Types of intelligence
Psychologist Howarth Gardner proposed the theory of multiple intelligences. Its essence is that there are 8 types of intelligence. Several of them dominate in humans. They determine personality traits. They can be noticed at an early age and developed.
Type one - natural
The child feels and protects nature, loves animals, birds, plants. Advocates for the environment: sorts garbage, refuses animal food, for example. Among people of this type there are astronomers, chemists, ecologists, veterinarians, and astronomers.
The development of intelligence in children of “ecologists” occurs through unity with their element. Go to the forest, walk in parks, watch movies, read books on the topic.
Type two - musical
At an early age, kids feel rhythm and false notes, and sing along to the beat. They have developed hearing and voice. Preschoolers select any melody by ear, master musical instruments, sing beautifully, write poetry and music.
The early intellectual development of preschool children consists of encouraging the child's love of music. Enroll in a music school, go to concerts, listen to good music at home, organize creative evenings where the child will recite his poem or sing a song.
In the future, your child may become a composer, musician, singer, producer.
Type three - logical-mathematical
Kids easily solve puzzles, assemble geometric pyramids and puzzles. Preschoolers solve problems on logic and equations.
In the future, your child may choose a profession in the IT field, becoming a mathematician, economist, physicist, engineer, financier, or detective. And if he has developed musical intelligence, then he can become a first-class drummer.
What are the ways to develop the intellectual abilities of “logic” children? Let's collect geometric sorters and pyramids, puzzles. For younger and middle preschoolers - Nikitin's games (squares, cubes), Seguin's boards, puzzles.
Type four - existential, philosophical, spiritual
Since childhood, such children have a rich inner world. They wonder about the meaning of life and their mission beyond their age. In young children it manifests itself in the form of reasoning, curiosity, discussions, and arguments.
Your child can become a philosopher, psychologist, archaeologist, historian, politician
Recommendations for developing the intellectual abilities of “philosopher” children: enrich the inner world of your child. Travel around cities and countries, visit museums and exhibitions, go on excursions. Let the child see the diversity of our world
Type five - kinesthetic, bodily
Children are active, restless, flexible. They confidently control their body and express emotions and thoughts through it. They have developed spatial thinking: they feel time and surrounding objects. Among people with bodily intelligence there are many athletes, dancers, conductors, surgeons, and artists.
What are the ways to develop the intellectual abilities of “kinesthetic” children? Don't limit them! Let them run, jump, express themselves through movement. Sign up for the sports section.
Type six - social, interpersonal
Sociability, desire for new acquaintances, empathy are the hallmarks of children. There are many leaders among them, they are the first to approach people and are charismatic. In a children's group, your child will support and help a friend, and will study well at school.
As an adult, he will choose a profession related to working with people: teacher, psychologist, educator, social worker, HR manager. All successful leaders have this type of IQ that dominates.
Recommendations for developing the intelligence of children who are “communicators”: broaden their horizons. Travel, meet new people. Take part in forums, let your child speak publicly.
Type seven - spatial, figurative
Phenomenal memory, spatial and figurative thinking, location orientation, imagination, love of art - these are the characteristics of children.
They can read the book once and reproduce what is written page by page. Illustrations, objects, faces - children remember them in detail. Not a single detail escapes their keen gaze. Your child can find himself in the following professions: pilot, driver, architect, engineer, sculptor, sailor, builder.
The best toys for developing children's intelligence are mazes, puzzles, construction sets, and 3D modeling.
Type eight - linguistic, verbal
The kids love to write: they express their thoughts on paper, and at school they write essays and summaries better than anyone else. They are also excellent speakers. It is interesting to communicate with them: they tell and make up stories. Among them are many writers, journalists, translators, speakers, historians, and actors.
Talk to the baby, invite him to talk, read. Children's intellect develops through speech.
Additional type - personal, internal
The guys feel themselves and are aware of their desires. They understand what they want and what is needed for it. Planning for the future. At an early age, this manifests itself in one’s own opinion on everything. They adequately assess their strengths and capabilities.
Internal intelligence is well developed by independent games. A recommendation for developing children's intelligence is to teach them to play and enjoy the process. Encourage interest in knowing yourself, help with this. Among people with this type of IQ there are good psychologists and social workers.
“Development of a child’s mental abilities through mastering logical forms of thinking.”
Topic: “Development of a child’s mental abilities by mastering logical forms of thinking.”
