Collection of psychology on the topic “games to develop the thinking of younger schoolchildren.” Games and exercises for the intellectual development of primary schoolchildren Logic exercises for primary schoolchildren

The development of thinking in children of primary school age occupies a special place in psychology, since this period is a turning point for the child’s mind. The transition from children's visual-figurative thinking to verbal, logical, and conceptual thinking is not always easy. This transition means that younger schoolchildren already understand the surrounding phenomena, but do not yet build logical reasoning.

Thinking is a person’s ability to reason logically, to understand the real world around him in concepts and judgments. Its development in younger schoolchildren is carried out with the help of special games and exercises.

When schoolchildren do exercises to develop thinking, they gradually delve into the system of scientific concepts, as a result of which mental activity ceases to rely solely on practical activity. The peculiarities of children's thought process are that children analyze reasoning and actions, and also draw up an action plan for the future.

The importance of developing thinking in schoolchildren is that its insufficient development leads to the fact that information about the world around them is formed incorrectly, which is why the further learning process becomes ineffective.

The characteristics of intelligence are adjusted in such a way that children do not know how to generalize the material they have covered, do not remember the text, and do not know how to extract the main meaning from what they read. This happens if the transition from one type of thinking to another is not controlled by adults and is not accompanied by development exercises.

It is worth noting that the formation of children’s thought processes is associated with the perception of information, so work on this aspect as well.

The peculiarities of children's perception are that younger schoolchildren quickly lose the essence of the process. They are distracted by extraneous factors. The task of teachers and parents is to direct children’s attention to the desired process, that is, to interest them.

Jean Piaget: the concept of the development of speech and thinking in children

Today, the concept of the development of egocentric speech and thinking in children under 11 years of age, which was developed by Jean Piaget, is considered popular.

• The Piagist concept suggests that egocentric speech is an expression of children's egocentrism. This means that speech does not change anything in a child’s consciousness, which simply does not adapt to the speech of an adult. Speech does not have any influence on the behavior of children and their worldview, therefore, as children develop, it dies out.
• Jean Piaget calls the thinking of preschoolers syncretic. Syncretism, as the Piagist concept notes, is a universal structure that completely covers children's thought processes.
• Jean Piaget believes this: children's egocentrism assumes that a preschooler is not able to analyze; instead, he posits nearby things. Piaget's concept defines egocentrism as a full-fledged mental structure on which the worldview and intelligence of children depend.
• Jean Piaget does not consider the newborn a social being; he suggests that socialization occurs in the process of development and upbringing, at the same time the baby adapts to the social structure of society, learning to think according to its rules.
• The concept that Jean Piaget developed contrasts the child's thinking with that of an adult, which is why a similar opposition stands out between the individual, which is contained in the child's mind, and the social, which is already developed in adults. Because of this, the concept that Jean Piaget developed suggests that speech and thinking consist of the acts of an individual who is in an isolated state.
• The Piagist concept states that only the socialization of the individual and his thinking leads to logical, consistent thought and speech. This can be achieved by overcoming the egocentrism inherent in children's nature.

Thus, Jean Piaget believes that the true development of thinking and speech occurs only from a change from an egocentric point of view to a social one, and the course of learning does not affect these changes.

Jean Piaget put forward a theory that is popular but not mainstream. There are many points of view that claim that Jean did not take into account certain factors. Today, special games and exercises have been developed to develop the thinking of children of primary school age.

Games to develop the thinking of primary school children

Not only teachers, but also parents can develop children’s thinking. To do this, play the following games with them:

• Draw a plan of the area on whatman paper. For example, a yard or a house, if it has a large area. Mark graphically in the figure the landmarks on which the ward can rely. Landmarks can be trees, gazebos, houses, shops. Choose a place in advance and hide a reward in the form of candy or a toy. It is difficult for a child to navigate the map in the first stages, so draw them as simple as possible.
• Games for a group of children. Divide the guys into two teams. Give each participant a card with a number. Read arithmetic examples (14+12; 12+11, etc.). Two children leave the team with cards, the numbers on which will form the correct answer (in the first case, the guys come out with cards 2 and 6, in the second - 2 and 3).
• Give a group of children a logical series of words, one of which will not correspond to logic. Children guess this word. For example, you name: “bird, fish, glass.” In this case, an extra glass.

Games are useful because they interest children, who do not lose the essence of their actions during the gameplay.

Exercises to develop thinking

Exercises differ from games in that they require more perseverance and concentration on the learning process. They teach children patience and perseverance, while developing their thinking. Exercises to develop thinking in children:

• Tell the children 3 words that are not related to each other. Have them make a sentence with these words.
• Name an object, action or phenomenon. Ask the children to remember analogues of these concepts. For example, you said “bird”. Everyone will remember a helicopter, an airplane, a butterfly, because they fly. If he has an association with an animal, he will name fish, cat, etc.
• Name an object that children know. Ask them to list where and when the item will be used.
• Read a short story to your child, skipping part of it. Let him use his imagination and figure out the missing part of the story.
• Ask your mentee to list objects of a certain color that he knows.
• Invite the children to remember words that begin and end with the letter you give.
• Come up with and tell the children riddles like this: Katya is younger than Andrey. Andrey is older than Igor. Igor is older than Katya. Distribute the children by seniority.

Children solve such exercises with interest, and over time they involuntarily learn perseverance, logical thinking and correct speech, and the transition of thought processes becomes smooth and balanced.

Development of thinking in children with mental retardation (MDD)

In children with mental retardation, thought processes are greatly impaired, this is the peculiarity of their development. It is the lag in the development of thinking that distinguishes children with mental retardation from ordinary children. They do not experience a transition to a logical structure of thinking. Difficulties that arise when working with such children:

• Low level of interest. The child often refuses to complete tasks.
• Inability to analyze information.
• Uneven development of types of thinking.

Features of the mental development of children with mental retardation include a strong lag in logical thinking, but normal development of visual and figurative thinking.

Features of the development of thinking in children with mental retardation consist in the following principles:

• Taking into account the individual abilities of a person with mental retardation.
• Creating conditions for children to be active.
• Age accounting.
• Mandatory conversations with a psychologist.

Regular work with children with mental retardation guarantees the awakening of children's interest in the world around them, which is expressed in the fact that the child actively performs exercises and plays games suggested by the teacher.

With the help of the right approach, children with mental retardation are taught to speak correctly, build literate speech, match words in sentences and voice thoughts.

If teachers managed to arouse the interest of a student with mental retardation, then the development of logic is a matter of time.

Games to develop the thinking of children with mental retardation:

• Place pictures of animals and pictures of food in front of the children. Have them match them by feeding each animal.
• Name a few simple words, ask the mentee to call them one concept. For example: cat, dog, hamster are animals.
• Show three pictures, two of which have the same content, and one of which is significantly different. Ask your mentee to choose the extra picture.

Children with mental retardation think at the level of life experience; it is difficult for them to think through an action that they have not yet performed. Therefore, before performing the exercises, clearly show them how they should do it.

Elena Strebeleva: formation of thinking in children with disabilities

Professional teachers recommend reading Elena Strebeleva’s book, which describes the features of the formation of thinking in children with disabilities. Strebeleva compiled more than 200 games, exercises and didactic techniques to liberate and interest children with complications.

At the end of the book you will find applications for teachers that will help you understand the specifics of conducting classes for children with developmental disabilities. In addition to games, you will find in the book stories and fairy tales that are recommended for children with disabilities to read.

Development of creative thinking in children

The modern training program is aimed at developing the initial level of logical thinking in children of primary school age. Therefore, there are often cases of undeveloped creative thinking.

The main thing you need to know about the development of creative thinking is that it teaches children of primary school age to discover new things.

Tasks for the development of creative thinking:

• Show your child several pictures of people with different emotions. Ask them to describe what happened to these people.
• Voice the situation. For example: Katya woke up earlier than usual. Ask the children to tell why this happened.
• Ask the children to tell what will happen if certain events happen: if it rains, if mom comes, if night falls, etc.

Tasks for the development of creative thinking require not one, but several possible correct answers.

Tasks for the development of critical thinking

Technology for developing critical thinking is one of the newest methods designed to develop an initial level of independence in life, not in school. Tasks for the development of critical thinking teach children to make decisions, analyze their actions and the actions of those around them.

Tasks for the development of critical thinking:

• Name the phenomena to the guys. For example: it is raining, the apple is red, the plum is orange. Statements must be both true and false. Children must answer whether they believe or not your statements.
• Ask the children to take turns reading short passages of text. When everyone has finished reading their passage, invite them to talk about the associations they have.
• The guys read a short text for 15 minutes. During this time, they mark with a pencil what they know from the text and what is new to them.

The technology for developing critical thinking is important not for studying at school, but for walking confidently through life.

Development of spatial thinking in children

The technology for developing spatial thinking was developed by specialists a long time ago. This type of thinking is developed in children during geometry lessons at school. Spatial thinking is the ability to solve theoretical problems using spatial images created independently.

