Diagnosis of thinking development in children aged 3 to 6 years Tasks

What is logical thinking

Logic is a science that studies the methods and forms of thinking. At the same time, logical thinking is a special type of thinking that uses certain logical rules, structures and concepts.

In children, logical thinking is developed as a result of imaginative thinking. Such thinking is the highest point in the purity and logic of a child’s thoughts. The path to this point is not easy and long, which requires high mental activity and enormous knowledge.

The development of logical thinking in a child is a rather complex process that covers many different cognitive functions and includes various activities. This is the ability to explain complex things to a child in a simple language that he understands, teach him to establish relationships, teach him to evaluate a situation and draw conclusions from it. But not all parents know how to do this correctly.

When we were growing up, no one read smart books on psychology and child development. Our parents simply talked to us like adults, explaining everything that was happening around us. We counted cars of the same color, the same make, observed insects, birds, animals, and absolutely everything was commented on by our parents.

Nowadays, parents strive to earn more money and climb up the career ladder; children are left to their own devices or disappear behind computers and tablets, “conquering” the frontiers of online games. All the logic of children comes down to being able to turn on the gadget.

Ways to develop logical thinking in preschoolers

Elena Donskova

Ways to develop logical thinking in preschoolers

Children, when they come to school, read well, count well, have a fairly wide range of ideas about the world around them, but often cannot concentrate and master new material, and carry out assignments carelessly. Why? Because successful preparation for school requires not only knowledge, but also the development of mental processes, in particular thinking . The child needs to be taught to think in games, especially in logical ones . They develop the ability to understand an educational and practical task, choose ways and means of solving it, control themselves, and properly manage their behavior.

Logical thinking is thinking through reasoning. Reasoning means connecting various knowledge with each other in order to ultimately obtain an answer to the question facing him.

All types of logical thinking : - visual - effective; visually - figuratively; logical is inextricably linked with speech. Speech is the only form in which thinking . When reasoning silently to ourselves, we use abbreviated internal speech. In the process of thinking, such actions as comparison, analysis, synthesis, systematization, classification, generalization, seriation develop .

In an integrated approach to the education and training of preschoolers, an important role is given to entertaining educational games , tasks, and entertainment . They are interesting for children and emotionally captivate them. Through games and exercises, children master the ability to search for solutions independently. Entertaining tasks help develop the child’s ability to quickly perceive cognitive problems and find the right solutions for them. Children begin to understand that in order to solve a problem correctly, they need to concentrate and understand that such a task contains a “catch”

and realize what the trick is. For example: If a goose stands on two legs, then it weighs 4 kg. How much will a goose weigh if it stands on one leg? /4 kg. /

Riddles are wonderful examples of oral folk art. Riddles of mathematical content contribute to the development of thinking , the ability to prove the correctness of judgments. Each riddle is also a logical problem , in solving which the child must perform complex mental operations. It is important to teach a child not only to guess riddles, but also to prove the correctness of the answer.

For example: Three tips, three corners,

Three sides - here I am. /Triangle /

The child is asked questions: “What is this riddle about. Why do you think so. Which triangle could be the answer. The child comes to the conclusion: “Any triangle can be the answer.”

For example: There are four legs and one cap.

Needed when the family starts having dinner. /Table/

During the discussion, children are asked a provocative question: “Or maybe it’s about a chair.”

.
Thus, we develop the ability to prove the correctness of the guess.
The most effective aid for the development of logical thinking is Dienesh's logical blocks . A set of logical blocks makes it possible to identify and abstract one property in objects (color, shape, size, thickness, compare, generalize objects (by color and shape, shape and size, size and thickness)

. Depending on the age, you can use not the entire set, but some part of it: first, blocks are different in shape and color, but the same in size and thickness, then different in shape, color and size, but the same in thickness, and then the whole set figures.

Puzzle games occupy a special place in educational The essence of the game is to recreate the silhouettes of objects on a plane according to a model or design.

Puzzle games: “Tangram”

,
“Magic Circle”
,
“Pythagorean Puzzle”
,
“Columbus Egg”
,
“Vietnamese Game”
, etc., all these games are united by a common goal,
methods of action and result.
Children are attracted to games by their entertainment, freedom of action, and the opportunity to show creativity and imagination. Each game is a set of geometric shapes. It is obtained by dividing one geometric figure into several parts. All games are effective: a planar, silhouette image of the object is obtained. Each game has its own set of elements and has only its own capabilities. So from the details of “Tangram”

you can lay out silhouettes of animals, people, letters, numbers, from
“Columbus Egg”
- silhouettes of birds, and
“Leaf”
makes it possible to create silhouettes of various types of transport.

Puzzle games contribute to the development of analytical-synthesizing and planning activities in children, improvement of sensory skills, development of creative thinking , moral and volitional qualities of the individual.

Developmental games used in working with children Nikitina P. “Cubes for everyone”

,
“Fold the Pattern”
, Voskobovich’s games
“Magic Square”
,
“Ice Pieces”
,
“Transparent Numbers”
, etc.,
contribute to the development of logical thinking , memory, imagination, creativity.
The game plot, which includes tasks and exercises, allows you to find a search motive that is meaningful for children. This could be rescuing a hero or casting a spell on a princess, etc. Children of older preschool age are interested in logical games involving movement and rearrangement. These games have some features: the presence of a playing field, game actions, chips and the final result - winning or losing. These include : "Counter move"

,
“Changing positions”
,
“Checkers”
,
“Chess”
,
“
Logical chains ” , etc.

An indispensable condition for the development of logical thinking in children is the active position of an adult, systematic teaching, availability of game material, taking into account age characteristics, guiding children's activities, stimulating activity, initiatives, praise, encouragement.

Thus, children with well- developed logical thinking easily “fit in”

into the school team, they know how to think originally, are self-confident, active and cheerful.

Speech games for developing logic

These games will be useful for developing correct speech in a child, increasing vocabulary, and the ability to accurately select definitions.

A linguistic logic problem is a short story with some kind of riddle in it. And instead of an answer, a few questions addressed to the child. He can answer them if he understands certain laws of nature and can build logical connections. In the process of solving a problem, different thinking techniques are used: identifying various properties, comparison, analysis, generalization. The child also needs to independently formulate a clear answer.

An example of a linguistic task for the development of logic

“One day in the forest, after a night when it was pouring with all its might, a beautiful sunny morning came. Winnie the Pooh and Piglet ran out into the yard and immediately saw two huge puddles. One larger one is for Vinny, the second smaller one is for Piglet. Friends happily started jumping in puddles! Soon Tigger joined them. Together they decided to invite the Rabbit as well. Everyone ran to him, but the Rabbit, as you know, was a very busy person, so his friends had to persuade him for a very long time. When the Rabbit finally agreed, and everyone returned to the Rain Glade, they discovered that Winnie the Pooh’s puddle had become very, very small, and Heel’s puddle had completely disappeared! - How so? – Piglet was surprised. “There was a sea here recently, but now not a bit of it remains.” Where did the puddle go?”

After the teacher’s answer or explanation, you can invite the children to conduct several experiments. For them you will need two brushes and two glasses of water. One with plain, the second with added salt. Use brushes dipped in different glasses to paint paths on dry asphalt. The liquid will evaporate, but the salt will remain. You can draw such stripes in the sun and in the shade. Let the children themselves try to explain what is happening and how.

This also includes games where children are asked to describe what is drawn in the picture, compose a story based on the pictures, continue a fairy tale they heard, and more. Closer to four, you can suggest a game of “turning words”. In this game you need to change one letter at a time in a word until, as a result of a chain of transformations, you get the desired word. Examples of such chains: house–som–sok; whale-cat-mouth; edge-cut-mole.