Goal: To promote adults’ mastery of practical skills in playing games that contribute to the development of the child’s mental abilities.
Preschool childhood is a period of intellectual development of all mental processes that provide the child with the opportunity to become familiar with the surrounding reality. The child learns to perceive, think, speak; he masters many ways of acting with objects, learns certain rules and begins to control himself.
Teaching the development of logical thinking is of no small importance for the future student and is very relevant today.
To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, guess, show mental effort, and think logically.
Mastering any method of memorization, the child learns to identify a goal and carry out certain work with the material to realize it. He begins to understand the need to repeat, compare, generalize, and group material for the purpose of memorization.
Using the opportunities for developing logical thinking and memory in preschoolers, we can more successfully prepare children to solve the problems that schooling poses to us.
In modern primary school educational programs, important importance is attached to the logical component. The development of a child’s logical thinking implies the formation of logical techniques of mental activity, as well as the ability to understand and trace the cause-and-effect relationships of phenomena and the ability to build simple conclusions based on cause-and-effect relationships. So that the student does not experience difficulties literally from the first lessons and does not have to learn from scratch, already now, in the preschool period, it is necessary to prepare the child accordingly.
Many people believe that the main thing when preparing for school is to introduce a child to numbers and teach him to write, read, add and subtract. However, when learning from textbooks of modern developmental systems, these skills do not help the child in the classroom for very long.
The stock of memorized knowledge ends very quickly (in a month or two), and the lack of development of one’s own ability to think productively very quickly leads to the appearance of “problems with studying.”
And a child with developed logical thinking always has a greater chance of being successful in school, even if he was not previously taught the elements of the school curriculum. It is no coincidence that in recent years, many schools working on developmental programs have conducted interviews with children entering first grade, the main content of which is questions and tasks of a logical, and not just arithmetic, nature.
Is this approach to selecting children for education logical? Yes, it is natural, since the mathematics textbooks of these systems are structured in such a way that already
In the first lessons, the child must use the skills to compare, classify, analyze and summarize the results of his activities.
Parents often remember the development of their child’s logic when the “baby” has already entered the 8th-9th grade and is faced with stereometric problems. Until this sad stage, many do not think about this problem. What to develop when you can read, count and write, but you don’t seem to need anything more?
Just as needed!
The development of logic begins from the moment the child begins to ask his first questions, with the help of which he learns about this huge world. If at this moment you brush aside the child and his sometimes annoying questions, then he will have a very difficult time in life. And the first difficulties will arise already in elementary school.
How to teach a child to think logically, how to teach a child to learn?
First of all, let's figure out what logical thinking consists of.
Logical techniques of mental actions
- comparison, generalization, analysis, synthesis, classification, seriation - in the literature they are also called logical methods of thinking.
When organizing special developmental work on the formation and development of logical thinking techniques, a significant increase in the effectiveness of this process is observed, regardless of the initial level of development of the child.
Seriation
— construction of ordered increasing or decreasing series based on a selected criterion. A classic example of seriation: nesting dolls, pyramids, insert bowls, etc.
Series can be organized by size, by length, by height, by width if the objects are of the same type (dolls, sticks, ribbons, pebbles, etc.), and simply by size (with an indication of what is considered size) if the objects different types (seat toys according to height). Series can be organized by color, for example, by the degree of color intensity (arrange jars of colored water according to the degree of color intensity of the solution).
Analysis
— highlighting the properties of an object, or selecting an object from a group, or selecting a group of objects based on a certain characteristic. For example, the attribute is given: “Find all sour ones.” First, each object in the set is checked for the presence or absence of this attribute, and then they are isolated and combined into a group based on the “sour” attribute.
Synthesis
- combination of various elements (signs, properties) into a single whole. In psychology, analysis and synthesis are considered as complementary processes (analysis is carried out through synthesis, and synthesis is carried out through analysis).
Tasks to develop the ability to identify the elements of a particular object (features), as well as to combine them into a single whole, can be offered from the very first steps of the child’s mathematical development. Let us give, for example, several such tasks for children two to four years old.
1. A task to select an object from a group based on any criterion: “Take a red ball”; “Take the red one, but not the ball”; “Take the ball, but not the red one.”
2. A task to select several objects according to the specified criterion: “Choose all the balls”; “Choose round balls, but not balls.”