The following exercises are suitable for developing spatial thinking:

• Ask the children to show their left and right hands, and to grab an object with their left or right hand.
• Ask your child to come to the table and place, for example, a pen to the left of the book.
• Ask your baby to touch your right or left hand.
• Invite children to identify the right and left parts of the body using hand and foot prints.

The technology for developing the spatial thinking process is simple, but it helps improve logical perception.

Visual-effective thinking

Visual-effective thinking is the basis that provides direction for the development of visual-figurative thinking.

How to develop visual and effective thinking:

• Ask the children to compare a bird and a butterfly, a bee and a bumblebee, an apple and a pear, etc. and name the differences.
• Name the first syllable of the word: na, po, do, etc., and ask the children to complete the concept. Focus not on correctness, but on the speed of the answer.
• Have fun with your kids doing puzzles.

Visual-effective thinking does not require an initial period, since in preschool age this type of thinking process has already developed.

Finger games

Finger games - telling fairy tales or stories using your fingers. Finger games are aimed at developing speech and hand motor skills.

Finger games for speech development are as follows:

• Ask your baby to place his right palm on your left palm. Slowly run your fingers over your baby's thumb, saying the word "swallow." Then say the same words, but move them over the other finger. Repeat this same action several more times. Next, without changing your intonation, say the word “quail” while stroking the child’s finger. The essence of the game is that the child quickly withdraws his hand when he hears the word “quail” so that the adult does not catch it. Invite the student to play the role of a quail hunter himself.
• Ask the children to clasp their hands into a fist. At the same time, they extend the little finger on their left hand down and the thumb of their right hand up. Then the thumb is retracted into a fist, and the little finger of the same hand is simultaneously extended. The left hand raises its thumb up.

Finger games are of great interest to children, so the technology for performing them should be known to every adult.

Thus, the technology for developing thinking in children consists of many games, exercises and techniques. It is imperative to develop thinking in order to avoid unbalanced development of a future member of society. Don't rely on the school curriculum and teachers, make time for regular homework.

Material from Summer Camp

Exercises for the development of thinking “Tree of Wisdom” Age: middle school, high school.

Leading. First, let's quickly but carefully read the text. Now everyone writes a note asking a difficult question about the text. After that, wrap the note and attach it to the tree with a paper clip. (The role of the tree can be played by the leader.)

After this, the participants take turns approaching the tree, “plucking” the note and answering the question out loud as fully as possible. The rest evaluate the question and answer.

Game development of thinking “Shortening the story” Goal: developing organization and increasing clarity, the ability to be distracted from trifles.

Age: 9-10 years.

Progress of the game: Present it printed or read a short story. Its content must be conveyed as concisely as possible, using only one, two or three sentences, and so that there is not a single extra word in them. In this case, the main content of the story, of course, must be preserved, but minor points and details should be discarded. The winner is the one whose story is shorter while maintaining the main content. It is possible to jointly refine and polish the most successful answers.

Exercise to develop thinking “Looking for treasure” Age: preschool.

This task teaches the child how to navigate in space and terrain using a plan.

At the beginning of the game, you and your child should draw a plan of the room, depicting all the pieces of furniture on it, as well as windows, doors, etc. In this case, you should explain to the child that the plan is a view from above.

After this, you need to ask the child to leave the room for a while and hide a toy or treat in it. On the plan, the location of the “treasure” should be marked with a bright cross. Over time, you can complicate the child’s task by drawing a plan of an apartment or a summer cottage.

Thinking game “Where does a cat fit?” Age: preschool.

Ask your child to pretend to be an animal he knows (cat, dog, goat, etc.). Offer to think of places where it could fit. For example: “Will the cat fit in our apartment? But will it fit in this box? What about in the bag? What about in your pocket? – let the child come up with places where the cat can be placed.

The game promotes the development of imagination, speech, memory, and matching skills.

Game for developing thinking “The Key to the Unknown” Goal: development of cognitive activity, focus of the thought process.

1.Children of primary school age are asked to guess what the teacher hid in his hand. To do this, they can ask questions and the teacher will answer. The teacher explains that questions are like keys to doors behind which something unknown opens. Each key opens a specific door. There are many of these keys. At each such lesson (it can be used as a five-minute warm-up in a lesson), two or three “keys” are offered, on which key words for questions are written (for example: “types”, “properties”, “influence”, “change”, etc. .P.). Children should ask questions using these key words: What species is it? What are its properties?

2. For teenage children, instead of objects, you can offer drawings or photographs taken with high magnification. The main thing is that they resemble in appearance some well-known objects or phenomena, but at the same time contain a number of contradictory details that do not make it easy to determine what is depicted. When asking questions about an image of an incomprehensible object, you can use the following scheme:

What type of phenomena does it belong to? Why does it change? What influences it? What properties does it have? etc. Imagine that in front of you is an image of a completely incomprehensible object. What questions can you ask to understand what it is? Try to ask as many different questions as possible and fill out the diagram: each arrow corresponds to a new type of question with a new keyword.

Exercise to develop thinking “Tree, leaf, fruit”

Goal: Expanding children's understanding of living nature. Age: preschool, junior school.

Material:

Box with two compartments;

Cards with the image and name of various trees (spruce, pine, oak, maple, linden, apple, cherry, pear, coconut palm);

Cards depicting the leaves of these trees;

Small toys or natural fruits of these trees.

Progress: The child chooses a card with a tree and matches it with a card with a leaf and a fruit.

Exercise to develop thinking “Assemble a figure” Goals: development of spatial concepts, spatial thinking and memory; mastering sensory standards (geometric figures); development of graphic skills.

Materials: sets of cut geometric shapes according to the number of participants.

Time required: 20-25 minutes.

Procedure

Each participant is given a set of cut geometric shapes necessary to assemble all the reference shapes. After this, the presenter demonstrates the first assembled figure, destroys it in front of the students and asks the children to assemble the same one from the parts that they have. All standard figures are sequentially demonstrated, which children must assemble independently, without relying on a sample. It is important to remove the reference figure each time after demonstrating it, without leaving it for correlation and copying while the children are solving a mental problem.

If participants perform this task at different speeds, it is advisable to switch to individual demonstration of standards, which will help maintain the participants’ interest in this exercise.

Comments on the lesson: The lesson will be successful if by this time the presenter is able to establish contact with the students and create a special microclimate in the lessons, different from the atmosphere of regular lessons. Only in this case will children be able to imagine freely.

Solving mental problems will be successful if the psychologist manages in previous classes to develop the motivation to achieve success in activities and to form an attitude towards achieving a positive result. When performing the second exercise, it is necessary to provide assistance in organizing activities to students who need it.

Exercise to develop thinking “Terrain plan” Goal: Development of skills in joint activities.

Age: preschool, junior school.

Material: cardboard playing field, a set of cards with a drawn plan of the area - toy houses, trees, bridges, river, lake.

Conduct: Children are divided into teams and choose any card with a plan and arrange the toys in accordance with this plan.

Exercise to develop thinking “Say the opposite” Goal: development of thinking and imagination.

Big - small, thick - thin, black - white, hot - cold, empty - full, light - heavy, clean - dirty, sick - healthy, child - adult, fire - water, strong - weak, cheerful - sad, beautiful - ugly, coward - brave.

Exercise to develop thinking “Funny counting” Purpose: warm-up exercise. Can be used to develop thinking and attention in schoolchildren.

To carry out this exercise, a set of cards with numbers from 0 to 9 for each team is prepared in advance. The group is divided into 2 teams. The teams line up opposite the leader, in front of whom there are two chairs.

Each player receives a card with one of the numbers. After the team leader reads the example, the players with the numbers that make up the result run out to the leader and sit on chairs so that the answer can be read. Let's say this was an example: 16+5. Participants who have cards with the numbers 2 and 1 in their hands should sit on the chairs next to the leader, since the sum of 16 and 5 is 21. The team that managed to do this quickly and correctly earns a point. The score goes up to five points.

Exercise to develop thinking “Development of generalization skills” Goal: development of generalization skills.

Age: teenager.

It is necessary to name a generalizing (generic) and limiting (species) concept for each of these concepts:

Christianity

Bush

Geography

Grammar

Songbird

Parallelepiped

Landowner

Movement

Radiation

Feminine noun

Polygon

Russian writer

Game to develop thinking “Eliminate the unnecessary” Goal: development of thinking

Age: junior school age.

Instructions: choose the odd one out of 3 words.

orange, kiwi, persimmon

chicken, lemon, cornflower

cucumber, carrot, grass

sugar, wheat, cotton wool.

TV, book, wheel

scarf, watermelon, tent.

Size:

hippopotamus, ant, elephant

house, pencil, spoon.

Material:

jar, pan, glass

album, notebook, pen

candy, potato, jam

cake, herring, ice cream

cotton wool, weight, barbell

meat grinder, feather, dumbbells

Exercise to develop thinking “Light, light up!” Goal: formation of thinking skills, development of memory for events.