Game "Continue the word." Children stand in a circle and throw a ball to each other. The one who throws says the beginning of the word, and the one who catches ends it. You can play by naming synonyms and antonyms of words.

Graphic games

These games are worth highlighting in a separate category. Their purpose is to engage hand-eye coordination. Usually such games are collected in notebooks and collections, and there are children's periodicals. These are different labyrinths, logical tables, where you need to answer a question, complete something, draw something, mark it. This category includes games with geometric shapes, puzzles, and crosswords. The simplest graphic game for developing logic is “tic-tac-toe”. A child can handle a three by three sign as early as 3.5-4 years old.

We suggest you work with your child using a very good book “Logic for 3-4 years. Test tasks":

Computer games for developing logic

In most cases, these are logic games for which cards with pictures are used, only in the format of a computer game. The child is attracted by the bright animation, familiar cartoon characters, and the interactivity of the game. For him, this is also the construction of a new model of the “man-machine” relationship, where he acts as a manager. The process of mastering the mouse develops hand-eye coordination.

There are many computer logic games that you can play online. On gaming sites they are usually divided by the age of the child. There are many examples of such games, including associations, mosaics, Sudoku, games “Extra object”, “Cold-hot”, “Artist’s mistakes”, “Connect the dots” and others.

Larger computer games containing several progressively more difficult levels may require installation on your computer. The Russian one has released a whole educational collection “Smart Games”, among which there is a part “Development of Logic and Imagination”.

When a child works at a computer, it is very important to follow the following rules:

1. Strictly limit the time spent at the computer. For a child 3-4 years old, a 10-15 minute lesson will be enough. 2. Monitor the correct position at the computer, monitor posture and breathing. 3. After class, do a little physical and eye warm-up.

What is thinking

Every day we make many decisions: how to get from point A to point B faster, what to give a friend for his birthday, how to solve a difficult problem at school or in everyday life.
And although the world is full of uncertainties, the way we reason still partially influences the outcome. Thinking is when we learn something: we systematize and analyze information, build connections, highlight what is important, discard what is unnecessary and draw conclusions.

How it works

Thinking “does” the brain, and the result is called thought.

To understand how to develop thinking, it is important to clarify: thinking itself can be different - it all depends on what kind of work our brain does.

Methodology “DIVIDE INTO GROUPS”

The child is shown a picture and given the following task: “Look carefully at the picture and divide the figures presented on it into as many groups as possible. Each such group should include figures distinguished by one characteristic common to them.

Name all the figures included in each of the selected groups, and the characteristic by which they are selected.” You have 3 minutes to complete the entire task.

Children's performance of the proposed tasks was assessed using a ten-point system, where:

8-10 - high level

5-7 - average level

0-4 - low level

Khlyupin Yu.A., Osotov V.N. Methods for diagnosing high-voltage oil-filled power electrical equipment (Document) Kostyukov V.N., Naumenko A.P. Automated quality control and diagnostic systems (Document) Educational game logic tables (Document) Presentation - Psychophysiology of attention (Abstract) Grudyanov A.I., Zorina O.A. Methods for diagnosing inflammatory periodontal diseases A guide for doctors (Document) Velichkovsky B.M. Modern cognitive psychology (Document) Klyuev V.V. Non-destructive testing and diagnostics. Directory (Document)

Games and tasks

The highest stage of children's thinking is formed on the basis of figurative perception.
This is a complex, lengthy process that cannot be left to chance.

It is necessary to start working on the development of logic in early childhood.

For 4-5 years

At this age, the baby can:

• find similarities and differences between objects;
• design according to a model;
• connect a picture cut into pieces (no more than 5 parts);
• hold a learning task for several minutes;
• call a group of objects with a common word;
• determine a pair for an item;
• find errors in illustrations, explain;
• choose simple words - antonyms.

The following games are used for this age:

1. Didactic. This includes all board games on a printed basis with tasks: find the extra object, name it in one word, show 10 differences, color only the animals, etc.
2. Developmental. Games are built on the principle of increasing complexity. As soon as the child copes with the initial stage, the tasks become more complicated.
3. Speech. Using fantasy and imagination, the child completes tasks to develop logic: continue the story, help the heroes of the fairy tale make the right decision, start the fairy tale so that the illustration becomes a continuation, etc.
4. Graphic. They are especially popular with children; the children act as co-authors of tasks: guess and complete the drawing of an object, go through a maze together with a famous hero, bring a picture to life using a colored pencil, etc.

For 5-7 years

During this age period, there is an awareness of the basic properties of the features of an object, and the ability to subsequently apply knowledge in practice.

Knowledge of the surrounding world occurs through verbal stories.

The external activity of the child is increasingly being replaced by the activity of internal mental operations.

Try inviting your child to play a game; it will not only be fun, but also useful.

• Game "Wizards". The child is asked to use a simple figure (for example, a rectangle) to create a more complex one (a house, an aquarium, a truck).
• Game "Logical endings". The preschooler is asked to complete sentences of different content. For example, if Masha is taller than Petya, then... (Petya is shorter than Masha).
• Game "Ornament". Geometric shapes of different colors and sizes are assembled into a pattern. The child needs to assemble the same one according to the model, come up with his own, using spatial concepts.
• Game "Helpful - Harmful." During the game, consider objects or phenomena familiar to the child and give the opportunity to name positive and negative aspects, based on your life experience.
• Game “What am I up to?” One of the players makes a wish for an object, the second asks questions, trying to guess what was wished for. The questions are answered in monosyllables: YES or NO.

Program “Methods and forms of development of thinking in older preschoolers”

Explanatory note

The problem of the development of children's thinking has been the subject of scientific research by psychologists and educators for many years. The modern concept of general education puts at the forefront the idea of ​​developing the child’s personality, shaping his creative abilities, and nurturing important personal qualities.

Preschool childhood is a short period in a person’s life. But during this time the child gains significantly more than in his entire subsequent life.

The development of thinking in preschoolers plays a special role. Preschool age is of great importance for the development of basic mental actions and techniques: comparison, identification of essential and non-essential features, generalization, definition of concepts, deduction of consequences. The lack of full-fledged mental activity leads to the fact that the knowledge acquired by the child turns out to be fragmentary, and sometimes simply erroneous. Numerous observations of teachers have shown that if a child does not master examples of mental activity in a preschool educational institution, then at school he usually goes into the category of underachievers. This seriously complicates the learning process and reduces its effectiveness. That is why the problem of developing the thinking of preschoolers is relevant today.

One of the important directions in solving this problem is the creation in a preschool institution of conditions that ensure the full mental development of children, associated with the formation of stable cognitive interests, abilities and skills of mental activity, mental qualities, creative initiative and independence in the search for ways to solve problems.

The teacher’s use of various forms and methods of developing the thinking of preschool children contributes to the development of children’s thinking abilities, comprehensive and harmonious development of the individual, which in turn meets the social order of society. At the same time, it should be noted that the problem we are studying is still not sufficiently reflected in psychological and pedagogical research.

Thus, there is a contradiction between the need to develop thinking in preschoolers in the conditions of a modern preschool educational institution, which ensures that they build their own picture of the world, laying the foundation of a child’s worldview, on the one hand, and the insufficiency of applying in practice original effective forms and methods aimed at developing thinking.

Complex of correctional and developmental games

A useful exercise for developing children's thinking is solving riddles. Moreover, they are well known to children.