3. A task to select one or more objects based on several specified characteristics: “Choose a small blue ball”; “Pick a big red ball.” The last type of task involves combining two characteristics of an object into a single whole.
Analytical-synthetic mental activity allows the Child to consider the same object from different points of view: as big or small, red or yellow, round or square, etc.
However, we are not talking about introducing a large number of objects; quite the contrary, the way to organize a comprehensive consideration is to set various tasks for the same object.
As an example, I will give several exercises for children five to six years old, developing the child’s ability to analyze and synthesize
Exercise 1
Material: set of figures - five circles (blue: large and two small, green:
big and small), small red square.
Assignment: “Determine which of the figures in this set is extra. (Square.) Explain Why? (All the rest are circles.).”
Exercise 2
Material: the same as for Exercise 1, but without the square.
Assignment: “The remaining circles were divided into two groups. Explain why you divided it this way.
(By color, by size.).”
Exercise 3
Material: the same and cards with numbers 2 and 3.
Assignment: “What does the number 2 mean on circles? (Two big circles, two green circles.)
Number 3? (Three blue circles, three small circles.).”
Exercise 4
Material: the same and didactic set (set of plastic figures: colored
squares, circles and triangles).
Assignment: “Remember what color was the square that we removed? (Red.)
Open the “Didactic Set” box. Find the red square. What colour
are there any more squares? Take as many squares as circles (see exercises 2,
3). How many squares? (Five.) Can you make one big square out of them?
(No.) Add as many squares as needed. How many squares did you add?
(Four.) How many are there now? (Nine.)".
The traditional form of tasks for the development of visual analysis are tasks for choosing an “extra” figure (object). I'll give you a few
tasks for children five to six years old.
Exercise 5
Material: drawing of figurines-faces.
Assignment: “One of the figures is different from all the others. Which? (Fourth.) What is she
is different?"
Exercise 6
Material: drawing of human figures.
Assignment: “Among these figures there is an extra one. Find her. (Fifth figure.) Why is she
superfluous?
A more complex form of this task is the task of selecting a figure from
a composition formed by the superposition of one form on another. Such tasks
can be offered to children five to seven years old.
Exercise 7
Material: drawing of two small triangles forming one large one.
Assignment: “There are three triangles hidden in this picture. Find them and show them."
Note. You need to help your child show the triangles correctly (circle
small pointer or finger).
Exercise 8
Material: 4 identical triangles.
Assignment: “Take two triangles and fold them into one. Now take two
other triangles and add another triangle from them, but of a different shape. How
they differ? (One is tall, the other is low; one is narrow, the other is wide.)
Is it possible to make a rectangle out of these two triangles? (Yes.) Square?
(No.)".
Comparison
- a logical method of mental action that requires identifying similarities and differences between the characteristics of an object (object, phenomenon, group
items).
Performing a comparison requires the ability to identify some features of an object (or group of objects) and abstract from others. To highlight different
characteristics of an object, you can use the game “Find it using the specified characteristics”:
“Which (of these objects) is the big yellow one? (Ball and bear.) What's big yellow
round? (Ball.)”, etc.
The child should use the role of presenter as often as the answerer; this will prepare him for the next stage - the ability to answer the question: “What can you tell about him? (The watermelon is large, round, green. The sun is round, yellow, hot.).” Or: “Who will tell you more about this? (The ribbon is long, blue, shiny, silk.).” Or: “What is this: white, cold, crumbly?” etc.
It is recommended to first teach the child to compare two objects, then groups
objects. It is easier for a small child to first find signs of differences between objects,
then - signs of their similarities.
Types of comparison tasks
:
1. Tasks on dividing a group of objects according to some criterion (large and
small, red and blue, etc.).
2. All games of the “Find the same” type. For a child of two to four years old, the set of characteristics by which similarities are sought should be clearly defined. For older children, exercises are offered in which the number and nature of similarities can vary widely.
I will give examples of tasks for children five to six years old, in which the child
it requires comparison of the same objects according to various characteristics.
Exercise 9
Material: images of two apples, a small yellow one and a large red one. U
child set of shapes: blue triangle, red square, small circle
green, large yellow circle, red triangle, yellow square.
Assignment: “Find one that looks like an apple among your figures.” Adults take turns
invites you to look at each image of an apple. The child picks up a similar one
figure, choosing a basis for comparison: color, shape. “What figurine can
call it similar to both apples? (Circles. They are shaped like apples.).”