Age: preschool.

Material: table lamp or floor lamp.

Progress of the game:

Say: "Light, come on!" – and at this moment turn on the lamp. With the lamp lit, tell your child his favorite rhyme or sing a song. Then say, “Lights, go out!” – and turn off the lamp.

Place your fingers to your mouth and say in a barely audible voice: “It’s time to be silent.” Then say again in your normal voice: “Lights, come on!” - and start the game over. Soon the child will pronounce the necessary words himself.

Exercise "What might be the relationships between concepts?"

Concepts can be in different relationships with each other. The most common relationships are:

1) “species - genus” and “genus - species”, for example “perch - fish”, “fish - perch”;

2) “part - whole”, for example “fin - perch”;

3) “cause - effect”, for example “grief - tears”;

4) “sequence”, for example “Monday - Tuesday”;

5) “species - species”, for example “pike - perch”;

6) “functional relationships”, for example “perch - river”;

7) “opposite”, for example “light - darkness”.

The relationships that exist between the concepts of each pair should be named:

1. Slaves are class.

2.Autumn - winter.

3.Rhombus - side.

4. Slaves - slave system.

5. Poplar - ash.

6. Gas - liquid.

7.Sahara is a desert.

8. Poplar - pyramidal poplar.

9. Liquid - substance.

10. Slaves are slave owners.

11. Map - globe.

12.Letter - vowel letter.

13.Rhinoceros - savannas.

14. Poplar - forest.

15.Water - cold water.

16. Slaves are serfs.

17.Roughness - friction.

18.Figure - planar figure.

19.Union is a pretext.

20. Drought - crop failure.

21. Slaves - Spartak.

22.Acute angle - obtuse angle.

23. North - south.

24. Poplar - tree.

25. Attraction - repulsion.

26. Tale - chapter.

27.Fertile soil - high yield.

28. Numeral is a part of speech.

29. Life is death.

30. Circle - circle.

Exercise "Kaleidoscope"

All players line up in a semicircle in front of the screen. The driver comes out to the screen, facing the participants. The players take turns telling the driver the color that each of them prefers. Then the driver turns away, the players quickly change places. When the driver turns around, he needs to say which player likes which color. Psychologist: “Everything seems very simple? Well, let’s try. So, stand facing the screen. Driver, remember the colors and turn away, and then, returning to the starting position, guess these colors. The next driver will be the one whose color you didn’t guess, but then everyone else. So, let's start! Thanks, game over."

Exercise "Concepts in order"

It is necessary to arrange the concepts below in order, i.e. from the more specific to the more general in such a way that in the resulting chain each subsequent link relates to the previous one as genus to species. For example, if the following concepts are given: “poodle”, “animal”, “dog”, “pet”, then they should be arranged like this: “poodle - dog - pet - animal”.

1.Temple, ancient Greek temple, building, Parthenon, ritual structure.

2.Apple tree, plant, tree, fruit tree, flowering plant.

3.Number, fraction, natural fraction, improper fraction.

4. Soil, black soil of Ukraine, natural formation, black soil.

5. Consonant letter, alphabet sign, letter “D”, letter.

6. Gas, state of matter, oxygen, liquid oxygen.

7.Creator of works of art, Phidias, sculptor, man, ancient Greek sculptor.

8. Fairy tale, fairy tale “Kolobok”, genre, oral folk art.

9.Waterfowl, swan, black swan, bird, vertebrates.

10.Natural phenomenon, earthquake in Japan, natural disaster, earthquake.

Exercise "Search for connecting links"

Two objects are specified, for example, “shovel” and “car”. It is necessary to name objects that are, as it were, a “transition bridge” from the first to the second. The named objects must have a clear logical connection with both given objects. For example, in this case it could be an “excavator” (similar in function to a shovel, but with a car it is included in the same group - vehicles), a “worker” (he digs with a shovel and at the same time is the owner of the car). It is also possible to use two or three connecting links (“shovel” - “wheelbarrow” - “trailer” - “car”). Particular attention is paid to a clear justification and disclosure of the content of each connection between adjacent elements of the chain. The winner is the one who gave the most reasoned solutions.

The task makes it easy to establish connections between objects and phenomena.

Exercise "Constructing a message using an algorithm"

The participants in the game agree that when talking about any famous events proposed by the presenter or chosen by them themselves, they will strictly adhere to a certain algorithm common to all. Algorithms may be different. For example, it is convenient to use the following: fact (what happened) - reasons, occasion - accompanying events - analogies and comparisons - consequences. This means that no matter what the story is about, the narrator must necessarily record all the noted points in this particular sequence. You can use Cicero’s algorithm: “who - what - with what - why - how - when.” You can develop your own. There is no need to follow blindly: sometimes you can skip the point (“who”, “why” - if we are talking about a natural disaster).

The task disciplines and deepens thinking.

Exercise "Making sentences from words"

Using different meanings of words: picture, role, class, basis, culture, make sentences with them. Now try to compose a sentence (story) including all these five words. Do the same task using the words: student, skates, cart, rain, sky, love. Make one complex sentence or several sentences from the words: edge, tooth, horse, treasure, socks, engineer, city, board. Train constantly; repeated exercises will bring you success.

Making anagrams.

Make anagrams, words that differ from each other only in the order of the letters they contain. Examples: scarf - minced meat; word -hair; pendant - slope - clown - cleaver; bug - regiment; lying down is desire.

Make up your own anagrams from the words: biryuk, camp, joint, calico, rondo, roll, peony, mole, spikelet, soot, survey, selection, chopper, fisherman, log house, brand, atlas, twig, fluorine, jackal, silk, bush, role

Find words from which you can make anagrams.

Composition of poetic images.

Koenigs are poetic images consisting of a combination of two words - nouns. Example: the king of beasts is a lion; the eyes of the house are the windows; the voice of the soul is a song; the world of numbers - arithmetic; language of technology - drawing; grammar of the language of technology - descriptive geometry.

Make up your own kennings for the words: eagle, asphalt, fight, sparrow, wolf, oak, forest, river, rust, sun, capital, fountain, gold.

Possible answers: the eagle is the king of birds; asphalt is the blanket of the road; battle - clash of forces; sparrow - bird of houses; wolf - beast of dogs; oak - stone of trees; forest - a sea of ​​trees; river - running water; rust is a threat to metals;

the sun is the star of life; capital - city of cities; fountain - the shine of water;

gold is the king of metals.

Try to find a word that connects two noun words. For example: whale - blue sky

Find this connecting word in the following pairs of words: nut - character;

grasshopper - tomato; love is the sea; kitten - human; lesson - approach; forest - eyes; ravine - thought; night - mascara; turn is a question.

Take a spelling dictionary and try to transform the word you have chosen into a combination with a different meaning. For example, heartless is heartless; fearless - a terrible demon; horizon - horizon umbrella; gymnasium - the anthem of Asia.

Palindromes are words (phrases) that are read the same both from left to right and from right to left. Example: hut, Cossack. You're full. Kirill lyricist. And the rose fell on Azor's paw. I'm not crying, I'm sure. Argentina beckons the Negro.

Create your own palindromes.

Exercise "Similarities and differences"

Students are asked to compare different objects and concepts with each other. For younger schoolchildren, this is a comparison of well-known objects: milk and water, a cow and a horse, an airplane and a train, and their image can also be used. For older children, the concepts may be more complex: painting and photography, morning and evening, stubbornness and perseverance. Note the total number of correct answers, the number of errors (comparison on various grounds), the ratio of marked similarities and differences, the predominant characteristics (external, functional, class-generic relations, etc.). The winner is the one who offered more reasons for comparison or the one who named the last sign.

The very concept of figurative thinking implies operating with images, carrying out various operations (mental) based on ideas. Therefore, efforts here should be focused on developing in children the ability to create various images in their heads, i.e. visualize. Exercises to develop such a skill are described in sufficient detail in the section on memory development. Here we will supplement them with a few more visualization tasks.

Visualization exercises.

Assignment: you need to come up with as many associations as possible for each picture. The quantity and quality (originality) of images is assessed. The exercise is good to do with a group of children in the form of a competition.

Exercise No. 2. "Fill in the blank" type task.

Additional tasks for the development of visualization and visual-figurative thinking can be found in the section "Diagnostics of the development of thinking."

After the visualization process has been sufficiently well mastered by children, they can move on to directly operating with images, i.e. to solving simple mental problems based on ideas.

Exercise No. 3. Game "Cubes".

The material consists of 27 ordinary cubes, glued together so that 7 elements are obtained:

This game is mastered step by step.

The first stage is examining the elements of the game and finding their similarities with objects and shapes. For example, element 1 is the letter T, 2 is the letter G, element 3 is a corner, 4 is a zigzag lightning bolt, 5 is a tower with steps, 6 and 7 is a porch. The more associations are found, the better and more effective.