At each lesson, children were required to have physical education sessions and finger games. Since preschoolers have different psychological characteristics, great emphasis in the work system was placed on the potential capabilities of each child, and an individual approach to teaching children was carried out.

Working with the teaching staff

Working with parents

Recommendations for teachers on developing the thinking of preschoolers.

1. To develop visual-figurative thinking, use the following games: “Well, guess!”, “Pictures-riddles”, “Paired pictures”, “Let’s identify a toy”, “Extra toy”, etc.

2. Stimulate and direct the flow of reasoning. A high level of mental operations (analysis, synthesis, comparison, etc.) makes it possible to understand the essence of objects and phenomena.

3. Consider the individual characteristics of preschoolers.

4. To develop logical thinking, you can use the following games: “Making sentences”, “Searching for generalities”, “Excluding extra words”, “Searching for analogues”, “Searching for “opposite” objects”, etc.

5. In order to correctly use the operations of comparison and contrast, generalization and classification, follow the following rules:

- highlight the essential features of an object, phenomenon; - highlight non-essential features of an object, phenomenon;

- explain how they are differentiated when finding the main essential feature;

- abstract, distract from unimportant signs and bring the concept of an object, phenomenon under a general category.

6. Develop the inquisitiveness of preschoolers, develop in them the need to independently pose questions and find answers to them.

7. Put children in problematic situations more often.

Recommendations for parents on developing their child’s thinking

Learn to compare pairs of objects or phenomena - find similarities and differences between them;

- study the classification, generalization of various objects according to common characteristics;

- find “extra” words or images that are not related by a common feature to the others;

— cut pictures;

- sequentially laying out pictures and composing a story based on them;

- awareness of patterns (consider an ornament, a pattern, continue it);

- tasks for intelligence, logical reasoning.

Classes in drawing, modeling, and making various crafts should not only include copying a sample and practicing individual graphic skills, but also develop the ability to systematically explore objects, fantasize, and imagine.

Expand children's horizons, their basic ideas about natural and social phenomena, accumulate children's knowledge and impressions by discussing with them the books they have read and analyzing people's behavior.

Bibliography

1. Abramova, G. S. General psychology: textbook. A manual for universities / G. S. Abramova. – 2nd ed. – M.: academic project: Mir Foundation, 2003.

2. Azarov, Yu. P. Playing in preschool age / Yu. P. Azarov. – M.: Mysl, 2000.

3. Akulova, E. Let’s learn logical relationships: didactic games for older preschoolers // Preschool education. – 2008.

4. Alekseev, A. A. Developmental psychology / A. A. Alekseev. – SPb: Peter.

5. Anufriev, A. F. How to overcome difficulties in teaching children / A. 8. Belova, E. S. Features of diagnosing creative thinking in preschoolers // Psychological diagnostics. – 2008.

Methodology "NONSANE"

Goal: to determine the level of formation of analysis as an operation of logical thinking. Using the same technique, the child’s ability to reason logically and express his thoughts grammatically correctly is determined.

Carrying out the technique:

First, the child is shown a picture. There are several ridiculous situations in it. While looking at the picture, the child receives instructions approximately as follows: “Look carefully at this picture and tell me if everything is in its place and drawn correctly.”

If anything seems wrong, out of place or incorrectly drawn. Then point it out and explain why this one is wrong. Next you will have to say how it really should be.”

Note. Both parts of the instruction are executed sequentially. First, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be.

The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many absurd situations as possible and explain what is wrong, why it is not so and how it really should be.

Diagnostics of the thinking of preschool children

In preschool age (3-6 years), children absorb knowledge about the world around them like a sponge. The larger their areolas of cognition, the more characteristics of surrounding objects they know and the more synonyms they can present.

Types of thinking characteristic of preschoolers:

• visually effective (up to 3 years) – is expressed in the fact that recognition of the properties of an object occurs through physical contact with it;
• visual-figurative (from 3 to 5 years) - during this period the child is already able to operate with images of objects without having them at hand, to replace some objects with others in the game;
• verbal-logical (5–6 years old) – children learn to operate with abstract concepts, without the use of visual aids, relying on reasoning and evidence.

In preschool age, of the three types of thinking described, the first two are the most developed; verbal-logical thinking is just beginning to develop. That is why in tasks for preschoolers images of objects should be used, and not their verbal designations.

Methods for studying the thinking of preschoolers

To study the intellectual sphere of a child, you can use a variety of methods, including: survey methods, test techniques, laboratory and natural experiments.

Let us dwell on some methods for studying the cognitive activity of children.

It is known that preschool children are tireless researchers, their curiosity is limitless. The main indicator of children's cognitive activity is the breadth and variety of interests, as well as the ability to ask questions. With the help of questions, children strive to learn what they do not yet know or do not quite understand.

Study the children’s questions, analyze what they most often ask about, and whether they have questions to ask.

Method 1. Questions from children to adults.

Write down all the questions that children ask adults (teachers, support staff, parents, etc.). In the protocols, record the names of the children, age, gender, and to whom the questions are addressed. This will make it possible to trace the dynamics and direction of children’s cognitive activity and identify the motives that encourage children to ask questions.

Data processing.

Determine the total number of questions asked by children per week (or month), count the number of questions asked by boys and girls, compare them in content, highlight cognitive and social-communicative questions (classification by N. Babich), determine the motives that encourage children to ask questions ( classification by A.I. Sorokina). These are motives that express the child’s desire for emotional empathy, the desire to involve an adult in participation in the various active activities of the child himself, and the desire to understand the world around him. Identify age and gender differences in the direction of children's cognitive activity. Draw conclusions about the level of development of cognitive activity in individual children. In future work, pay attention to children with low cognitive activity.

Method 2. “Questioning”

(developed by M. B. Shumakova).

Show your child two pictures. One should be close to him in content (it could be children playing, winter activities, etc.), the other should depict objects unfamiliar to him. Invite your child to play the game “Question”. Tell him that he can ask anything he wants to know about the objects shown in the pictures. In the protocols, record the names, gender, age and all questions of each child.

Data processing.

Process the received materials according to the following criteria:

-breadth of coverage of objects depicted in the pictures;

-number of questions asked by one child;

-type of questions. •

1st type. Establishing questions are questions aimed at highlighting and identifying the object of study (“Someone?”, “What are the books on?”).

2nd type. Definitive questions - related to the identification of all possible signs and properties of objects, the determination of spatial and spatial characteristics (“Does a camel like bread?”, “What is the hat made of?”, “Is the water cold?”).

3rd type. Causal questions - related to the knowledge of the relationship of objects, identifying causes, patterns, the essence of phenomena (“Why is the boy gloomy?”, “Why does the girl need a bag?”, “Are they frozen?”).

4th type. Hypothesis questions expressing assumptions “Is the boy not going to school because he hasn’t done his homework?”, Is the girl crying because she is lost?”).

Draw a conclusion about the level of cognitive activity of individual children and their ability to ask questions. In the future, pay attention to children who do not know how to ask questions. Use the Questioner game to teach them the ability to ask questions.

Method 3. Measuring the intelligence of children.

Wechsler test (adapted).

Subtest 1. General awareness.

The General Awareness subtest can be used to diagnose mental functions such as long-term memory, association and organization of individual experience. Children are interviewed on the subtest individually. It is important to win over the child and make him want to answer questions. The test can be used from 5 years of age. Read each question in the suggested sequence without changing the wording. You cannot ask leading questions or suggest words. If five incorrect answers are given in a row, the test ends. The answer to each task is scored either 1 point or 0 points. The maximum possible score is 30 points. The minimum possible score for children 5 years is 10 points, for 5 years 6 months - 11 points, for 6 years - 12 points, for 6 years 3 months - 13 points, for 6 years 6 months - 14 points, for 6 years 11 months - 15 points, for 7 years 3 months - 16 points. Test questions and acceptable answers.