Exercise 10
Material: the same set of cards with numbers from 1 to 9.
Assignment: “Put all the yellow pieces to the right. Which number fits this group? Why 2? (Two figures.) What other group can be matched to this number? (A blue and a red triangle - there are two of them; two red figures, two circles; two squares - all options are analyzed.).” “Take all the blue pieces. How many are there? (One.) How many colors are there in total? (Four.) Figures? (Six.)".
The ability to identify the characteristics of an object and, focusing on them, compare
objects is universal, applicable to any class of objects.
Once formed and well developed, this skill will then be
transferable by the child to any situation requiring its use.
Classification
- dividing a set into groups according to some criterion, which is called the basis of classification. Classification can be carried out either according to a given basis, or with the task of searching for the basis itself (this option is more often used with children six to seven years old, as it requires a certain level of formation of the operations of analysis, comparison and generalization).
It should be taken into account that when classifying a set, the resulting subsets should not intersect in pairs and the union of all subsets should form this set. In other words, each object must be included in only one set, and with a correctly defined basis for classification, not a single object will remain outside the groups defined by this basis.
Classification with preschool children can be carried out:
- by name (cups and plates, shells and pebbles, skittles and balls, etc.);
- by size (large balls in one group, small balls in another, in one box
long pencils, short pencils in another, etc.);
- by color (this box has red buttons, this one has green buttons);
- in shape (in this box there are squares, and in this one - circles; in this box - cubes, in
this one - bricks, etc.);
- based on other non-mathematical characteristics: what is possible and what is not
There is; who flies, who runs, who swims; who lives in the house and who in the forest; what happens
in summer and what in winter; what grows in the garden and what in the forest, etc.
All of the examples listed above are classifications based on a given basis: the adult communicates it to the child, and the child carries out the division. In another case, the classification is performed on a basis determined by the child independently. Here the adult sets the number of groups into which many items (objects) should be divided, and the child independently looks for the appropriate basis. Moreover, such a basis can be determined in more than one way.
For example, tasks for children five to seven years old
.
Exercise 11
Material: several circles of the same size, but different colors (two colors).
Assignment: “Divide the circles into two groups. On what basis can this be done?
(By color.)".
Exercise 12
Material: several squares of the same colors are added to the previous set (two colors). The figures are mixed.
Assignment: “Try to divide the figures into two groups again.” There are two options for separation: by shape and by color. An adult helps the child clarify the wording. The child usually says: “These are circles, these are squares.” The adult generalizes: “So, they divided it according to shape.”
In Exercise 11, the classification was clearly specified by the corresponding
a set of figures based on only one characteristic, and in exercise 12 - the addition of a set
figures were deliberately produced in such a way as to make it possible
classification on two different grounds.
Generalization
- this is the presentation of results in verbal form
comparison process.
Generalization is formed in preschool age as the identification and fixation of a common feature of two or more objects. A generalization is well understood by a child if it is the result of an activity carried out by him independently, for example, classification: these are all big, these are all small; these are all red, these are all blue; these all fly, these all run, etc.
All of the above examples of comparisons and classifications ended with generalizations. For preschoolers, empirical types of generalization are possible, that is, generalization of the results of their activities
. To lead children to such generalizations, the adult appropriately organizes the work on the task: selects objects of activity, asks questions in a specially designed sequence to lead the child to the desired generalization. When formulating a generalization, you should help the child construct it correctly, use the necessary terms and verbiage.
I will give examples of generalization tasks for children five to seven years old
.
Exercise 14
Material: set of six figures of different shapes.
Assignment: “One of these figures is extra. Find her. (Figure 4.)". Children of this age are unfamiliar with the concept of a bulge, but they usually always point to this shape. They can explain it like this: “Her corner went inward.” This explanation is quite suitable. “How are all the other figures similar? (They have 4 corners, these are quadrilaterals.).”
If a child becomes interested in figure 4, an adult can note that it is also a quadrangle, but of an unusual shape. Forming in children the ability to independently make generalizations is extremely important from a general developmental point of view.
The logical development of a child also presupposes the formation of the ability to understand and trace the cause-and-effect relationships of phenomena and the ability to build simple conclusions based on cause-and-effect relationships.
It is easy to see that when completing all the above examples of tasks and task systems, the child practices these skills, since they are also based on mental actions: analysis, synthesis, generalization, etc.