The second stage is mastering ways to connect one part to another.

The third stage is the folding of three-dimensional figures from all parts according to samples indicating the constituent elements. It is advisable to carry out the work in the following sequence: invite children to first examine the sample, then dismember it into its component elements and put together the same figure.

The fourth stage is folding three-dimensional figures according to the idea. You show the child a sample, he carefully examines it and analyzes it. Then the sample is removed, and the child must make the figure he saw from the cubes. The result of the work is compared with the sample.

Counting sticks can also be used as a material for solving mental problems based on imaginative thinking.

Exercise No. 4. "Tasks on making a given figure from a certain number of sticks."

Problems involving changing figures, to solve which you need to remove a specified number of sticks. Given a figure of 6 squares. You need to remove 2 sticks so that 4 squares remain."

“Given a figure that looks like an arrow. You need to rearrange 4 sticks so that you get 4 triangles.”

"Make two different squares from 7 sticks."

Problems whose solution involves rearranging sticks in order to modify a figure.

“In the figure, rearrange 3 sticks so that you get 4 equal triangles.”

“In a figure consisting of 4 squares, rearrange 3 sticks so that you get 3 identical squares.”

“Make a house out of 6 sticks, and then rearrange 2 sticks so that you get a flag.”

“Arrange 6 sticks so that the ship turns into a tank.”

“Move 2 sticks so that the cow-shaped figure faces the other way.”

“What is the smallest number of sticks that need to be moved to remove debris from the dustpan?”

Exercises aimed at developing visual-figurative thinking.

Exercise No. 5. "Continue the pattern."

The exercise consists of a task to reproduce a drawing relative to a symmetrical axis. The difficulty in performing this task often lies in the child’s inability to analyze the sample (the left side) and realize that its second part should have a mirror image. Therefore, if the child finds it difficult, in the first stages you can use a mirror (put it on the axis and see what the right side should be like).

After such tasks no longer cause difficulties in reproduction, the exercise is complicated by the introduction of abstract patterns and color symbols. The instructions remain the same:

“The artist drew part of the picture, but didn’t have time to do the second half. Finish the drawing for him. Remember that the second half should be exactly the same as the first.”

Exercise No. 6. "Handkerchief."

This exercise is similar to the previous one, but is a more complex version of it, because involves reproducing a pattern relative to two axes - vertical and horizontal.

“Look carefully at the drawing. It shows a handkerchief folded in half (if there is one axis of symmetry) or in four (if there are two axes of symmetry). What do you think, if the handkerchief is unfolded, what will it look like? Complete the handkerchief so that it looks unfolded.”

You can come up with patterns and options for tasks yourself.

Exercise No. 7. "Make a figure."

This exercise, like the previous one, is aimed at developing imaginative thinking, geometric concepts, and practical constructive spatial abilities.

We offer several variations of this exercise (from the easiest to the more complex).

a) “On each strip, mark with a cross (x) two such parts from which you can make a circle.”

This type of task can be developed for any shapes - triangles, rectangles, hexagons, etc.

If it is difficult for a child to focus on a schematic representation of a figure and its parts, then you can make a model from paper and work with the child in a visually effective way, i.e. when he will be able to manipulate the parts of the figure and thus compose the whole.

b) “Look carefully at the drawing, there are two rows of figures. In the first row there are whole figures, and in the second row the same figures, but broken into several parts. Mentally connect the parts of the figures in the second row and the figure that you have This will work, find in the first row the figures of the first and second row that fit each other, connect them with a line.”

c) “Look carefully at the pictures and choose where the parts are located from which you can make the shapes depicted on the black rectangles.”

Exercise No. 8. "Fold the figures."

The exercise is aimed at developing the ability to analyze and synthesize the relationship of figures to each other by color, shape and size.

Instructions: “What do you think will be the result when the figures are superimposed sequentially on each other on the left side of the picture. Choose the answer from the figures located on the right.”

According to difficulty (disguised relationships by form), tasks are distributed in this way: when a larger figure is superimposed on a smaller figure, which provokes the child to not assume that a larger figure will be covered by a smaller one and chooses the result of mixing the smaller and larger figures. Indeed, if a child finds it difficult to determine relationships, it is better to superimpose objects on each other not in a visual-figurative way (mental superimposition), but in a visual-effective way, i.e. direct superposition of geometric shapes.

Exercise No. 9. "Find a pattern."

a) The exercise is aimed at developing the ability to understand and establish patterns in a linear series.

Instructions: “Look carefully at the pictures and fill in the empty cell without breaking the pattern.”

b) The second version of the task is aimed at developing the ability to establish patterns in the table. Instructions: “Look at the snowflakes. Draw the missing ones so that all types of snowflakes are represented in each row.”

You can come up with similar tasks yourself.

Exercise No. 10. "Traffic light".

“Draw red, yellow and green circles in the boxes so that there are no identical circles in each row and column.”

Exercise No. 11. "We play with cubes."

The exercise is aimed at developing the ability not only to operate with spatial images, but also to generalize their relationships. The task consists of pictures of five different cubes in the first row. The cubes are arranged so that out of the six faces of each of them, only three are visible.

In the second row the same five cubes are drawn, but rotated in a new way. It is necessary to determine which of the five cubes of the second row corresponds to the cube from the first row. It is clear that in inverted cubes new icons may appear on those faces that were not visible before the rotation. Each cube from the top row must be connected by a line to its rotated image in the bottom row.

This exercise is very effective from the point of view of developing visual and figurative thinking. If operating with images causes great difficulty for a child, we recommend gluing such cubes together and doing exercises with them, starting with the simplest one - “find a correspondence between the picture depicted and the same position of the cube.”

Exercise No. 12. "Game with hoops"

The exercise is aimed at developing the ability to classify objects according to one or more properties. Before starting the exercise, a rule is established for the child: for example, arrange objects (or figures) so that all rounded figures (and only them) are inside the hoop.

After arranging the figures, you need to ask the child: “Which figures lie inside the hoop? Which figures are outside the hoop? What do you think the objects lying in the circle have in common? outside the circle?” It is very important to teach a child to designate the properties of classified figures.

The game with one hoop must be repeated 3-5 times before moving on to the game with two or three hoops.

Rules for classification: “Arrange the objects (figures) so that all the shaded ones (red, green), and only they, are inside the hoop.” “Arrange the objects (pictures) so that all denoting animate objects, and only they, are inside the hoop,” etc.

"Game with two hoops."

Formation of a logical classification operation based on two properties.

Before starting the exercise, four areas are established, defined on the sheet by two hoops, namely: inside both hoops (the intersection); inside the black line hoop, but outside the broken line hoop; inside the broken line hoop, but outside the black line hoop; outside of both hoops. Each of the areas can be outlined with a pencil.

Then the rule for classification is given: “It is necessary to arrange the figures so that all the shaded figures are inside the circle of the black line, and all the coal ones are inside the circle of the broken line.”

The difficulties encountered when completing this task are that some children, starting to fill the inner part of the circle from the broken line, place the shaded charcoal figures outside the circle from the black line. And then all the other shaded shapes outside the hoop from the broken line. As a result, the common part (intersection) remains empty. It is important to lead the child to understand that there are figures that have both properties at the same time. For this purpose, questions are asked: “What figures lie inside the black line hoop? outside it? What figures lie inside the broken line hoop? outside it? inside both hoops?” etc.

It is advisable to carry out this exercise many times, varying the rules of the game: for example, classification by shape and color, color and size, shape and size.

Not only figures, but also object pictures can be used for the game. In this case, a variant of the game could be as follows: “Arrange the pictures so that in a circle made of a black line there are pictures with images of wild animals, and in a hoop made of a broken line there are all small animals, etc.”

“Game with three hoops” (classification according to three properties).

The work is structured similarly to the previous one. First you need to find out into which areas the hoops of the sheet are divided. What is this area where the hoops of black and broken lines intersect; intermittent and wavy; wavy and black; the area of ​​intersection of all three hoops, etc.

A rule is established regarding the arrangement of the figures: for example, all round figures must be inside a circle of black line; inside a hoop made of broken lines - all small, inside a circle made of wavy lines - all shaded.

Set of figures.

If a child finds it difficult to assign a figure to the desired hoop in a certain class, it is necessary to find out what properties the figure has and where it should be located in accordance with the rules of the game.

The game with three hoops can be repeated many times, varying the rules. Of interest are also the conditions under which individual regions turn out to be empty; for example, if you arrange the figures so that inside a hoop made of a black line there are all round ones, inside a hoop made from a broken line - all triangles, inside a hoop made from a wavy line - all shaded ones, etc. In these versions of the task, it is important to answer the question: why were certain areas empty?

Exercise No. 13. "Classification".

Just like the previous exercise, this is aimed at developing the ability to classify according to a certain criterion. The difference is that when performing this task, no rule is given. The child must independently choose how to divide the proposed figures into groups.