1.How many ears do you have? (Two. Pair.)

2.What is this finger called? (Forefinger shown)

3.How many legs does a dog have? (Four.)

4.What animals do we get milk from? (Cow, goat, camel, horse.)

5.What do you need to do to boil water? (Put on the stove, on the fire, heat, etc.)

6.Which stores sell sugar? (In a bakery, grocery store, grocery store, supermarket, confectionery store, etc.)

7.How many legs do centipedes have? (Fourty.)

8.How many days are there in a week? (Seven.)

9.Who was the first to fly into space? (Yuri Gagarin.)

10.How many items make up a dozen? (Twelve.)

11.Name the four seasons. (You can name them in any order.)

12.What color are rubies? (Anything from light pink to dark red is acceptable.)

13.What is the name of that part of the horizon where the sun sets? (West.)

14. Why does a person have a stomach? (To digest food)

15.Why does oil or vegetable oil float on the surface of water? (Because they are lighter than water.)

16.Who wrote “Eugene Onegin”? (Pushkin, Tchaikovsky.)

17.What is celebrated on May 9? (Victory Day.)

18.How to decipher the word ATS? (Automatic telephone exchange.)

19.What is the average height of an adult? (Any answer from 150 to 180 cm.)

20.Where is Poland? (In Europe.)

21. How many grams are in 1 kg? (1000 g)

22.What is the name of the capital of Ukraine? (Kyiv.)

23.What is turpentine obtained from? (Pine, spruce, resin.)

24.How many kilometers from Minsk to Moscow? (From 600 to 800 km.)

25.Which people celebrate their birthday once every four years? (Those born on February 29.)

26.Who discovered the South Pole? (Amundsen.)

27.What is a barometer? (A device for measuring atmospheric pressure, a device that predicts the weather.)

28.What is a hieroglyph? (Sacred sign, symbol, element of pictographic writing among the ancient Egyptians, sign of Japanese or Altai writing.)

29.Who is Genghis Khan? (Mongol commander, conqueror of Northern China, Siberia and other territories.)

30.What is confiscation? (Forced and gratuitous seizure of property into state ownership, seizure of property for a crime.)

Count the total number of balloons, make a qualitative analysis of the child’s answers.

Subtest 2. General understanding.

The “General Comprehension” subtest can be used to diagnose such mental functions as reasoning when abstracting from specifics, organizing knowledge, and mastering concepts. The test can be used from 5 years of age. Read each question in the suggested sequence and without changing the wording. If your child doesn’t remember the question the first time, read it

again. Do not allow any shortening of the wording of the question, changes or additions. Do not try to explain the essence of the issue to your child. You can only encourage: “Yes,” “Continue,” “Tell me a little more about it.”

Each answer can be scored 2, 1.0 points. The maximum possible score is 28 points. Minimum allowable: up to 5 years 3 months - 11 points, up to 5 years 7 months - 12 points, up to 5 years 11 months - 13 points, up to 6 years 3 months - And points, up to 6 years 7 months - 14 points, up to 6 years 11 months - 13 points, up to 7 years 3 months - 16 points.

Test questions, possible answers and their evaluation.

1. What should you do if you cut your finger? (The essence of the correct answer: apply a bandage.)

2 points - bandaged, sealed with a plaster; I’ll lubricate it with iodine and brilliant green; I will wash it with soap and water, I will close the wound;

1 point - I will tell my mother, teacher, teacher about what happened; I'll go to the doctor; I'll fly my finger;

0 points – I’ll go home; I will cry.

2. What should you do if you lose someone else’s ball (doll)? (The essence of the correct answer: compensate for the loss.)

2 points - I'll give you my own; I'll try to make up for the loss

1 point - I’ll try to find it; I’ll tell my mom, she’ll send or buy another one;

0 points - I apologize; I will cry; I'll say that I don't have one.

3. What do you do if you are sent to the store to buy bread, and the seller says that the bread is already out? (The essence of the correct answer: go to another store for bread.)

2 points – I’ll go to another store; I’ll buy cookies, crackers

1 point - when I return home, I will say that in this bread store it is not me who should be sent to another; I’ll come home and ask what I should do;

0 points - I’ll leave without bread, I’ll wait until next time; When I return home, I will say that there is no bread. (If there is one store in the vicinity of the tola, this answer is scored 2 points.)

If a child says that he is never sent for bread, ask what he would do if he was sent for bread.

4. What should you do if a boy who is much smaller than you starts to fight with you? (The essence of the correct answer is I won’t fight with him, I’ll step aside.)

2 points - I’ll tell him that I don’t want to hurt him; I’ll tell him that he can’t fight; I'll try to figure out what's wrong; I'll start playing with him; I’ll take you by the hand and lead you to your mother;

1 point - I’ll tell him that he better not contact me, I’ll ask someone to stop him;

0 points - I’ll let him fight; I'll let him win; if he is small, I will not hit him too much; I won't do anything.

5. What will you do if you see a train approaching on damaged rails? (The essence of the correct answer: I will give a warning signal to the approaching train.)

2 points - I’ll take out something bright and wave it; I’ll come closer to the train and somehow honk the horn; I’ll take out a handkerchief and wave it;

1 point - I’ll tell the person at the station and he’ll stop the train; the traffic lights should be closed; I’ll send someone to do something;

0 points - I’ll run away because the train might tip over on me; I’ll go to the police and say that the train has gone off the rails; I'll strengthen the rails.

6. Why is it better to build houses from brick than from wood? (The essence of the etching answer: such a house is stronger, more durable, safer, it has better insulation.)

2 points - the answer contains at least two arguments from the title above;

1 point - the answer contains one of the arguments;

0 cylinder - because it is not so easy for rain to get inside the house; the tree breaks; brick is heavier.

7.Why are criminals kept in prison? (The essence of the correct answer: to intimidate; it is the protection of society; a lesson for others, punishment, revenge; for correction, isolation.)

2 points. - the answer contains at least two arguments;

1 point - the answer contains one of the arguments;

0 points - they are bad; they are in a difficult situation; when they are free, they do no good to anyone; if they were not criminals, they would not have been imprisoned; they are dangerous.

8. Why, when a ship sinks, are women and children the first to be saved? (The essence of the correct answer: women are more necessary for children; children have a long life ahead of them; women and children are not as strong as men.)

2 points - the answer contains at least two arguments;

1 point - the answer contains one of the arguments;

0 points - because they cannot swim; because it is customary to let women go first; women are more nervous.

9. Why is it better to pay for an expensive item in large sums rather than in small change? (The essence of the correct invocation: it is easier to count; it is easier to carry; large money is easier to hide; they take up less space.)

2 points - the answer contains at least two arguments;

1 point - the answer contains one of the arguments;

0 points - this is better; they are more beautiful, there are more of them.

10. Why, in principle, is it better to transfer money to some charity fund than to simply give to someone asking on the street? (The essence of the correct answer: you will be sure that the money will really go to someone in need; with the money collected, the charity fund will be able to provide more significant assistance; the fund can help many people, not just one.)

2 points - the answer contains at least two arguments;

1 point - the answer contains one of the arguments;

0 points - if you give it to a beggar, he will have to store it himself; you will have great pleasure; It's nice to help a beggar.

11. Why do you need to be discussed in parliament to hold the position of minister? (The essence of the correct answer: in order for such a post to be filled by qualified and experienced people; in order to maintain a high level of government; in order to avoid protectionism (cronyism) in politics.)