Thus, even before school, you can have a significant impact on the development of a preschooler’s mental abilities. Even if your child does not become an indispensable winner of school Olympiads, he will not have problems with his studies in elementary school, and if they do not exist in elementary school, then there is every reason to expect that they will not exist in the future...
What influences a child’s intellectual development
Psychologists identify 6 factors:
- Intrauterine development. The course of pregnancy, complications, childbirth, mother’s health status;
- Genetics. For example, one kid “clicks” math problems in his head like his grandmother, while another draws amazingly like his mother. The hereditary factor influences the intellectual development of preschool children;
- Activities with your child. Do you want a developed child? Exercise with him regularly! The baby will “develop” without this. The question is how high quality;
- Lifestyle. The psychological climate in the family, daily routine, walks in the fresh air, sufficient sleep, the attitude of mom and dad towards the child, habits affect mental abilities;
- Social factor. The financial situation of the family, the ability to take the child to educational activities, to provide a good education. If “developers” are expensive for you, it doesn’t matter. Practice at home. Such activities are useful for the intellectual development of preschool children;
- Personal characteristics of the baby. Character and temperament play a role.
Assiduous, inquisitive children love to learn new things and learn material better than hyperactive fidgets.
Stages of intelligence formation
Begins during intrauterine development. The peak occurs in early childhood, preschool and school periods. There are 4 stages.
Stage 1: sensorimotor intelligence. A baby from birth to 2 years old learns the world through movements and senses. Understands that his actions lead to consequences. Realizes that he is autonomous from the world around him. Operates with specific objects.
Stage 2: preoperative period. Between the ages of 2 and 7 years, an “internal plan” is gradually formed. The children learn to use symbols. For example, in the game of doctor, a pencil is used as a thermometer, and a ship is imitated by a box. Children cannot yet perceive some types of experience. Thinking is egocentric: the child does not understand that there are other opinions and points of view. With this understanding, egocentrism goes away.
Stage 3: specific operations. Applies to ages from 7 to 11 years. The guys use and logically manipulate symbols. They stack non-existent kittens and classify objects. Understand the principle of reversibility of operations and conservation of matter (when modeling dough is divided into lumps, its quantity will not change). Children don't know how to generalize. Problems are solved separately.
Stage 4: formal operations in the development of children's intelligence. Children aged 12 years and older think abstractly and concretely. Analogical thinking, imagination, understanding of metaphors, and the ability to listen to the opinions of others come in adolescence. Operations move to the “internal plane”: thinking does not require a connection with real objects and events.
Ways to develop children's intellectual abilities
Do you dream of a bright future for your child? Do you want to enroll him in a prestigious lyceum? If you increase his chances of a successful life, develop him from the cradle.
Here are some recommendations for developing children's intelligence.
Consider the age of the baby. Offer relevant games. Select them taking into account the current development and capabilities of the child. Toys should be “with reserve”: a little more difficult than a son or daughter can make today.
Approach the task comprehensively. With the intellectual development of a child, psychology recommends developing logic, memory, attentiveness, analytical abilities, communication skills, and speech. Don't focus on one thing. At the same time, focus on the dominant type of intelligence.
Alternate mental and physical activity. Don't focus on mental development - physical development is no less important.
Don't make intellectual development an end in itself. Don’t turn your baby’s life into a routine of developmental activities. Don't deprive him of his childhood.
Age-related changes
From approximately 6 years of age, the cognitive development of preschoolers becomes predominant. The child now receives an idea of the world around him on the basis of egocentric and magical thinking. Logical perception takes a back seat. Consequently, the material on which children need to continue learning and developing must also change.
A great way to continue learning and development is through various board games that force you to think, strain your memory, memorize, compare and analyze a little. You can start with ordinary tic-tac-toe, and have no doubt that the intellectual material obtained in these games will contribute to the development of intelligence. Who knows, maybe your baby will become an outstanding master of such a complex and exciting logic game as chess.
Conclusion
Mental education, along with intellectual development, improvement of logic, etc., will allow one to develop a harmonious personality. And do not forget about the importance of achieving a full physical level of preparedness for a preschooler.
Games and exercises for developing intelligence
Start developing your baby at 6 months. Offer toys made from different textured materials and wooden cubes.