Instructions: “In front of you is a number of figures (objects). If it were necessary to divide them into groups, how could this be done?”

Set of figures.

It is important that the child, when completing this task, finds as many grounds for classification as possible. For example, this could be a classification by shape, color, size; division into 3 groups: round, triangles, quadrangles, or 2 groups: white and non-white, etc.

Exercise No. 14. "Animal Travels"

The main goal of this exercise is to use it to develop the ability to consider different ways or options for achieving a goal. By handling objects mentally, imagining different options for their possible changes, you can quickly find the best solution.

As a basis for the exercise, there is a playing field of 9 (at least), and preferably 16 or 25 squares. Each square depicts some kind of schematic drawing that is understandable to the child and allows him to identify this square.

“Today we will play a very interesting game. This is a game about a squirrel who can jump from one square to another. Let’s see what kind of house squares we have drawn: this square is with a star, this one is with a mushroom, this one is with an arrow etc.

Knowing what the squares are called, we can tell which ones are next to each other and which ones are one apart from each other. Tell me, which squares are next to the Christmas tree, and which ones are one step away from it? How do the squares with the flower and the sun, the house and the bell stand, side by side or one after the other?”

After the child has mastered the playing field, a rule is introduced: how the squirrel can move from one house to another.

"The squirrel jumps across the field according to a certain rule. She cannot jump into adjacent squares, because she can only jump through one square in any direction. For example, from a cage with a Christmas tree, a squirrel can jump into a cage with a bell, a cage with a leaf and a cage with a house , and nowhere else. Where do you think a squirrel can jump if it is in a cage with a tree? Now you know how a squirrel can jump, tell me how to get from a cage with a star to a cage with a window? While working on the task, we immediately teach the child the following notes:

“In the empty cage we fill in the same pattern as on the cage that the squirrel is jumping through.” For example, in order for it to get from a cage with a star to a cage with a window, the squirrel must first jump into the cage with an arrow pointing to the right, which we draw in an empty square. But the squirrel could jump in another way: first into a cage with a tree, and then into a cage with a window, then in an empty cage it is necessary to draw a tree.

Next, the adult offers the child various options for tasks in which he needs to guess how the squirrel can get into the desired cage by jumping according to its own rule. In this case, tasks can consist of two, three or more moves.

Task options.

You can come up with variants of tasks yourself, outlining the first and final destination of the journey at which compliance with the rule is possible. It is very important that when thinking through moves, the child can find several paths from one square to another.

The Animal Journeys activity using this game board can be modified in a variety of ways. For another activity, an adult offers a game with another animal (this is a bunny, a grasshopper, a nook, etc.) and according to a different rule, for example:

1. The beetle can only move obliquely.
2. The bunny can only jump straight.
3. The grasshopper can only jump straight and only through one cell.
4. A dragonfly can only fly to a non-neighboring house, etc.
(We remind you that the number of cells on the playing field can be increased.)

And one more version of the exercise, on a different playing field.

The alphanumeric field works in the same way as the picture field. You can train on it according to the same rules or according to others you come up with yourself. In addition, these may be the following rules:

1. The goose can only walk on adjacent cells and only straight.
2. A ladybug can only fly to an adjacent cell and only with the same letter or the same number.
3. The fish can only swim to the adjacent cell with a mismatching letter and number, etc.

If the child copes well with solving problems, you can invite him to come up with a task about the journey of an animal or a task of the opposite type: “From which cell should a beetle crawl out so that, crawling according to its rule (name the rule), it ends up in the cell for example, GZ or with a mushroom (for a picture playing field).

Verbal and logical thinking.

Verbal-logical thinking is the performance of any logical actions (analysis, generalization, highlighting the main thing when drawing conclusions) and operations with words.

Exercise No. 15. "Systematization".

The exercise is aimed at developing the ability to systematize words according to a certain criterion.

“Tell me, what berries do you know? Now I will name the words, if among them you hear a word that means berry, then clap your hands.”

Words for presentation - cabbage, strawberry, apple, pear, currant, raspberry, carrot, strawberry, potato, dill, blueberry, lingonberry, plum, cranberry, apricot, zucchini, orange.

“Now I will name the words, if you hear a word related to berries, clap once, if related to fruit, clap twice.” (You can use the same words, you can come up with others.)

The basis for systematization can be a theme - tools, furniture, clothes, flowers, etc.

“Tell me, how are they similar in taste? color? size?
lemon and pear
raspberries and strawberries
apple and plum
currants and gooseberries
How do they differ in taste? color? size?"

Exercise No. 16. "Divide into groups."

“What groups do you think these words can be divided into? Sasha, Kolya, Lena, Olya, Igor, Natasha. What groups can be made from these words: pigeon, sparrow, carp, tit, pike, bullfinch, pike perch.”

Exercise No. 17. "Choose your words."

1) “Choose as many words as possible that can be classified as wild animals (pets, fish, flowers, weather phenomena, seasons, tools, etc.).”

2) Another version of the same task. We write two columns of words that can be attributed to several groups of concepts. Assignment: connect words that match the meaning with arrows.

Such tasks develop the child’s ability to identify generic and specific concepts and form inductive verbal thinking.

Exercise No. 18. "Find a common word."

This task contains words that have a common meaning. We must try to convey this general meaning in one word. The exercise is aimed at developing a function such as generalization, as well as the ability to abstract.

"What general word can be used to describe the following words:

1. Faith, Hope, Love, Elena
2. a, b, c, c, n
3. table, sofa, armchair, chair
4. Monday, Sunday, Wednesday, Thursday
5. January, March, July, September."

Words for finding a generalizing concept can be selected from any groups, more or less specific. For example, the general word may be “spring months”, or it may be “months of the year”, etc.

A more complex version of the exercise contains only two words for which you need to find a common concept.

"Find what the following words have in common:
a) bread and butter (food)
b) nose and eyes (parts of the face, sensory organs)
c) apple and strawberry (fruits)
d) clock and thermometer (measuring instruments)
e) whale and lion (animals)
e) echo and mirror (reflection)"

Such exercises stimulate the child’s thinking to search for a generalizing basis. The higher the level of generalization, the better developed the child’s ability to abstract.

The following exercise is very effective from the point of view of developing the generalizing function.

Exercise No. 19. "Unusual Domino"

This exercise is aimed at gradually (level-by-level) teaching the child to search for signs by which generalization can occur.

Empirically, three areas of such signs are distinguished.

The first sphere is generalization by attributive property (the lowest level). This includes: the shape of the object, its size, the parts from which it is made, or material, color, i.e. everything that is some external qualities or attributes of an object. For example, “a cat and a mouse fit together because they have four paws” or “an apple and a strawberry, they have in common that they are red...”. In addition, it can be the use of the name of the object, for example, "... a plate and a basin, the common thing is that both objects begin with the letter "t".

The second area is generalization on a situational basis (higher level). The transition to this area is the generalization of objects according to the attribute “property - action”, i.e. The child identifies the action produced by objects as a general property.

For example, “the frog approaches the squirrel because they can jump.” In addition, generalizations regarding the situation of use “pear and carrot, because both are eaten...”; situations of place and time of stay - “a cat and a mouse, because they live in the same house”; communication situations, games - “a puppy and a hedgehog, because they play together...”.

The third sphere is generalization on a categorical basis (the highest). This is a generalization based on the class to which objects belong. For example, a ball and a bear are toys; spider and butterfly, what they have in common is that they are insects.

The “domino” exercise allows the child to choose the basis for generalization (thus the adult can get an idea of ​​the level of development of this function in the child), as well as guide and help the child look for more significant, higher-level signs for generalization.

Two or more children can take part in the game. In addition, an adult himself can be a participant in the game.

The game consists of 32 cards, each of which shows two pictures.

1. tractor - deer
2. bucket - zebra
3. puppy - mouse
4. cat - doll
5. girl - bear
6. elephant - Christmas tree
7. fungus - carrots
8. pear - snail
9. spider - duckling
10. fish - month
11. monkey - flower
12. butterfly - pig
13. squirrel - pyramid
14. ball - poppy
15. bird - vase
16. calf - plane
17. helicopter - chicken
18. hedgehog - mill
19. house - apple
20. rooster - strawberry
21. hare - cherry
22. strawberry - stork
23. penguin - frog
24. sun - caterpillar
25. leaf - fly agaric
26. plums - lion
27. lion cub - boat
28. cart - cup
29. teapot - pencil
30. dog - birch
31. kitten - orange
32. kennel - beetle

Each participant in the game is dealt the same number of cards. After this, the right to move first is played.

The one who walks lays out any card. Then the organizer of the game says: “In front of you lies a card with a picture.... In order to make a move, it is necessary to pick up some of your cards, but with the condition that the picture you choose has something in common with the one to which you picked her up."

(In order to avoid the child completing the task in only one way, it is necessary to explain how the selection can be made. In addition, during the game, it is necessary to constantly stimulate the child with questions like “What else can be common between the selected pictures?”, to choose different bases for generalization) .