2 points - the answer must contain at least two arguments;

1 point - the answer must contain one item of evidence.

0 points - everyone must have their own job; During such a discussion, you can tell the person everything you think about him.

12. Why is cotton fiber used in clothing production? (The essence of the correct answer: it is durable, easy to wash, hygienic, comfortable to wear, easy to paint.)

2 points - the answer contains at least two arguments;

1 point - the answer contains one of the arguments;

0 points - it is good; this is the best material; You can dry it if it gets wet.

13. Why do we elect deputies to the Supreme Council? (The gist of the correct answer is that the entire population of the country is so large that it can come together as one to make laws and provide for a representative government to make government officials accountable to the people.)

2 points - for two arguments;

1 point - for one argument;

0 points - because we need leaders and people who know the powers of government; to make laws? to help govern the country; manage people.

14. Why should you always keep your promises? (The essence of the correct answer: faith and mutual trust are based on this, a promise implies an agreement, breaking a promise brings pain and disappointment to other people.)

2 points - the agreement is a contract and therefore must be fulfilled; relationships between people are based on trust in words and deeds; if everyone starts lying, then no one will be able to trust anyone; here your honor is at stake, people will say that you cannot be trusted; you will lose your reputation;

1 point because making a promise for the future is a matter of honor to show your loyalty; it would be wrong not to keep promises;

0 points - vague judgments: if you have character; it is your consciousness; to be honest; make friends; Someday someone will promise you.

When starting to study the characteristics of the mental activity of children, first of all, it is necessary to identify the degree to which they have formed a system of general ideas and everyday concepts, mastery of the hierarchy of genus and species on an elementary figurative basis, and the ability to perform mental operations without direct reliance on practical action.

Method 4. Children mastering the general structure of mental activity

(developed by U.V. Ulienkova).

Task 1. Generalization of a series of specific concepts using generic concepts.

Give the children a task to generalize 14 series of specific concepts. Offer to name in one word the following series of specific concepts: 1) plates, glasses, bowls; 2) tables, chairs, sofas; 3) shirts, trousers, dresses; 4) shoes, galoshes, felt boots; 5) soups, porridges, jelly; 6) dandelions, roses, daisies; 7) birch, linden, spruce; sparrows, pigeons, geese; 9) crucian carp, pike perch; 10) raspberries, strawberries, cherries: 11) carrots, baked cabbage; 12) apples, pears, tangerines; 13) tank crews, infantrymen, artillerymen; 14) joiners, painters, carpenters.

Task 2. Concretization of concepts.

Invite the children to name objects that are included in the concept of a broader scope: “Name what (which) there are: 1) toys. 2) shoes, 3) clothes, 4) flowers, 5) trees, 6) birds, 7) fish, animals...” Children mainly used these same concepts as generalizing terms in the previous task.

Task 3. Generalization of a series of concepts of a wider scope. Children are offered to generalize 5 series of concepts of a wider scope through the concept of the third degree of generalization. The last row involves generalization through an abstract generic concept. (This is a task of increased difficulty.)

“Name in one word: 1) birds, animals, fish; 2) trees, grasses, shrubs; 3) furniture, dishes, clothing; 4) watches, scales, thermometers; 5) fires, diseases, hurricanes.” Children must independently find or come up with generalizing terms.

Task 4. Classification.

The child is offered 16 cards with images of birds, fish, dishes, furniture (4 cards in each group). “Look at these cards, arrange them into four rows so that the pictures fit together so that they can be called in one word.” After completing this part of the task, the child is asked to make two rows out of four, but so that in each the pictures are about the same thing, and they can be called in one word. When performing this task, the child must first make a generalization through the generic concept of the second, and then the third degree of generalization. In both cases, he must explain his actions and responses.

Task 5. Comparison.

The child is asked to compare five pairs of objects according to their presentation, to find signs of difference and similarity: 1) dandelions and daisies; 2) spruce and birch; 3) cats and dogs; 4) animals and people; 5) animals and plants. Completing this task, identifying signs of difference and especially signs of similarity will require children to make significant efforts of independent thought, systematization of general ideas, mastery of the hierarchy of elementary everyday generic and species concepts or general ideas within the third degree of generality.

Task 6. The simplest deductive inferences.

The child is presented with two riddle tasks, after guessing which he must make deductive conclusions.

1. Seryozha sat on the river bank and looked: a boat was floating, a big log was floating... His mother asked him: “Will grandpa’s wooden stick float?” What did Seryozha answer? Why does he think this? "

2. Seryozha found a ball on the shore and threw it into the water. The ball drowned. Seryozha told his mother: “I thought the ball was wooden, but it turns out it’s not wooden...” Mom asked him, “How did you guess that the ball was not wooden?” What do you think Seryozha answered? '

Task 7. Thinking about the subject closest to experience at the level of the simplest everyday concept.

A conversation is held with the child about such a close object as a doll, about which he should not have any lack of knowledge. He needs to carry out a series of mental operations and approach the definition of a doll by indicating the closest generic and species differences, answering the following questions and in the following sequence: 1. What do they do with dolls? 2. What types of dolls are there? 3. Chairs have a seat, a back, and legs, but what does a doll have? 4. How are dolls similar to people? 5. How are dolls different from people? (If the child names some particular sign, for example, that the doll does not eat, ask him why she does not do this...) 6. Dolls, balls, pyramids... all this...? 7. Now think and say all the most important things about the doll, the most important thing so that you can immediately understand that you are talking about the doll. So what is a doll?

If the child says that this is a toy, object that the pyramid is a toy, but you need to say it in such a way that it is immediately clear that he is talking about a doll.

Data processing.

As you complete the tasks, record the characteristics of the children’s behavior, all their answers and actions, their attitude towards the tasks and the process of completing them. The assessment criteria for the development of the main components of mental activity in children can be: 1) interest in the task; 2) features of the emotional attitude to the process of activity and its result; 3) the desire to continue working; 4) a stock of knowledge and ideas about the world around us and basic everyday concepts that allow us to solve the proposed problems; 5) mastering the hierarchy in generalization - mastering the concepts of the first, second and third degrees of generalization, as well as abstract generic concepts; 6) the specifics of children’s use of the system of accessible concepts; 7) the level of understanding and acceptance of the task; the quality of self-control in the process of completing a task and when assessing performance results.

In accordance with these evaluation criteria, three levels of children’s mastery of the general structure of mental activity can be distinguished.

High level: tasks immediately interest the child, a positive emotional state is maintained throughout the entire lesson. The child understands the task quickly and does not need repetition or explanation. The fund of effective knowledge for solving it is sufficient, often even rich. All mental operations are completed correctly and independently. The child can verbally justify his decision, reason, and make inductive-deductive proofs. He independently concentrates on the task, tries to think about his decision, performs mental actions in a certain sequence, evaluates the degree of correctness, and can himself notice and correct mistakes. No adult help needed. If there is an error, a suggestion to think about it is enough.

Intermediate level: tasks interest the child. In general, he completes tasks willingly, understands them without additional explanations, but sometimes asks to be repeated. The fund of effective knowledge for solving problems is sufficient, mental operations are performed mostly correctly. Accepts the task, but can only manage the progress of its implementation with the help of an adult, and needs stimulating and leading questions. He can notice mistakes when solving problems himself, but mostly with the help of an adult, and with his help he corrects them.