Train your motor skills. Let the baby put his fingers in a bowl with sand, cereals, beans, and water. According to the Montessori system of child intelligence development, different tactile sensations benefit brain development.
Talk to your baby. Show and name the objects around him. The more you talk to him, the faster he will start talking on his own.
Closer to 8 months, offer a sorter, a classic pyramid. Ideally, the baby will collect it every year.
Read fairy tales, listen to good music (classics, children's songs, nursery rhymes), paint with finger paints, paint watercolors, sculpt from plasticine and dough. This is a new experience, expanding one’s horizons, working with different textures triggers speech.
From 1 year to 3 years, educational games are necessary. There are a great many of them. Here are examples of must have games:
- puzzles: first into 2, 3, 4 parts, with age increase the number of fragments to 100;
- Insert frames: choose taking into account the interests of the baby (cars, animals);
- mosaic: choose a simple one, with pentagonal nails - they are easiest to grab with your fingers;
- sorters: geometric shapes.
It’s time to actively take on the development of speech skills. Benefits will help. For example, “Album on Speech Development” by S. Batyaeva. A great edition, children love it very much.
Studying wimmelbooks gives excellent results: they broaden your horizons, replenish your passive vocabulary, train attention, memory, perseverance, and logical thinking.
At 1.5 - 2 years old, connect Seguin boards, Nikitin squares (there are 3 levels), lotto, dominoes, labyrinths, Montessori cylinders.
At 3 years old, offer an orbo ball, Tetris, geometric pyramids - useful and interesting toys. After 3 years, offer puzzles: katamino, tangram, and later - easy problems, riddles, discussion based on the picture. The baby learns to reason and draw conclusions.
Talk to your child from the first days of life. Speech development is especially important at the age of 4 - 6 years. Improve it, put on sound pronunciation.
Develop curiosity, develop self-esteem in your child, an adequate assessment of their strengths, strengths and weaknesses, self-acceptance - develop emotional intelligence. Remember: you managed to form self-esteem much earlier. Therefore, raise your child with love, respect and acceptance from birth. Say words of love, how handsome and smart he is.
When does intelligence begin to develop?
Training should be started from the very first days of the baby’s birth. Some mothers begin this process even when the baby is in the womb. During this period, you can take the first steps in the formation of the intellectual sphere. Nowadays, many techniques have been developed that help lay the initial foundation of intelligence. The development of the future baby is affected by:
- color therapy;
- listening to music;
- communication with the future baby
- tactile influence;
- physical activity of the expectant mother;
- spiritual enrichment of a woman during the period of bearing a child.
After the birth of the baby, training must continue. And yet, intensive intellectual development in a child occurs from two to eight years. At this age, the mental and emotional spheres are in their infancy.
You need to engage with your baby: play logic games, read books to him, expand his horizons and vocabulary. Do not forget that cognitive development in childhood occurs through play.
Intellectual development of preschool children
Offer games from 4 to 5 years old.
Fold the pattern. Material: counting sticks, mosaic. This is an inexpensive alternative to Nikitin cubes. Task: fold the pattern according to the example.
Get out of the maze. Use albums with drawn labyrinths of varying complexity. Ask your child to find a way out of them.
What is missing? Material: images of objects with missing parts (a cat without a tail, a car without a wheel). Assignment: indicate and name what is missing.
Repeat the melody. Tap a short, simple melody on the table with your knuckles and ask them to repeat it.
Edible - inedible. You throw the ball to the baby and at the same time say the word. He catches the ball and says whether it is edible or not.
Ear or nose? Do the exercise together. Say “ear” - both touch the ear, “but” - touch the nose. Then make a deliberate “mistake.” It’s great if the baby doesn’t repeat after you, he will do it right.
Remember the drawing. Material: story picture. Quite complex and detailed. The kid looks at the drawing. You remove it and ask him to tell you what is depicted on it, to remember as many details as possible. Another option: you ask questions about the plot - the kid answers.
Add an adjective. Say a simple phrase. Ask your child to repeat it and add adjectives. Example: this is a Christmas tree - this is a green Christmas tree - this is a green Christmas tree - this is a green Christmas tree with beautiful balls.
What changed? Material: toys (4 - 5 pieces). Task: ask the child to turn away and change places, add or remove one toy. Ask your child to turn around and say what has changed.
We have proposed basic exercises to develop children's intelligence. By analogy, you can come up with variations and diversify activities with a small student.
