of a logical operation, a classification may appear;
- Analysis is a mental process associated with the division of a complex object into its individual characteristics or parts. The next stage of analysis is comparison;
- Synthesis is a logical operation that combines disparate parts into one whole concept, object;
In psychology, analysis and synthesis are usually viewed as interchangeable operations.
- Abstraction is the mental separation of essential properties, connections, characteristics of an object from non-essential ones. The presence of the ability to perform such an operation indicates the appearance of abstract logical thinking in the baby;
- Generalization - the operation appears as the child’s vocabulary accumulates, and is associated with the imaginary association of phenomena, objects, actions according to significant characteristics;
- Classification is a thinking operation in which the order of things and phenomena is comprehended and divided according to some criterion;
- Concretization is a logical operation by which a preschooler uses the replacement of a word with a concept with a more specific meaning.
Lessons with Kolesnikova’s methodological manual on mathematics for 3-4 years old
A set of didactic games to develop thinking in older preschoolers
Irina Sidorenko
A set of didactic games to develop thinking in older preschoolers
Game “How are they similar and how are they different?”
Goal: development of visual perception, attention, thinking and speech .
Equipment: magnetic board; magnets; 8 pairs of subject pictures: fly agaric - boletus, dress - skirt, vase - jug, hare - rabbit, cat - lynx, tram - trolleybus, stork - swan, spruce - larch.
The adult attaches each pair of pictures to the magnetic board one by one and invites the children to find the similarities and differences between the depicted objects.
Game "Match a word"
.
Goal: development of attention , thinking and speech .
Equipment: ball.
Children stand in a circle. The teacher with the ball is in the center of the circle, he throws the ball to one of the children and says: “Toy”
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The child must catch the ball and name it, for example: “Doll”
.
Game “What is this? Who is this?"
Goal: development of thinking and speech .
Equipment: 24 subject pictures.
Children are divided into two teams. They sit at tables at a distance from each other. Each team is given identical sets of pictures depicting vegetables, fruits, animals, etc. Children take turns giving a description of one of the pictures. If the description is correct and the picture is guessed, then it is set aside in favor of those who guessed it.
Game "Lay out the cards"
Goal: development of logical thinking .
Equipment: a square piece of paper divided into nine squares (for each child)
;
a tray with nine pictures, three of which are the same (for each child)
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On the table in front of each child there is a square sheet of paper, divided into nine squares, and a tray with nine pictures, three of which are the same. The teacher asks the children to arrange the pictures into squares so that there are no two identical pictures in the rows and columns.
Game “Put the pictures into groups”
Goal: development of analysis and synthesis skills.
Equipment: tray with twelve pictures. Which can be divided into four groups, for example, vegetables: onions, carrots, cabbage; fruits: apple, pear, peach; dishes: cup, plate, teapot; tools - hammer, saw, shovel, etc.
In front of each child is a tray with twelve object pictures. The teacher invites the children to divide all the pictures into four groups. ( Children’s sets
.
Task “Close the extra picture”
Goal: development of thought processes (empirical generalization)
.
Equipment: card for the task and a square of thick paper (4*4 cm)
(for each child)
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In front of each child is a card for the task and a square of thick paper. Children are asked to find a picture that does not match the others and cover it with a paper square.
"Draw and Cross" task
Goal: development of auditory attention , memory and thinking .
Equipment: a sheet of paper and a simple pencil (for each child)
.
On the table in front of each child there is a sheet of paper and a simple pencil. The adult offers the children:
• Draw two triangles, one square, one rectangle and cross out the third shape;
• Draw three circles, one triangle, two rectangles and cross out the second shape;
• Draw one rectangle, two squares, three triangles and cross out the fifth shape.
Game “Pick up a pair of pictures”
Goal: development of logical thinking , memory and speech.
Equipment: magnetic board; 12 pairs of subject pictures: motorcycle - wheel, aquarium - fish, bed - pillow, bookcase - books, ship - anchor, hammer - nail, loaf - spikelet, bee - honeycomb (honey, basket - boletus, horse – foal, squirrel – nut (cone, vase – tulip (carnation)
.