Low level: interested in the proposal to solve problems, but indifferent to the content of the lesson (especially the most difficult tasks). Ready to stop solving and move on to a new task without solving the previous one. As work progresses, he needs constant encouragement for any, even the smallest manifestations of thought and the desire to think. Independently understands only the easiest tasks, often needs additional repetition of instructions, explanation of the task, direct assistance in the form of practical actions and demonstration of visual material, the fund of effective knowledge is poor and narrow. The child does not have the necessary stock of general ideas and simple everyday concepts. He clearly does not have sufficient knowledge of the necessary mental operations and solves only a few problems. The child’s answers are most often situational. He cannot isolate the main thing and justify the decision verbally.

Additional individual work should be carried out by children who show average and low levels of mental activity. This is important for preparing them for school.

You can increase the level of generalization using game techniques. The game “The Fourth Extra” will help develop the ability to find a logical basis for a generalization and build a logical proof using generic and specific concepts.

Task 1. The child is offered cards, each of which depicts four objects, selected in such a way that three of them are connected to each other, and the fourth is superfluous in relation to them. The child must decide which of these four items should be excluded. Sample sets of pictures: chamomile, poppy, lily of the valley, Christmas tree;

turnip, tomato,
orange
radish;
elephant, goose, bucket,
dog;
table,
book, inkwell, globe;
turkey,
heron, woodpecker, swallow;
dragonfly,
pike, crucian carp, shark, lion, goat, hare,
cabbage.
You can select pictures in such a way that in one set, changing the logical basis, you can exclude each one.

Record the children's answers, listen to their explanations, and offer to find other generalizations. The problem can be solved if the child has found the principle of generalization of three items and explained the reason for excluding the fourth.

Task 2. The essence of the task remains the same, but the principle of selecting pictures changes: in each set, all four pictures belong to the same genus, but they can be divided according to species characteristics.

. Sample sets: sleds, skis, skates, bicycles - summer and winter sports; tiger, elk, camel, horse are wild, and domestic animals, etc.

Task 3. Invite the children to choose their own sets of pictures for the game “Odd Four”. Working in subgroups, children will be able to discuss various options, find a logical basis for combining and a reason for isolating the fourth odd one out, and learn to find the correct speech formulation to justify their chosen principle of generalization.

Game “What did the artist mix up?”

The game uses puzzle pictures of varying degrees of complexity. For the first diagnostic lesson, choose a complex picture containing 14-16 “mistakes” of the artist. Record how many mistakes each child will notice and be able to explain (the form of work is individual). Analyze the nature of children's mistakes and their ability to conduct proof.

The following lessons can be carried out with small groups of children, sequentially presenting other confusing pictures in order of increasing difficulty. First of all, involve in classes those children who do not know how to reason.

These classes will make it possible to identify the peculiarities of children’s use of the system of available knowledge about the environment, the possibility of using it to solve mental problems, and will also allow children to be taught in a more or less detailed form to evaluate the artist’s “mistakes” and explain the logic of solving the problem (as the children themselves understand it). Do not allow templates and explanations in a memorized form; invite each child to explain everything in his own way, as he understands (why doesn’t this happen?).

The mental activity of preschoolers is manifested, first of all, in the peculiarities of self-regulation of mental activity, in the ability to build a plan for their activities (first external, and then internal, mental), as well as in the ability to analyze a particular object simultaneously from several sides.

The methods proposed below will help the teacher develop in children the ability to independently carry out cognitive and practical activities, and actively use experimentation.

Methodology 5. Transition from practical tests to solving internal problems.

Trace the features of children's search for the right tool, determine the influence of trial and error actions on the strategy of finding ways to solve an intellectual problem.

Task 1. At the bottom of a transparent vessel there is a candy (or other attractive object) with a wire loop. This candy must be obtained using a small hook, which children must choose from four types of tools, different in color and shape (methodology by I.M. Zhukova).

Task 2. At the edge of a high cliff there are two boy travelers (dolls). A practical way must be found to get them off the cliff. According to the conditions of the task, the boys should have a long, strong rope in their travel bag (methodology by E. Mastvilisker).

Conduct a series of educational activities with children. A rough outline of them is as follows: During a movement class or on a walk, show the children how a rope can be used. You can climb up it, you can go down it, after tying several knots on it, you can throw it over a branch or log and use it to lift a heavy package, you can drag the package behind you or carry it on your back, throwing the rope over your shoulder, etc. .

You can also “work on” such simple objects as a stick, a hook, a board... During the learning process, you will see how interesting and new it is for children to discover many unexpected possibilities in familiar objects. After such training, children will have a completely different approach to solving problems of this type; they will learn to perform the necessary mental operations, primarily analysis and synthesis (internally).

Method 6. Construction and use of a plan for a “toy and real spatial situation”

(method of R.I. Govorova).

Task 1. Nadya doll furnishes the room.

The teacher has a model of a room with toy furniture placed in it. Each child has a flannelgraph on which cardboard geometric figures are attached (“substitute furniture”). During the first lesson, the room contains a round table, a rectangular sofa and a square chair. Their “substitutes” are, respectively, a circle, a rectangle, a square.

The teacher, together with the children gathered at the table, examines the arrangement of the furniture and, with their help, names what is where. For example, a table is in the middle of the room, an armchair is next to the table, etc. Explaining to the children that instead of a table, an armchair and other pieces of furniture they will have different figures, the teacher takes turns presenting a rectangle, a circle, a square, and asks the children, Which of these objects does each figure resemble? After this, the children, using furniture “substitutes”, build their own room plan on a flannelgraph. If in the process of completing the task some children discover a characteristic error - the mirror arrangement of the figures, help them overcome it. For this purpose, conduct individual classes to develop the ability to practically, rather than verbally, determine the direction of space.

Task 2. Acting out the fairy tale “The Three Bears”.

Figures of three bears cut out of cardboard in pi-fil are added to the equipment, and a triangle is introduced as the fourth piece of furniture, indicating a stool.

Children place the figures of three bears on their flannelgraphs, following the image of the teacher, and then reproduce the plan of the room from four objects. Then you can add a fifth item and a small circle to “replace” it. The layout of the rooms can be constantly changed.

If children begin to confuse circles of different sizes that represent a table and a floor lamp, pay attention to the relative sizes of the objects.

Task 3. Room “opposite”.

In order to check how consciously children performed tasks on the spatial relationship of objects, ask them to complete a task that is, as it were, the “reverse” of the one indicated. Give each child individually a plan of a toy room depicted on a piece of paper, including four “substitutes” (a circle, a square, a rectangle and a triangle). Offer to build the same room on a flannelgraph from doll furniture three times, according to three plans, where the arrangement of “substitutes” varies.

Task 4. Construction and use of a plan of a real spatial situation.

The real space can be that part of the group room in which the teacher’s desk and the tables at which the children sit are located. The lesson begins with a preliminary examination of the arrangement of tables. Children must note the location of the teacher's desk, count the number of rows and the number of tables in each row. Then they sit down in places where each has a flannelgraph, and on a tray there are 10 small and one large rectangle - “substitute” tables. If the children have mastered the task, they can begin to make a plan. Subsequently, they mark on the plan their place, the table where the teacher will place a vase of flowers, etc.

If children are having difficulty, introduce a constant reference point. This could be the teacher's desk - a large rectangle in plan.

In the same way, you can build a plan for the entire group room, a plan for the site, a sports ground, etc. You should first discuss with the children the issue of substitutes for the main objects of the plan.

An important stage in a child’s intellectual development is mastering the principle of conservation (invariance, constancy). The concept of conservation means that an object or a set of objects is recognized as unchanged in composition or in any other physical attribute, despite a change in their shape or external location, but provided that nothing is taken away or added to them. Mastering the principle of conservation is a necessary condition for the development of scientific concepts in a child.