“At the same time, you must explain why such a choice was made, say what is common between the selected pictures. The next one of you will again match the picture to one of the two on the line, explaining your choice.”

Thus, as a result of the game, a chain of pictures is built that are logically connected to each other. We remind you that, as in regular dominoes, the double-sidedness of the pictures provides the possibility of moving in both one and the other direction.

Points are awarded for each move. If the generalization is made on an attribute basis - 0 points, on a situational basis - 1 point, on a categorical basis - 2 points. The one who scores the most points wins.

The guys do not show the cards that the players receive during distribution to each other.

Logic problems.

Logical tasks are a special section for the development of verbal and logical thinking, which includes a number of different exercises.

Logical tasks involve the implementation of a thought process associated with the use of concepts and logical constructions that exist on the basis of linguistic means.

In the course of such thinking, a transition occurs from one judgment to another, their relationship through the mediation of the content of some judgments by the content of others, and as a result, a conclusion is formulated.

As S.L. Rubinstein noted, “in inference... knowledge is obtained indirectly through knowledge without any borrowing in each individual case from direct experience.”

Developing verbal-logical thinking through solving logical problems, it is necessary to select tasks that would require inductive (from individual to general), deductive (from general to individual) and traductive (from individual to individual or from general to general, when premises and conclusion are judgments of the same generality) inferences.

Traductive reasoning can be used as the first stage of learning the ability to solve logical problems. These are tasks in which, based on the absence or presence of one of two possible features in one of the two objects under discussion, a conclusion follows about, respectively, the presence or absence of this feature in the other object. For example, “Natasha’s dog is small and fluffy, Ira’s is big and fluffy. What is the same about these dogs? What is different?”

Problems to solve.

1. Sasha ate a large and sour apple. Kolya ate a large and sweet apple. What is the same about these apples? miscellaneous?

2. Masha and Nina looked at the pictures. One girl looked at pictures in a magazine, and another girl looked at pictures in a book. Where did Nina look at the pictures if Masha didn’t look at the pictures in the magazine?

3. Tolya and Igor were drawing. One boy drew a house, and the other a branch with leaves. What did Tolya draw if Igor did not draw the house?

4. Alik, Borya and Vova lived in different houses. Two houses had three floors, one house had two floors. Alik and Borya lived in different houses, Borya and Vova also lived in different houses. Where did each boy live?

5. Kolya, Vanya and Seryozha were reading books. One boy read about travel, another about war, a third about sports. Who read about what, if Kolya didn’t read about war and sports, and Vanya didn’t read about sports?

6. Zina, Lisa and Larisa were embroidering. One girl embroidered leaves, another - birds, the third - flowers. Who embroidered what if Lisa didn’t embroider leaves and birds, and Zina didn’t embroider leaves?

7. The boys Slava, Dima, Petya and Zhenya planted fruit trees. Some of them planted apple trees, some - pears, some - plums, some - cherries. What did each boy plant if Dima didn’t plant plum trees, apple trees and pears, Petya didn’t plant pears and apple trees, and Slava didn’t plant apple trees?

8. The girls Asya, Tanya, Ira and Larisa went in for sports. Some of them played volleyball, some swam, some ran, some played chess. What sports was each girl interested in if Asya didn’t play volleyball, chess or run, Ira didn’t run or play chess, and Tanya didn’t run?

These eight problems have three levels of difficulty. Problems 1-3 are the simplest; to solve them, it is enough to operate with one judgment. Problems 4-6 are of the second degree of difficulty, since solving them requires comparing two judgments. Problems 7 and 8 are the most difficult, because... To solve them, three judgments must be correlated.

Usually, the difficulties that arise when solving problems from 4 to 8 are associated with the inability to retain in the internal plan, in the mind, all the circumstances indicated in the text, and they get confused because they are not trying to reason, but strive to see and present the correct answer. An effective technique in this case is when the child has the opportunity to rely on visual representations that help him retain all the textual circumstances.

For example, an adult can make pictures of houses (task No. 4). And then, based on them, carry out reasoning of the following type: “If Alik and Borya lived in different houses, then in which of those drawn could they live? Why not in the first two? Etc.

It is more convenient to make a table for problems 7 and 8, which will be filled in as the reasoning progresses.

“It is known that Dima did not plant plum trees, apple trees and pears. Therefore, we can put a dash next to these trees next to Dima. Then what did Dima plant? That’s right, there was only one free cell left, i.e. Dima planted cherries. Let’s put in this cell there is a "+" sign, etc."

A graphic reflection of the structure of the course of reasoning helps the child understand the general principle of constructing and solving problems of this type, which subsequently makes the child’s mental activity successful, allowing him to cope with problems of a more complex structure.

The next version of the problems contains the following starting point: if three objects and two characteristics are given, one of which is possessed by two objects, and the other by one, then, knowing which two objects differ from the third according to the specified characteristics, one can easily determine which characteristic the first two have . When solving problems of this type, the child learns to perform the following mental operations:

Draw a conclusion about the identity of two objects out of three based on the specified criterion. For example, if the condition says that Ira and Natasha and Natasha and Olya embroidered different pictures, then it is clear that Ira and Olya embroidered the same one;

Draw a conclusion about what is the characteristic by which these two objects are identical. For example, if the problem says that Olya embroidered a flower, therefore, Ira also embroidered a flower;

Draw a final conclusion, i.e. Based on the fact that two out of four objects are already known that are identical according to one of the two data in the feature task, it is clear that the other two objects are identical according to the other of the two known features. So, if Ira and Olya embroidered a flower, then the other two girls, Natasha and Oksana, embroidered a house.

Problems to solve.

1. Two girls planted trees, and one - flowers. What did Tanya plant if Sveta and Larisa and Larisa and Tanya planted different plants?

2. Three girls drew two cats and one hare, each with one animal. What did Asya draw if Katya and Asya and Lena and Asya drew different animals?

3. Two boys bought stamps, one bought a badge and one bought a postcard. What did Tolya buy if Zhenya and Tolya and Tolya and Yura bought different items, and Misha bought a badge?

4. Two boys lived on one street, and two on another. Where did Petya and Kolya live, if Oleg and Petya and Andrei and Petya lived on different streets?

5. Two girls played with dolls, and two played with a ball. What did Katya play if Alena and Masha and Masha and Sveta played different games, and Masha played ball?

6. Ira, Natasha, Olya and Oksana embroidered different pictures. Two girls embroidered a flower, two girls embroidered a house. What was Natasha embroidering if Ira and Natasha and Natasha and Olya were embroidering different pictures, and Oksana was embroidering a house?

7. The boys read different books: one - fairy tales, the other - poetry, the other two - stories. What did Vitya read if Lesha and Vitya and Lesha and Vanya read different books, Dima read poetry, and Vanya and Dima also read different books?

8. Two girls played the piano, one the violin and one the guitar. What did Sasha play if Yulia played the guitar, Sasha and Anya and Marina and Sasha played different instruments, and Anya and Yulia and Marina and Yulia also played different instruments?

9. Two girls swam quickly and two slowly. How did Tanya swim if Ira and Katya and Ira and Tanya swam at different speeds, Sveta swam slowly, and Katya and Sveta also swam at different speeds?

10. Two boys planted carrots and two boys planted potatoes. What did Serezha plant if Volodya planted potatoes, Valera and Sasha and Sasha and Volodya planted different vegetables, and Valera and Serezha also planted different vegetables?

Comparison tasks.

This type of problem is based on such a property of the relationship between the quantities of objects as transitivity, which consists in the fact that if the first member of the relation is comparable to the second, and the second to the third, then the first is comparable to the third.

You can start learning to solve such problems with the simplest ones, which require answering one question and are based on visual representations.

1. “Galya is more fun than Olya, and Olya is more fun than Ira. Draw Ira’s mouth. Color the mouth of the funniest girl with a red pencil.

Which girl is the saddest?

2. “Inna’s hair is darker than Olya’s. Olya’s hair is darker than Anya’s. Color the hair of each girl. Sign their names. Answer the question, who is the fairest?”

3. “Tolya is taller than Igor, Igor is taller than Kolya. Who is taller than everyone? Show the height of each boy.”

A graphical representation of a transitive relation of quantities greatly simplifies the understanding of the logical structure of the problem. Therefore, when a child finds it difficult, we advise using the technique of depicting the ratio of quantities on a linear segment. For example, given the task: “Katya is faster than Ira, Ira is faster than Lena. Who is the fastest?” In this case, the explanation can be structured as follows: “Look carefully at this line.

On one side are the fastest children, on the other - the slowest. If Katya is faster than Ira, then where do we place Katya and where do we put Ira? That's right, Katya will be on the right, where the fast children are, and Ira will be on the left, because... she is slower. Now let's compare Ira and Lena.

We know that Ira is faster than Lena. Where do we then place Lena in relation to Ira? That's right, even further to the left, because... she is slower than Ira.