Pictures are attached to the magnetic board. Placement of pictures: top row - motorcycle, aquarium, bed, bookcase, ship, hammer, loaf, bee, basket, vase, squirrel horse; bottom row - foal, anchor, boletus, honeycomb, pillow, books, fish, wheel, spikelet, nut, nail, tulip. Children are asked to make pairs, choosing for each picture from the top row a matching picture from the bottom row. Children take turns making pairs and explaining their decision.
Game "Pick up the fourth figure"
Goal: development of logical thinking , the ability to compare figures and, based on the selected features, make conclusions and establish patterns in images.
Equipment: cards for the task and a simple pencil (for each child)
.
On each child's desk there are cards and a simple pencil. The teacher draws the children's attention to the distinctive features of the figures depicted, to the principle of their order, and suggests that they correctly complete the row by choosing one of the pictures given on the right. (The desired drawing is outlined in pencil)
.
Game "Come up with a riddle"
Goal: development of speech and thinking .
Equipment: toys and objects familiar to children.
On the table there are various toys and objects familiar to children. To one of the children (leader)
It is proposed, without pointing to the object, to write a description of it in the form of a riddle. The one who guesses. What subject is being discussed becomes the leader.
Game “Make a sentence based on two pictures”
Goal: development of attention , thinking and speech .
Equipment: magnetic board; magnets; pairs of subject pictures:: grandmother - jacket (cup, vase, girl - rabbit (beans, skis), boy - cat (bicycle, skates, stork - nest, etc.
The teacher alternately attaches a couple of pictures to the magnetic board and invites the children to make as many sentences as possible based on it.
Game "Favorite food"
Goal: to develop thinking , speech, and the ability to identify signs of similarity and difference in compared objects.
Equipment: subject pictures, for example: cow - hay, rabbit - cabbage, bear - honey, cat - milk, etc.
Pictures depicting animals and food for these animals are selected. Pictures of animals and separate pictures of food are laid out in front of preschoolers
Game "Tell me the other way around"
Goal: development of thinking , attention, ability to select antonym words.
The teacher asks the children to name words of opposite meaning, for example: big - small. You can use the following pairs of words: cheerful - sad, fast - slow, empty - full, smart - stupid, hardworking - lazy, etc.
Game "Nonsense"
Goal: development of speech , attention, thinking .
Equipment: task card.
The teacher offers the child drawings that contain any contradictions, inconsistencies, or violations in the behavior of the characters, asks the child to find errors and inaccuracies and explain his answer. It is proposed to answer how it really happens.
Task “Complete the phrase”
Goal: development of auditory attention , thinking , speech.
• If the sand is wet, then.
• The boy washes his hands because.
• If you cross the street at a red light, then.
• The bus stopped because.
Diagnostics of logical thinking
Logical thinking is one of the main indicators of the quality of a person’s thinking. The ability of a preschooler to independently think logically, identify essential features of objects, actions and phenomena, systematize, generalize, classify, draw inferences and conclusions, substantiate his judgments, prove their truth arises and is formed in the course of his intellectual development.
We wrote in more detail about diagnosing the thinking of preschoolers earlier.
As you develop your child, pay attention to his ability to think logically. How favorably he will stand out among his peers depends on this important indicator.
Exercises for diagnostics
alt: Diagnostics of the thinking of preschoolers
For parents to develop their child’s logical thinking
A preschooler who knows how to use logical operations is doomed to successful learning and no problems in the cognitive sphere, since his intellectual level will help him cope with difficulties.
If you want to help your child be successful, we recommend using the following developmental tasks. They will turn your communication into a fun and useful game.
To start classes with a child, it is not necessary to have a pedagogical education.
We recommend alternating types of games to develop different types of thinking.
Oral games
Word games are simple, accessible, do not require special preparation, and can be played in any convenient place. Such tasks develop horizons, clarify, and enrich vocabulary. Choose those that teach you to find analogies, generalize, classify objects and phenomena into groups, and make logical connections.
- Come up with a new ending for a famous fairy tale;
- Compose a story, poems together, that is, one begins, the other continues in meaning;
- Play “riddles”: the parent riddles an object, object or phenomenon and invites the child to guess it using questions that can only be answered “yes” or “no”;
- Play “I believe it or not.” You say a statement, for example, “All dogs are purebred” or “A pear is a tree.” The child answers whether the given sentence is correct. If the answers and decisions are controversial, so much the better; there is an opportunity to reflect and come to an answer using logical reasoning.