Method 7. Study of ideas about conservation.

Purpose: study of the “phenomena of J. Piaget”, indicating the absence of the principle of conservation (length, weight, volume, mass, identity...) in the process of changing the shape of an object; studying the possibilities of using measures, marks and other aids to compare the size of objects according to the parameter about which the child is asked, and then teaching children to indirectly compare sizes.

Task 1. For length.

There are two options. In one of them, identical sticks are taken (or two strips of paper, two pencils, two rulers, etc.). Their ends are combined (Fig. 6, a).

Then one of them is shifted relative to the other (Fig. 6,
b)
or placed perpendicular to the first (Fig. 6, o).
The question about the equality of sticks can sound differently: “Look, are these sticks the same or different?” (Fig. 6, a
- equality is fixed).
“Now determine whether these sticks are the same or one is longer and the other is shorter?” (Fig. 6, b).
“Look, are these sticks the same?
Which stick is longer or shorter? (Fig. 6, c).
After receiving the answer to the main question, you should find out why the child answered this way: “Why do you think so? Tell me, what do you think?” and so on.

If the child answers incorrectly, for example: “The upper stick is longer because it protrudes” (Fig. 6, b),

an adult can say: “Look, the lower one sticks out here” (indicates where) or: “But are these the same sticks that were just the same, or are they different sticks?” and so on.

If the child answers correctly, the adult may ask: “But the upper stick extends beyond the lower one with its edge. Maybe it’s longer than the bottom one?”, or: “But we moved the sticks?” and so on.

(When describing other situations, questions of this kind will be omitted, since they are approximately the same in all situations.)

The second option uses two ropes or two pieces of flexible wire, equal in length. First, they are laid out so that their ends coincide (Fig. 7, a).

“Are these ropes, “roads,” the same length or different?” Equality is stated. After this, one of the “roads” is transformed in shape. Again, there is a question about the equality of the lengths of the two “roads” and the necessary additional questions that clarify the child’s motivation for his answer (Fig. 7, b, c).

Task 2. For the area.

Take two sheets of paper of the same shape and area .

8,
a).
By overlapping them or visually comparing them, the child ascertains the equality of the areas.
Then one of
the sheets is cut diagonally or along the axis of symmetry.
The two resulting parts are assembled into a new figure, which remains equal in area to the original figure (Fig. 8.b.c ).
The child is asked whether the resulting figure is the same in area as the original one. After receiving the answer to the main question, the motivations for this or that answer are clarified and questions are asked according to the scheme proposed in the first task.

Task 3. For the mass.

Take two identical plasticine balls. The child must admit that both contain the same amount of plasticine. Then the child himself or an adult, in front of the child, transforms the shape of one of the balls, for example, turning it into a “cake” or “sausage”. The child is asked whether the amount of plasticine in both figures is now the same, etc.

Task 4. For a set.

Two sets of items are taken. In Fig. 9 they are symbolized by cats and zeros. An adult lays out a row of several objects and invites the child to make one

How to develop logic and thinking in children 5, 6 and 7 years old

At the age of 5-7 years, children spend most of their time in kindergarten. Therefore, all classes are conducted by a teacher in the classroom.

Children of primary preschool age can develop thinking in the following ways:

• conducting conversations and discussions. Children of this age can not only perceive information, but also express their opinions and make simple conclusions;
• conducting didactic games and performing exercises with logical content, solving puzzles. Assignments may be in printed form;
• games that involve both creativity and logic. A child will remember best what he created with his own hands. Therefore, he can be asked to complete the following tasks: complete the missing part of a geometric figure, give the missing items: a fishing rod to a fisherman, a car to wheels, etc. It is necessary that the child can explain his choice;
• using the “intentional error” technique. At the age of five, a child has already formed ideas about humor and their thinking is sufficiently developed not to take on faith everything that adults say. It is possible to use an intentional error in any class, the main thing is that the material is familiar to the children;
• use of substitute items. This technique, by transferring some properties of an object to a replacement one, develops thinking, imagination, and creative abilities. Children are able to imagine imaginary properties of objects;
• use of signs and pictograms. In the fifth year of life, the baby becomes familiar with numbers. By studying them, the child develops abstract thinking. Using numbers, the child should be able to collect identical objects into a group and indicate their number. First, simple tasks are offered: objects are arranged in a row. The child must determine their number by pointing to a certain number. Then the task becomes more complicated: objects of two types are laid out randomly (for example, 3 apples and 2 pears). The child must be able to determine the quantity of each item and point to the corresponding number;
• pictograms are images of objects in a simpler form. They convey the main and recognizable characteristics. Pictograms promote the development of analysis and synthesis skills. Having studied the pictogram, the child first expresses an opinion about what object is depicted, then highlights its main features. After this, together with an adult, he makes a conclusion whether the guess was correct.

Example of an icon

At six or seven years old, practical training is important. Independent work is important here. Older preschoolers explore the proposed objects. They compare their properties, color, shape, size. They should receive information not in ready-made form, but with the help of leading questions.

For older preschoolers, you can conduct various experiments and experiments, as well as arrange presentations. Children must observe their progress and record data in a special journal. Then, looking through the log, they must explain how the stages of the experience are interconnected: what happened at the beginning and what happened at the end. Practical techniques are closely related to verbal ones. The child must be able to explain why it happened this way.

Important! It is necessary to enter into a playful argument with preschoolers, encouraging them to express their point of view. Everyone should be able to defend their opinion

Study of the thinking characteristics of preschool children

Content

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1 Theoretical study of the thinking of preschool children

1.1 Thinking: concept, characteristics, types. . . . . . . . . . . . . . . . . . . . . . . . . 5

1.2 Features of the thinking of a preschool child

and the problem of its development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

2 Study of the thinking characteristics of preschool children

2.1 Goals, objectives and organization of the study. . . . . . . . . . . . . . . . . . . . . . . . . 24

2.2 Processing and analysis of research results. . . . . . . . . . . . . . . . . . . . . .28

2.3 Methods for developing the thinking of preschoolers. . . . . . . . . . . . . . . . . . . . . . 33

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

List of sources used. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Appendix A Picture to the “Nonsense” method. . . . . . . . . . . . . . . . . . . . . . . .40

Appendix B Pictures for the “What’s superfluous here?” method . . . . . . . . . . . . . . . . .41

Appendix B Contours of cut-out figures to the “Cut out figures” technique. . .42

Appendix D Materials for developing the thinking of preschoolers. . . . . . . . . .43

Introduction

One of the most important cognitive mental processes is thinking, which generates new knowledge based on creative reflection and transformation of reality.

A person’s thinking can develop, and his intellectual abilities can improve. Many psychologists came to this conclusion long ago as a result of observations of changes in the level of intellectual development of a person during his life and the successful application in practice of various methods of developing thinking.

However, until the end of the 19th century. Many scientists were convinced that people's intellectual abilities were given to them from birth and did not develop throughout their lives. This point of view was held, for example, by F. Galton. In the 20th century, the situation changed, and the vast majority of scientists came to the conclusion that human intelligence, even if it has a genetic basis, can still develop during a person’s life. Numerous facts support this conclusion.

In the 20th century Many psychologists have studied intelligence and the process of its development. J. Piaget was one of the first to propose a theory of the development of a child’s intelligence, which had a significant impact on the modern understanding of thinking and its development in humans.

In Russian psychology, the problem of thinking developed within the framework of the psychological theory of activity. The development of this problem is associated with the names of L. S. Vygotsky, P. Ya. Galperin, A. A. Smirnov, A. N. Leontiev and others.