Look carefully at the drawing. Who is the fastest? and slower?"

Below we present options for logical tasks, which are divided into three groups according to the degree of complexity:
1) tasks 1-12, which require answering one question;
2) tasks 12-14, in which you need to answer two questions;
3) tasks 15 and 16, the solution of which involves answering three questions.

The conditions of the tasks differ not only in the amount of information that needs to be sorted out, but also in its observable features: types of relationships, different names, questions posed differently. Of particular importance are “fairytale” problems in which the relationships between quantities are constructed in a way that does not happen in life. It is important that the child is able to escape from life experience and use the conditions given in the task.

Task options.

1. Sasha is sadder than Tolik. Tolik is sadder than Alik. Who's the most fun?

2. Ira is more careful than Lisa. Lisa is more careful than Natasha. Who is the neatest?

3. Misha is stronger than Oleg. Misha is weaker than Vova. Who is the strongest?

4. Katya is older than Seryozha. Katya is younger than Tanya. Who is the youngest?

5. The fox is slower than the turtle. The fox is faster than the deer. Who's the fastest?

6. The hare is weaker than the dragonfly. The hare is stronger than the bear. Who is the weakest?

7. Sasha is 10 years younger than Igor. Igor is 2 years older than Lesha. Who is the youngest?

8. Ira is 3 cm lower than Klava. Klava is 12 cm taller than Lyuba. Who is tallest?

9. Tolik is much lighter than Seryozha. Tolik is a little heavier than Valera. Who is the lightest?

10. Vera is a little darker than Luda. Vera is much brighter than Katya. Who is the brightest?

11. Lesha is weaker than Sasha. Andrey is stronger than Lesha. Who is stronger?

12. Natasha is more fun than Larisa. Nadya is sadder than Natasha. Who's the saddest?

13. Sveta is older than Ira and shorter than Marina. Sveta is younger than Marina and taller than Ira. Who is the youngest and who is the shortest?

14. Kostya is stronger than Edik and slower than Alik. Kostya is weaker than Alik and faster than Edik. Who is the strongest and who is the slowest?

15. Olya is darker than Tonya. Tonya is shorter than Asya. Asya is older than Olya. Olya is taller than Asya. Asya is lighter than Tonya. Tonya is younger than Olya. Who is the darkest, the shortest and the oldest?

16. Kolya is heavier than Petya. Petya is sadder than Pasha. Pasha is weaker than Kolya. Kolya is more fun than Pasha. Pasha is lighter than Petya. Petya is stronger than Kolya. Who is the lightest, who is the most fun, who is the strongest?

All the variants of logical tasks we have considered are aimed at creating conditions in which there is or would be the possibility of developing the ability to identify significant relationships between objects and quantities.

In addition to the tasks listed above, it is advisable to offer the child tasks that lack some of the necessary data or, conversely, contain unnecessary data. You can also use the technique of independently composing problems by analogy with this one, but with other names and a different attribute (if the problem has the attribute “age”, then it can be a problem about “height”, etc.), as well as problems with missing and redundant data. It makes sense to transform direct problems into inverse ones and vice versa. For example, a direct task: “Ira is taller than Masha, Masha is taller than Olya, who is taller than everyone?”; in the inverse problem the question is: “Who is the lowest?”

If a child successfully copes with all types of tasks offered to him, it is advisable to offer tasks related to a creative approach:
- come up with a task that is as different as possible from the sample task, but is built on the same principle as it;
- come up with a task that would be more difficult, for example, would contain more data than the sample;
- come up with a task that would be simpler than the sample task, etc.

Exercise No. 20. "Anagram".

This exercise is based on combinatorial type problems, i.e. those in which the solution is obtained as a result of creating certain combinations. An example of such combinatorial problems are anagrams - letter combinations from which it is necessary to form meaningful words.

Invite your child to make a word from a certain set of letters. Start with 3 letters, gradually increasing the number to 6-7, and maybe 8 or even 9 letters.

After the child has mastered the principle of making words from letter combinations, complicate the task. To this end, introduce a new condition: “Decipher what words are hidden here, and tell me which word from the data is the odd one out.”

The task can be of another type: “Decipher the words and tell me what common word they can be combined with.”

Another version of the task with anagrams: “Decipher the words and tell me into what groups they can be divided.”

This exercise is very similar to the puzzles we are used to.

Of course, the rebus is the same combinatorial task that can be effectively used for the development of verbal and logical thinking: crosswords teach the child to focus on defining a concept based on the described features, tasks with numbers - to establish patterns, tasks with letters - to analyze and synthesize various combinations. Let's give another similar exercise.

Exercise No. 21. "Twin words"

This exercise is associated with such a phenomenon of the Russian language as homonymy, i.e. when words have different meanings but are spelled the same. "Which word means the same thing as the words:

1) a spring and what opens the door;
2) a girl’s hairstyle and a tool for cutting grass;
3) a branch of grapes and a tool used for drawing.

Come up with words that sound the same but have different meanings."

Additional tasks for the exercise:
4) a vegetable that makes people cry and a weapon for shooting arrows (a burning vegetable and a small weapon);
5) part of a gun and part of a tree;
6) what they draw on, and greenery on the branches;
7) a lifting mechanism for construction and a mechanism that needs to be opened for water to flow.

Abstract logical thinking.

The functioning of this type of thinking occurs based on concepts. Concepts reflect the essence of objects and are expressed in words or other signs. Typically, this type of thinking only begins to develop at primary school age, but the program already includes tasks that require solutions in the abstract-logical sphere. This determines the difficulties that children encounter in the process of mastering educational material. We offer the following exercises, which not only develop abstract logical thinking, but also, in their content, meet the basic characteristics of this type of thinking.

Exercise No. 22. "Formation of concepts based on abstraction and identification of essential properties of specific objects."

“A car runs on gasoline or other fuel; a tram, trolleybus or electric train runs on electricity. All of this together can be classified as “transport.” When they see an unfamiliar car (for example, a truck crane), they ask: what is it? Why?”

Similar exercises are performed with other concepts: tools, dishes, plants, animals, furniture, etc.

Exercise No. 23. “Developing the ability to separate the form of a concept from its content.”

“Now I will tell you words, and you will answer me, which is more, which is smaller, which is longer, which is shorter.
- Pencil or pencil? Which one is shorter? Why?
- Cat or whale? Which one is bigger? Why?
- Boa constrictor or worm? Which one is longer? Why?
- Tail or ponytail? Which one is shorter? Why?"

The teacher can come up with his own questions based on the ones above.

Exercise No. 24. "Developing the ability to establish connections between concepts."

The exercise below involves identifying the relationships in which these words are found. An approximate pair of words serves as a key to identifying these relationships. Knowing them, you can match the control word. Work with this exercise is carried out jointly by an adult and a child. The adult’s task is to lead the child to a logical choice of connections between concepts, the ability to consistently identify essential features to establish analogies. Each task is thoroughly analyzed: a logical connection is found, transferred to the word given next to it, the correctness of the choice is checked, and examples of such analogies are given. Only when children have developed a stable and consistent ability to establish logical associations can they move on to tasks for independent work.

Exercise No. 25. “Formation of the ability to identify essential features to maintain logical judgments when solving a long series of similar problems.”

The adult says to the children: “Now I will read you a series of words. From these words you will have to choose only two, denoting the main features of the main word, i.e., something without which this object cannot exist.

Other words are also related to the main word, but they are not the main ones. You need to find the most important words. For example, garden... Which of these words do you think are the main ones: plants, gardener, dog, fence, earth, i.e. something without which a garden cannot exist? Can there be a garden without plants? Why?.. Without a gardener... a dog... a fence... land?.. Why?"

Each of the suggested words is analyzed in detail. The main thing is for children to understand why this or that word is the main, essential feature of a given concept.

Sample tasks:

a) Boots (laces, sole, heel, zipper, shaft)
b) River (shore, fish, fisherman, mud, water)
c) City (car, building, crowd, street, bicycle)
d) Barn (hayloft, horses, roof, livestock, walls)
e) Cube (corners, drawing, side, stone, wood)
f) Division (class, dividend, pencil, divider, paper)
g) Game (cards, players, fines, penalties, rules)
h) Reading (eyes, book, picture, print, word)
i) War (plane, guns, battles, guns, soldiers)

This exercise allows you to focus your search for a solution, activate your thinking, and create a certain level of abstraction.

Work on developing in children the ability to identify essential features of concepts and establish various relationships prepares favorable soil for the development of abilities to form judgments as a higher stage in the development of abstract logical thinking. The purposefulness of judgments and the degree of their depth depend on the child’s ability to operate with meaning and understand figurative meaning. For this work, you can use various literary materials, proverbs, sayings, which contain the possibility of verbalization and transformation of the text.

Exercise No. 26. "Formation of the ability to operate with meaning."