Game “Associations” (we develop verbal and logical thinking)
Assignment: choose the appropriate word for the one indicated according to a certain attribute corresponding to the one present in the previous pair, explain your choice.
Drawing lesson on the topic “Professions” in senior groups
For example, a bird is a nest, a person is ?. The bird lives in a nest, which means that for the word “person” we will select a word denoting housing - “house”.
- Deaf - song, blind - ... (picture);
- Airplane - pilot, bus - ... (driver);
- Summer - cap, winter - ... (hat);
- Ladle - pan, spoon - ... (glass, glass);
- Spoon - soup, fork - ... (salad, potatoes, meat, noodles), etc.
Game “Say it in one word” (we develop logical operations of classification, generalization)
Assignment: you must name the presented group of words with one generalizing word and explain your decision.
- Kissel, compote, tea, fruit drink (drinks);
- Microwave oven, vacuum cleaner, hair dryer, bread maker;
- Nest, hollow, hole, anthill;
- Bicycle, scooter, airplane, motorcycle;
- Baker, tour guide, seamstress, salesman, etc.
Games using cards, paper, pen
Preschoolers enjoy games that use bright pictures. You need to take advantage of this by using not only cards, but also a pen and paper. The proposed ideas can be supplemented with your own, complicating or simplifying at your discretion.
- Use games to compare and group objects;
- Use ready-made puzzles with matches;
- Compose coherent stories based on the plot pictures. It will be useful to offer them to the child in the wrong order at the beginning;
- Go through labyrinths, rescuing heroes, solve riddles and puzzles on paper.
Board games
Colorful boxes with sets of drawings, rules, and figures attract not only preschoolers, but also their parents. An evening spent in a close family circle is useful both for communication with family and for the development of a little fidget. Lotto, sea battle, chess are classic games that have stood the test of time.
These are activities that will always be relevant and suitable for family holidays. They teach you to win gracefully and accept defeats, to enjoy communication and the process of the game.
In addition, tiles and pictures from board games can be used for teaching. Let's consider several ways.
- Invite your preschooler to recognize objects with his eyes closed, by touch;
- Arrange objects according to a certain algorithm. For example, make sequences of them: increasing, decreasing, by color, size, shape;
- Use dominoes and triminoes to learn counting, addition and subtraction.
alt: Rules of the game “Trimino”
MAGAZINE Preschooler.RF
A collection of didactic games for the development of verbal and logical thinking in preschool children.Completed by: Teacher of kindergarten No. 61 “Ryabinka”, Kemerovo region, Belovo, Daria Vladimirovna Krivonogova
The collection presents a system of didactic games and exercises aimed at developing the verbal and logical thinking of preschool children. Addressed to teachers of preschool educational institutions, parents, as well as students of preschool faculties of pedagogical schools and institutes.
A didactic game is a teaching tool, so it can be used to master any program material and is conducted in individual and group lessons. The didactic game allows you to provide the required number of repetitions on different material while maintaining an emotional positive attitude towards the task.
Thanks to didactic games, it is possible to organize a child’s activity in such a way that it will contribute to the development of his ability to solve not only accessible practical problems, but also simple problem problems. And the experience gained will provide the opportunity to understand and solve familiar problems verbally.
Thus, the special role of didactic games in the learning process is determined by the fact that the game should make the learning process itself emotional, effective, and allow the child to gain his own experience.
When selecting didactic games for the development of verbal and logical thinking, we first of all pursued the goals we had set and took into account the individual characteristics of each child. It is these games that will help develop in a child the ability to transfer one property of an object to others (the first types of generalization), causal thinking, the ability to analyze, synthesize, etc.
The didactic games and exercises for developing logical forms of thinking offered in the collection are presented in a gradually more complex system that takes into account the child’s experience.
Undoubtedly, skillful pedagogical guidance contributes to the successful implementation of didactic games. The teacher, through his behavior and emotional mood, should evoke a positive attitude towards the game.