From the standpoint of the psychological theory of activity, thinking is understood as the ability to solve various problems and expediently transform reality. A. N. Leontiev proposed a concept of thinking, according to which there are analogies between the structures of external (component behavior) and internal (component thinking) activity. The activity theory of thinking contributed to the solution of many practical problems related to the learning and mental development of children. On its basis, well-known theories of learning and development were built, including the theories of P. Ya. Galperin, L. V. Zankov, V. V. Davydov.

In general, the development of thinking represents an important stage in the development of the child’s cognitive sphere, and a special role in this process is assigned to the period of preschool childhood.

The relevance of these problems determined the choice of the research topic: “The thinking of children of senior preschool age.”

Purpose of the work: to study the peculiarities of thinking of preschool children.

Object of study: cognitive sphere of children of senior preschool age.

Subject of research: features of thinking of children of senior preschool age.

Hypothesis: in older preschool age, visual-effective thinking is most developed.

Tasks:

1) consider and give a general description of the thinking of a preschooler;

2) conduct a study of the characteristics of the development of preschoolers’ thinking;

3) propose methods for developing the thinking of preschoolers.

Structure of the work: the work consists of an introduction, two chapters divided into paragraphs, a conclusion, a list of sources used and applications.

1 Theoretical study of the thinking of preschool children

age

1.1 Thinking: concept, characteristics, types

Thinking is a socially conditioned, inextricably linked with speech, mental process of searching and discovering something essentially new, a process of mediated and generalized reflection of reality in the course of its analysis and synthesis. Thinking arises on the basis of practical activity from sensory knowledge and goes far beyond its limits [16, p.79].

Thinking is the highest cognitive mental process. The essence of this process is the generation of new knowledge based on the creative reflection and transformation of reality by man.

Like any mental process, thinking is a function of the brain. The physiological basis of thinking are brain processes at a higher level than those that serve as the basis for more elementary mental processes, such as sensation.

However, at present there is no consensus on the significance and order of interaction of all physiological structures that support the thinking process. It is undeniable that the frontal lobes of the brain play a significant role in mental activity as one of the options for purposeful activity. In addition, there is no doubt about the importance of those areas of the cerebral cortex that provide gnostic (cognitive) functions of thinking. There is no doubt that the speech centers of the cerebral cortex are also involved in the thinking process [23].

The complexity of studying the physiological foundations of thinking is explained by the fact that in practice thinking as a separate mental process does not exist. Thinking is present in all other cognitive mental processes, including perception, attention, imagination, memory, and speech. All higher forms of these processes, to a certain extent, depending on the level of their development, are associated with thinking.

Thinking as a special mental process has a number of specific characteristics and features presented in Figure 1.1.

Figure 1.1 - General characteristics of thinking as a mental process

The first such sign is a generalized reflection of reality, since thinking is a reflection of the general in objects and phenomena of the real world and the application of generalizations to individual objects and phenomena.

The second sign of thinking is indirect cognition of objective reality. The essence of indirect cognition is that we are able to make judgments about the properties or characteristics of objects and phenomena without direct contact with them, but by analyzing indirect information.

It should be noted that indirect thinking does not distort the reality around us, but allows us to understand it more deeply, more accurately and more fully. Thus, generalization makes it possible to identify not only the essential properties of things around a person, but also the basic natural connections of objects and phenomena. In addition, the indirect nature of thinking makes it possible not only to deepen the existing information, but also to expand it. Thus, in the process of thinking one can cognize that which is generally inaccessible to perception and representation.

The next most important characteristic feature of thinking is that thinking is always associated with the solution of one or another problem that arose in the process of cognition or in practical activity. The thinking process begins to manifest itself most clearly only when a problematic situation arises that needs to be solved. According to A.G. Maklakov, thinking always begins with a question, the answer to which is the goal of thinking. Moreover, the answer to this question is not found immediately, but with the help of “certain mental operations, during which the existing information is modified and transformed” [9, p. 300 – 301].

Considering the problem of thinking, A. A. Smirnov warns about the need to distinguish between thinking and the associative flow of intellectual processes. In mental activity, a person widely uses associations, since they provide significant assistance in solving mental problems [22].

With the associative flow of intellectual processes, a person does not set any goal for himself, since he does not solve any problem. In this case, one process is replaced by another only because it is associated with it associatively. Depending on what associations are made, thoughts and ideas can go in a variety of directions, including those leading away from the starting point. The associative course of intellectual processes is very often observed in cases where a person is tired and wants to rest.

An extremely important feature of thinking is its inextricable connection with speech. The close connection between thinking and speech finds its expression, first of all, in the fact that thoughts are always clothed in speech form, even in cases where speech does not have a sound form, for example in the case of deaf-mute people. A person always thinks in words, that is, he cannot think without uttering words. Thus, special devices for recording muscle contractions detect the presence of movements of the vocal apparatus that are invisible to the person during a person’s thought process [8].

It should be noted that speech is a tool of thinking. Thus, adults and children solve problems much better if they formulate them out loud. Expressing thoughts in words is a rather complex process that includes several stages. First, the formation of a motive - the driving force of the process. At the second stage, a thought arises and a general outline of the content that should subsequently be embodied in the statement. This stage of preparing the expression of a thought, as L. S. Vygotsky believed, is of particular importance. On it, the recoding (recoding) of the plan into detailed speech and the creation of a generative (generative) scheme of the detailed speech utterance takes place [3, p. 154 – 156].

The generative scheme of a speech utterance refers to a mechanism called inner speech in psychology. It is internal speech that provides the transitional stage between the plan (or “thought”) and expanded external speech through the mechanism of recoding the general meaning into a speech utterance. Inner speech generates (generates) a detailed speech utterance that includes the original intent in the system of grammatical codes of the language. From this point of view, inner speech acts as a preparatory stage preceding the expression of a thought. It is aimed not at the listener, but at oneself, at translating into the speech plane the scheme that was previously only the general content of the plan [23].

The generative role of internal speech, leading to the revitalization of previously acquired grammatical structures of expanded speech, provides the last stage of the emergence of a detailed external speech expression of thought. Thus, a thought takes on its final form only after the idea is encoded into speech symbols.

Despite the close interaction between thinking and speech, these two phenomena are not the same thing. Thinking does not mean talking out loud or to yourself.

Thinking is a special kind of activity that has its own structure and types, presented in Figure 1.2 [4].

From six to seven years. Features of age, age norms

The main pattern of mental development at this age is mental development. The development of voluntary attention and voluntary memory begins. There is a rapid development of all cognitive mental processes. Not only relationships with adults, but also with peers become important. Children are already striving to find solutions to the problems they face on their own.

The level of development of cognitive processes in children of this age can be assessed using various tests and techniques.

“Labyrinth” technique

The child is presented with a rather complex labyrinth, the entrance and exit of which are indicated by arrows.

The child must take a pointer with a thin, pointed end in his hand and, moving it along the picture, go through the entire labyrinth as quickly as possible, without touching the walls of the labyrinth.

The test should be carried out with a stopwatch, clearly marking the end time of the task.

Evaluation of results

Very high level - the task was completed in less than 45 seconds, and the child never touched the walls of the maze with the pointer.

High level - the task is completed in a time not exceeding 1 minute; 1-2 touches of the maze walls with the pointer were noted.

Intermediate level - the task is completed in a time from 1 minute to 100 seconds, the child touched the walls of the maze 3-6 times.

Low level - the task was completed in 100 seconds to 2 minutes, the pointer touched the walls of the maze 7-9 times.

Very low level - the task was completed in more than 2 minutes, or not completed at all.