“Now I’ll read you a proverb, and you try to find a suitable phrase for it that reflects the general meaning of the proverb, for example:

Measure seven times and cut once

a) If you cut it incorrectly, you shouldn’t blame the scissors

b) Before you do, you need to think carefully

c) The seller measured seven meters of fabric and cut it

The correct choice here is “Before you do, you need to think carefully,” and the scissors or the seller are only details and do not reflect the main meaning.”

Sample tasks:

1. Less is more.
a) It is more useful to read one good book than seven bad ones.
b) One tasty pie is worth ten bad ones.
c) It is not quantity that matters, but quality.

2. If you hurry, you will make people laugh.
a) The clown makes people laugh.
b) To do a job better, you need to think carefully about it.
c) Haste can lead to absurd results.

3. Strike while the iron is hot.
a) A blacksmith forges hot iron.
b) If there are favorable opportunities for business, you must immediately take advantage of them.
c) A blacksmith who works slowly often gets more done than one who is in a hurry.

4. There is no point in blaming the mirror if your face is crooked.
a) You shouldn’t blame the reason for failure on circumstances if it’s about you.
b) The good quality of a mirror does not depend on the frame, but on the glass itself.
c) The mirror hangs crookedly.

5. The hut is not red in its corners, but red in its pies.
a) You can’t eat pies alone; you must also eat rye bread.
6) A case is judged by its results.
c) One tasty pie is worth ten bad ones.

Exercise for developing thinking “Tree of Wisdom”

Age: middle school, high school.

Leading. First, let's quickly but carefully read the text. Now everyone writes a note asking a difficult question about the text. After that, wrap the note and attach it to the tree with a paper clip. (The role of the tree can be played by the leader.)

After this, the participants take turns approaching the tree, “plucking” the note and answering the question out loud as fully as possible. The rest evaluate the question and answer.

Thinking development game “Shortening the Story”

Goal: developing organization and increasing clarity, the ability to be distracted from trifles.

Age: 9-10 years.

Progress of the game: Present it printed or read a short story. Its content must be conveyed as concisely as possible, using only one, two or three sentences, and so that there is not a single extra word in them. In this case, the main content of the story, of course, must be preserved, but minor points and details should be discarded. The winner is the one whose story is shorter while maintaining the main content. It is possible to jointly refine and polish the most successful answers.

Exercise to develop thinking “Looking for treasure”

Age: preschool.

This task teaches the child how to navigate in space and terrain using a plan.

At the beginning of the game, you and your child should draw a plan of the room, depicting all the pieces of furniture on it, as well as windows, doors, etc. In this case, you should explain to the child that the plan is a view from above.

After this, you need to ask the child to leave the room for a while and hide a toy or treat in it. On the plan, the location of the “treasure” should be marked with a bright cross. Over time, you can complicate the child’s task by drawing a plan of an apartment or a summer cottage.

Thinking game “Where does a cat fit?”

Age: preschool.

Ask your child to pretend to be an animal he knows (cat, dog, goat, etc.). Offer to think of places where it could fit. For example: “Will the cat fit in our apartment? But will it fit in this box? What about in the bag? What about in your pocket? – let the child come up with places where the cat can be placed.

The game promotes the development of imagination, speech, memory, and matching skills.

Thinking game “The Key to the Unknown”

Goal: development of cognitive activity, purposefulness of the thought process.

Progress of the game

1.Children of primary school age are asked to guess what the teacher hid in his hand. To do this, they can ask questions and the teacher will answer. The teacher explains that questions are like keys to doors behind which something unknown opens. Each key opens a specific door. There are many of these keys. At each such lesson (it can be used as a five-minute warm-up in a lesson), two or three “keys” are offered, on which key words for questions are written (for example: “types”, “properties”, “influence”, “change”, etc. .P.). Children should ask questions using these key words: What species is it? What are its properties?

2. For teenage children, instead of objects, you can offer drawings or photographs taken with high magnification. The main thing is that they resemble in appearance some well-known objects or phenomena, but at the same time contain a number of contradictory details that do not make it easy to determine what is depicted. When asking questions about an image of an incomprehensible object, you can use the following scheme:

What type of phenomena does it belong to? Why does it change? What influences it? What properties does it have? etc. Imagine that in front of you is an image of a completely incomprehensible object. What questions can you ask to understand what it is? Try to ask as many different questions as possible and fill out the diagram: each arrow corresponds to a new type of question with a new keyword.

Thinking exercise"Tree, leaf, fruit"

Goal: Expanding children's understanding of living nature. Age: preschool, junior school.

Material:

Box with two compartments;

Cards with the image and name of various trees (spruce, pine, oak, maple, linden, apple, cherry, pear, coconut palm);

Cards depicting the leaves of these trees;

Small toys or natural fruits of these trees.

Progress: The child chooses a card with a tree and matches it with a card with a leaf and a fruit.

Exercise to develop thinking “Assemble a figure”

Goals: development of spatial concepts, spatial thinking and memory; mastering sensory standards (geometric figures); development of graphic skills.

Materials: sets of cut geometric shapes according to the number of participants.

Time required: 20-25 minutes.

Procedure

Each participant is given a set of cut geometric shapes necessary to assemble all the reference shapes. After this, the presenter demonstrates the first assembled figure, destroys it in front of the students and asks the children to assemble the same one from the parts that they have. All standard figures are sequentially demonstrated, which children must assemble independently, without relying on a sample. It is important to remove the reference figure each time after demonstrating it, without leaving it for correlation and copying while the children are solving a mental problem.

If participants perform this task at different speeds, it is advisable to switch to individual demonstration of standards, which will help maintain the participants’ interest in this exercise.

Comments on the lesson: The lesson will be successful if by this time the presenter is able to establish contact with the students and create a special microclimate in the lessons, different from the atmosphere of regular lessons. Only in this case will children be able to imagine freely.

Solving mental problems will be successful if the psychologist manages in previous classes to develop the motivation to achieve success in activities and to form an attitude towards achieving a positive result. When performing the second exercise, it is necessary to provide assistance in organizing activities to students who need it.

Exercise to develop thinking “Terrain plan”

Goal: Development of teamwork skills.

Age: preschool, junior school.

Material: cardboard playing field, a set of cards with a drawn plan of the area - toy houses, trees, bridges, river, lake.

Conduct: Children are divided into teams and choose any card with a plan and arrange the toys in accordance with this plan.

Exercise to develop thinking “Say the opposite”

Goal: development of thinking and imagination.

Big - small, thick - thin, black - white, hot - cold, empty - full, light - heavy, clean - dirty, sick - healthy, child - adult, fire - water, strong - weak, cheerful - sad, beautiful - ugly, coward - brave.

Exercise to develop thinking “Funny Counting”

Purpose: warm-up exercise. Can be used to develop thinking and attention in schoolchildren.

To carry out this exercise, a set of cards with numbers from 0 to 9 for each team is prepared in advance. The group is divided into 2 teams. The teams line up opposite the leader, in front of whom there are two chairs.

Each player receives a card with one of the numbers. After the team leader reads the example, the players with the numbers that make up the result run out to the leader and sit on chairs so that the answer can be read. Let's say this was an example: 16+5. Participants who have cards with the numbers 2 and 1 in their hands should sit on the chairs next to the leader, since the sum of 16 and 5 is 21. The team that managed to do this quickly and correctly earns a point. The score goes up to five points.

Exercise to develop thinking “Development of generalization skills”

Goal: development of generalization skills.

Age: teenager.

It is necessary to name a generalizing (generic) and limiting (species) concept for each of these concepts:

Story

Lake

Adverb

Fraction

Tale

Christianity

Bush

Pump

Geography

Grammar

Songbird

Parallelepiped

Landowner

Dam

Movement

Chapter

Nose

Radiation

Feminine noun

Precipitation

Polygon

Russian writer

Thinking game “Eliminate the unnecessary”

Goal: development of thinking

Age: junior school age.

Instructions: choose the odd one out of 3 words.

Color:

orange, kiwi, persimmon

chicken, lemon, cornflower

cucumber, carrot, grass

sugar, wheat, cotton wool.

Form:

TV, book, wheel

scarf, watermelon, tent.

Size:

hippopotamus, ant, elephant

house, pencil, spoon.

Material:

jar, pan, glass

album, notebook, pen

Taste:

candy, potato, jam

cake, herring, ice cream

Weight:

cotton wool, weight, barbell

meat grinder, feather, dumbbells

Exercise to develop thinking “Light, light up!”

Goal: formation of thinking skills, development of memory for events.

Age: preschool.

Material: table lamp or floor lamp.

Progress of the game:

Say: "Light, come on!" – and at this moment turn on the lamp. With the lamp lit, tell your child his favorite rhyme or sing a song. Then say, “Lights, go out!” – and turn off the lamp.

Place your fingers to your mouth and say in a barely audible voice: “It’s time to be silent.” Then say again in your normal voice: “Lights, come on!” - and start the game over. Soon the child will pronounce the necessary words himself.