An important condition for the effective use of didactic games in teaching is consistency in the selection of games. First of all, we took into account the following didactic principles: accessibility, repeatability, gradual completion of the task. We have provided all these principles in the game arrangement system in this collection.
In the collection, we roughly distributed didactic games according to the stages of assimilation. All games have been tested in working with children raised in preschool educational institutions. Each teacher can select other games, which should also be arranged in order of gradual complexity.
Didactic games can be included in any section of the program and serve both for the development of cognitive activity and for the formation of one’s own game.
1. "Push through" everyone is like that
Goal: to learn how to select several objects for one sample, highlighting them among others; form a primary generalization - “all balls” , “all cubes” , “all big” , “all small” .
Equipment: boxes with slots (one on each box) in the shape of a circle, square, triangle, volumetric geometric shapes (balls, cubes, triangular prisms), objects of the same shapes.
Progress of the game:
Two children are sitting next to each other at the table. On the table there are two boxes (one with a square, the other with a round slot) and mixed volumetric shapes (balls, cubes, turrets with a triangular cross-section), all of the same color, three of each type. The teacher gives one of the children a box with a round slot, and the other with a square one, and sets the condition: immediately take away everything that can be pushed into this box. The child selects the figures from those lying on the table. If he chooses correctly, for example, the balls, but does not take all of them, but only one or two balls, the teacher reminds him that he needs to take “all of them . If the child takes not only balls, but also turrets, the teacher invites him to try “only those” and helps him, through trial, select which shapes can be thrown into this box.
After the children select the required shapes and throw them into the slots of the boxes, the teacher sums up: “That’s right, Tanya collected all the balls and threw them into the box, and Kostya took all the cubes and threw them into his box . Invites the children to open the boxes and look again at what is in them.
2. "Pick mushrooms"
Goal: to teach how to match a sample with not one, but several objects of the same color; consolidate the result with a generalizing word.
Equipment: mushrooms made of counting material (hats of different colors - red, yellow, white, brown), cards for collecting mushrooms.
Progress of the game:
Children sit on chairs in a row. The teacher places mushrooms of two colors on the floor, for example, red and yellow. He takes two baskets and puts a mushroom with a red cap in one of them, and a yellow one in the other. He gives the baskets to two children and asks them to collect in them “the kind” of mushrooms that are in the baskets. Children collect mushrooms, and the rest watch their actions. Then the children show who collected what in the basket, and the result is summarized in the word - “all red” , “all yellow” .
3. "Who lives where"
Goal: to learn to independently determine the basis for grouping objects; select not one, but several objects to match the sample.
Equipment: toys, building materials, furniture.
Progress of the game:
The teacher builds two large pens from a tabletop builder: in one of them he places a toy representing an animal, in the other - a car. In front of the child he places toys mixed up (animals and cars, first 6, and then 8-10) and asks him to think, find a home for the toys - put everyone in their place. If the child makes a mistake, the teacher rearranges the first toys correctly, and then does not interfere with the child’s actions. Then the toys are placed again
interspersed. Another child completes the task. At the end of the game, the conclusion is summed up: “Animals live in this house, and cars live in this house .
4. "What to give to whom"
Goal: to continue to teach how to independently determine the basis of grouping, to highlight an essential feature of an object for a given task; learn to highlight color and shape as a basis for grouping objects.
Equipment: flags, leaves of different shapes, colors and sizes.
Progress of the game:
Two groups of children sit on chairs opposite each other: girls in one group, boys in the other. The teacher lays out rectangular and triangular flags on the table and says that now everyone will march with flags; girls should be given square flags, and boys should be given triangular ones. Then he invites one of the children to carefully look at which flags should be given to girls and which to boys, and distribute them. If the child finds it difficult, help him choose the first two flags. The child chooses the method of distribution. He can distribute the flags first to the girls, then to the boys, or one by one. In conclusion, the teacher sums up: “Girls have all square flags, and boys have triangular ones . Children stand in a line and march with flags to the sound of a tambourine or drum.
5. "Color and Shape"
Goal: to learn to change the basis for grouping objects in accordance
with changing samples.
Equipment: flat cards with pasted geometric shapes (circles, squares, triangles, ovals, rectangles, trapezoids, hexagons) in six colors (red, orange, yellow, green, light blue, blue) - 42 elements.
Progress of the game (played individually):
The child sits at the table opposite the teacher. He places samples in front of the child at a fairly large distance, for example red, blue, yellow circles, i.e. objects that are the same in shape and different in color, and asks the child to put “all like this” (points to red circles), here “all like this” (points to blue circles), here “all like this” (points to yellow circles). To the side on the table are cards of these colors (squares, triangles, ovals, trapezoids, hexagons, rectangles - 18 cards in total). The teacher takes one of the cards and asks the child to put it “where it needs to be” and hands it to the child. If he places the card incorrectly or does not dare to complete the task, the teacher does it himself, but does not say anything to the child, but hands him a second card, and so on, one by one, for the rest. When all the cards are arranged by color, the teacher asks the child: “What shapes did you put here?” - or confirms his answer: “That’s right, you put the red card here .
After this, the teacher moves on to the second part of the game, when the principle of grouping changes (the form is taken as the basis). The teacher asks the child to be attentive and says that now it is necessary to knock out
take cards differently. Lays out in front of him three samples of cards depicting a square, circle and triangle of the same color. One card at a time gives the child circles, squares and triangles of all available patterns in random order. The child lays them out, and the teacher clarifies the result: “Well done, you laid them out correctly - here are all the round shapes, here are all the square shapes, here are all the triangular shapes .
Subsequently, the colors and shapes for grouping are changed, and the number of samples is increased (4-6 at a time).
6. “Bring the same ones”
Goal: to highlight a property in objects, distracting from their functional purpose; select a group of objects to match one sample, find these objects in the group room; define the principle of selection in a word.
Equipment: cards with pictures of different shapes in different colors, toys and small objects of different shapes and colors.
Progress of the game:
The teacher lays out objects in advance in different places in the group room, objects of different shapes and colors. Children are divided into three groups and seated on chairs in different places in the room. The teacher invites one child (leader) from each group and asks them to take a card from the box without showing it to the children. The child takes the card and returns to his group, showing it to them so that the other group does not see. All children must bring toys
Rushes of the appropriate shape or color. If the choice is made by shape, then only the outline of the shape is given on the card, and if by color, then one side of the card is painted in the corresponding color. Children bring objects and sit on chairs with them. The teacher asks each group which card they had. Children answer (red, yellow; square, round), and the leader shows everyone his card.
7. “Place the pictures in your envelopes.”
Goal: group objects according to different properties; independently identify the principle of grouping, based on the sample; comprehend and consolidate in words the result of one’s actions.
Equipment: envelopes with pasted or drawn geometric shapes, different in color and size (for example: circles of yellow, red, blue, large, medium and small; triangles, ovals, hexagons of three colors and three sizes), car- teens with images of objects of different shapes, colors, sizes, trays.
Progress of the game:
The players sit at the tables. In front of each child there are three envelopes (for example, on one there is a triangle, on the other there is an oval, on the third there is a square). The shape of the person sitting next to you should not be repeated, i.e. envelopes with a different combination of shapes (for example, circle, rectangle, square). On a tray in front of each child there are several pictures, which he must put into envelopes (for example, pictures with
a button, a watermelon, a round watch must be placed in an envelope with a circle, etc.).
When the pictures are placed in envelopes, the teacher calls one of the children to the typesetting canvas and asks him to put his envelopes in the typesetting canvas, and under them insert pictures whose images correspond to this form. The child explains why he made this choice. If necessary, the teacher helps him.
8. "Let's make a book"
Goal: to imagine the situation described in the story, to be able to model it by laying out ready-made planar forms, to teach children to analyze the situation.
Equipment: sheets of white paper according to the number of children, flat images of objects corresponding to the content of the story.
Progress of the game:
The teacher tells the children that together they will make a book with beautiful pictures. Hands out sheets of paper, image elements on trays and asks to listen carefully to the story “About a Bird and a Cat . He reads it calmly, without stopping or explaining: “There was a tree growing in the yard. A bird was sitting near a tree. Then the bird flew and sat on a tree above. The cat came. The cat wanted to catch the bird and climbed a tree. The bird flew down and sat under a tree. The cat remained on the tree . After this, the teacher asks what the story is about, what the bird and the cat were doing. Then there is a step-by-step analysis of the story with modeling of all situations.
The teacher asks: “What happened first? - and reads the first phrase: “There was a tree in the yard . Asks the children to find wood on the trays and place them on their sheets of paper. Then he says: “A bird was sitting near the tree . Children find a bird and place it near a tree, etc.
9. "Guess what I told you about"
Goal: recognize objects by verbal description, relying on visual perception of objects.
Equipment: toys of various shapes, colors and purposes.
Progress of the game:
Children sit in a semicircle around the teacher’s table. He places four toys familiar to the children on the table and says that he will ask a riddle, and they must guess which toy it refers to. After this, he gives a brief description of one of the objects on the table. If the children cannot guess, the teacher slowly pronounces the text again, stopping at each property of this toy. When the riddle is guessed, he asks the children how they guessed, what words helped them in this. Then he rearranges the toys on the table and gives a description of another object: “Grows in the forest green, prickly, will come to us for the New Year, for the holiday .
The objects spoken about in riddles should change so that children do not memorize the answer, but listen and understand the semantic side of the speech, relying on existing ideas and perceptions, which help create a single image with the word.
10. "Puzzles"
Goal: same.
Equipment: toys or pictures depicting objects familiar to children.
Progress of the game:
Children sit in a semicircle. The teacher has pictures on the table (image down). He calls the child and asks him to guess the riddle in the picture. Then he gives a brief description of an object that is well known to children (for example: “It stands on the floor in the room, there are four legs, a seat and a back. You can sit on it.” ). The child turns over the pictures on the table, finds the one he wants and shows it to the children. Another child guesses a riddle that is similar in content to the previous one, but does not have a distinctive feature at the end of the description (for example: “It stands on the floor in the room. It has four legs. Covered with a tablecloth, there is a plate on it” ).
Later, you can give a more complex riddle, such as: “Gray in summer, white in winter, long ears, short tail. He doesn’t offend anyone, he’s afraid of everyone .
11. “Get the doll a ball”
Goal: learn to analyze the conditions of a practical problem; use auxiliary means in cases where they do not have a fixed purpose.
Equipment: doll, two balls, chair.
Progress of the game:
The teacher plays with a doll and a ball, and the child watches. Then the teacher asks the child to take another ball from the cabinet and play with the doll. The ball is placed on the cabinet so that, standing on the floor, the child cannot reach it. He must think to use a chair that is within the child's field of vision. If the child does not know how to do this, then the teacher helps him analyze the conditions: “Can you reach the ball with your hand? Think about what will help you with this. What should I take? - He gestures to the chair. At the end, the teacher clarifies: “The ball is high. You took a chair, he helped you get the ball .
12. “Get the ball for the bear”
Goal: continue to analyze the conditions of a practical problem, use tools in cases where they do not have a fixed purpose.
Equipment: bear, ball, stick.
Progress of the game: the teacher, playing ball with a bear, rolls the ball under the cabinet so that the child cannot reach it with his hand. The task is for the child to guess to use a stick that is in his field of vision. If he does not do this, then the teacher helps to analyze the conditions: “The ball is far away. Find out how to get it. Think about it. At the end of the lesson, the teacher generalizes: “If you can’t reach it with your hand, you have to look for something that will help .
13. "Get the key"
Goal: continue to analyze the conditions for solving practical problems
tasks using an aid.
Equipment: wind-up toy, key, bench.
Progress of the game:
The teacher shows the child a wind-up toy. The key hangs so that, standing on the floor, the child cannot reach it. He must figure out to use the bench in sight as an aid. At the end of the game, the teacher summarizes the children’s actions.
14. "Get the machine"
Goal: continue to analyze the conditions of the practical problem; teaches you to look for tools in the environment, using them to achieve a goal.
Equipment: winding machine, stick.
Progress of the game:
The teacher starts the car, and it “accidentally” slides under the cabinet so that the child cannot reach it with his hand. The teacher asks him to take out the car and play with it. The child must solve a practical problem. If a child tries to reach a toy with his hand, do not stop him; let him make sure that he cannot reach it with his hand. Then the teacher says: “Let's look for what you need . At the end of the lesson, the teacher reminds the child: “You must always look for some object that will help you get a toy .
15. "Ring the bell"
Goal: continue to analyze the conditions of the practical problem, solve them using tests.
Equipment: bell mounted on a stand, rope.
Progress of the game:
The bell, mounted on a stand, is installed in a visible place so that children cannot reach it with their hands. A string is tied to the tongue of the bell. Standing on the floor, the child can freely reach it. “false” attached to the stand on either side of the bell . They are somewhat longer. The child is asked to ring the bell. The task is for him to guess to use the rope that is attached to the tongue of the bell. The child is given the opportunity to make the right choice on his own. If he continues to pull “false” rope, the teacher says: “Do you hear the bell not ringing, try the other rope . In conclusion, the teacher clarifies which string was used to make the call.
16. "Push the ball into the basket"
Goal: same.
Equipment: ball, stick, basket.
Progress of the game:
The child sits at the table; on the opposite edge of the table there is a ball at such a distance that the child cannot reach it with his hand. There is a short stick on the table to the left of the child, and a long stick on the floor next to the table. There is a basket on the floor opposite the ball. The teacher asks the child to push the ball into the basket, but he cannot get up from the chair. The child must
guess to use the right stick to push the ball. After completing the task, it is necessary to once again draw the child’s attention to the properties of the object-tools: “Which stick helped push the ball? Why?" .
17. "Get the cart"
Goal: continue to analyze the conditions of the practical problem; continue to use the trial method when solving a practical problem.
Equipment: cart with loop, small toys, screen.
Progress of the game:
On the table, at a distance inaccessible to the child's outstretched arm, there is a cart with a loop. A braid is threaded loosely through it, both ends are spread apart by 50 cm. The child can easily reach them. To pull the cart, you must use both ends at the same time. There are colorful little toys on the cart. The task is for the child to guess to grab both ends of the tape at the same time and pull the cart towards him. If the child pulls on one end of the strap, it will slip out of the loop and the cart will stop in place. The teacher asks the child to get the cart and play with the toys. If he pulls the ribbon out at one end, the teacher threads it through the loop behind the screen. It is important that the child makes sure that the tape must be pulled at both ends. Therefore, it is necessary to give him the opportunity to try several times to achieve the goal. At the end of the game, the teacher sums it up by asking the child questions.
18. "Get the balls"
Goal: same.
Equipment: a jar of water, a ladle, a fork, a spoon, a stick with a ring.
Progress of the game:
The teacher shows the children a tall jar of water, filled to half the jar; at the bottom of the jar there are balls. The teacher says: “The balls fell into the water, we need to get them out . Not far from the jar are a spoon, a spoon, a fork, and a stick with a ring. Children are given the opportunity to try these tools; it is important that they independently convince themselves of the choice of a more suitable tool and justify their choice.
19. "Get the toy"
Goal: teaches you to solve two-phase practical problems, respecting the final goal; analyze the environment.
Equipment: a wind-up toy in a plastic bag, a chair, and a box with building materials on it.
Progress of the game:
The teacher suggests getting a bag with a toy hanging on a hook so that the child cannot reach it while standing on the floor. To do this, he should use a chair, having first removed the box with building material from it. The teacher fixes the child’s attention on the final goal: “Can you reach the toy with your hand? What do you need to do to get it? . The teacher helps the child understand the intermediate goal - to free the chair - to remove the box with building material. The teacher makes sure that the child does not get carried away with playing with building materials.
After completing the task, he summarizes the child’s actions, saying that first he vacated the chair, and then used it to get the toy.
20. "Open the box"
Goal: same.
Equipment: a box from a cooking cabinet, two pictures.
Progress of the game (played individually):
The teacher puts the back side up and tells the child that he has beautiful pictures. He takes out a box from the preparation table, puts a picture in it and closes the box without locking it with a pin. Invites the child to open the box and look at the picture. He easily opens the box, takes it out and tells what is depicted on it. While the child is looking at the picture, the teacher puts another picture in the box and closes the box with a pin. He asks to open the box again and take out the second picture. If a child tries to open a box by force, the teacher invites him to look for the reason why the box does not open, try to open it in different ways, find what is stopping him.
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