Exercises and games for developing thinking. Games and exercises for the intellectual development of primary schoolchildren Exercises for the development of logic in primary schoolchildren

Alena Ivanovna Zaikova

Development of thinking in children

The very concept of figurative thinking implies operating with images, carrying out various operations (mental) based on ideas. Preschool children (up to 5.5 - 6 years old) have access to this type of thinking. They are not yet able to think abstractly (in symbols), distracted from reality, a visual image. Therefore, efforts here should be focused on developing in children the ability to create various images in their heads, i.e. visualize. Some exercises to develop visualization abilities are described in the section on memory training. We did not repeat ourselves and supplemented them with others.

Insufficient development of abstract logical thinking - the child has poor command of abstract concepts that cannot be perceived with the help of the senses (for example, equation, area, etc.). 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.

Personality development is a process of natural change in personality as a systemic quality of an individual as a result of his socialization. Possessing natural anatomical and physiological prerequisites for the formation of personality, in the process of socialization the child interacts with the outside world, mastering the achievements of mankind. The abilities and functions that develop during this process reproduce historically formed human qualities in the individual. Mastery of reality in a child is carried out in his activities with the help of adults: thus, the process of education is leading in the development of his personality. R. l. carried out in activities controlled by a system of motives inherent in a given individual. The activity-mediated type of relationship that a person develops with the most reference group (or person) is the determining (leading) factor of R. l. According to A.V. Petrovsky, as a prerequisite and result of R. l. needs emerge. At the same time, an internal contradiction constantly arises between growing needs and real possibilities of satisfying them.

Alena Ivanovna Zaikova

Games that develop the thinking of junior schoolchildren

Collection

2 "KP"

Kamyshlov

2014

“Light, come on!”

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

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.

Put 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.

"Merry Count"

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. Teamsline 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.

"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.

"Plan of the area"

Goal: Development of teamwork skills.

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.

"Shortening the Story"

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

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.

"Tree of Wisdom"

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.

"Name the objects"

Students take turns naming all the objects that surround them in the classroom or school. Then, according to the teacher’s instructions, they name words on the topics:"Vegetables", "Furniture", "Clothing", "Plants", "Dishes" . Preliminarily talk with the children about the fact that all words can be divided into groups, each group has a name, ask the children why, in their opinion, the words belong to different groups. In the process of children’s answers, help them correctly formulate their thoughts.

"Finish the word"

The teacher pronounces the first syllable of the word, and the children must complete it. One by one, the teacher throws the ball to each child, says the first syllable, the child catches the ball and finishes the word. Then he must throw the ball back. Syllables: ra, go, po, zem, do, la, ka etc.

"Finish the sentence"

This game is played similarly to the “Finish the Word” game, only now the children need to catch the ball and finish the sentence:It’s warm in summer, and in winter...; birds fly, and snakes...; in autumn the leaves are yellow, and in summer...; sugar is sweet, and lemon...; It’s light during the day, but at night...; the crow croaks, and the sparrow...; the driver drives the car, and the pilot … The second version of the game is that children must complete the beginning of the phrase with the words""because"", ""because"": today I am cold because...; Mom is in a good mood because...; the boy was offended by his friend because...If children make mistakes, it is necessary to analyze the sentence and find out why the selected word or the end of the phrase chosen by the student is not suitable. It is also necessary to help complete the sentence correctly.

"Guess and name"

It is necessary to name the word according to its meaning.

An inscription on a letter, parcel, telegram, which indicates where and to whom the letter is sent, etc. (Address)

A place where medicines are prepared and sold. (Pharmacy)

Room for parking and car repairs. (Garage)

Fruits and berries boiled in sugar syrup. (Jam)

One who fights the enemy. (Warrior, fighter)

Baby sheep. (Lamb)

Deciduous tree with white bark. (Birch)

A slice of bread with butter, cheese, sausage. (Sandwich)

"Establishing Relationships"

The board on the left shows the relationship between the two concepts. From the row of words on the right, choose one so that it forms a similar relationship with the top word.

school hospital
training doctor, student, treatment, patient

leg hand
boot fist, gloves, finger, bracelet

coat boot
button shop, leg, lace, hat

bird man
nest city, worker, carriage, house

fish fly
network mosquito, room, buzz, cobweb.

"Come up with it yourself"

In this game, children learn to perform actions by analogy and identify essential features. For the game you will need a selection of unfinished statements, for example: pencil - lead, ballpoint pen - ... (rod);

house - brick, glass -...(glass);
skates - ice, skis -... (snow);
eagle - bird, pike -... (fish);
driver - car, pilot -... (plane);
night – moon, day –…(sun), etc.

"Encrypted Word"

The teacher pronounces the words syllable by syllable. From each word it is necessary to separate the first syllables and form a new word from them, for example:

co los – ro ta, va for (cow),
ma tire – ma Lina (mother),
co ra – lo That, side gray (gingerbread man).
Make a word from the last two syllables:
snakeI– ra ma(pit),
Zee ma- I ma(mother), etc.

"Definitions"

The teacher shows one card on which an object is drawn, and then the second. The goal of the game is for the child to be able to come up with a word that is located between these words and would serve as a “transition bridge” between them. Each child answers in turn. If children cannot understand the tasks, examples should be given. For example, for the words “goose” and “tree” (pictures with images are shown), the following words can be transitional bridges: “fly” (the goose flew up a tree), “cut” (a goose was cut out of a tree ), "hide" (the goose hid behind a tree). If a child finds it difficult to answer after the examples given, he definitely needs to be helped and led to the correct answer.

"Continue the series of numbers"

A series with a certain sequence of numbers is specified. Children must understand the pattern of constructing the series and continue it.

For example, 1, 3, 5, 7… 1, 4, 7… 1, 5, 9… .

"Add-ons"

Children listen to riddle poems and choose the appropriate word.

There is a big fight in the river: two...(crayfish) quarreled.
-Where did the sparrow have lunch? - At the zoo with... (animals).
Ra-ra-ra - begins... (game). Ir-ir-ir - my dad... (commander).
Ry-ry-ry - the boys have... (balls). Ar-ar-ar - hanging on the wall... (lantern).
Ro-ro-ro - Raya has a new ... (bucket). Lo-lo-lo - outside... (warm).
Ru-ru-ru - we continue... (the game). Lu-lu-lu - the table is in ... (corner).
Re-re-re - there is a house on... (mountain). Sha-sha-sha - mother washes... (baby).
Ri-ri-ri - on the branches... (bullfinches). Shu-shu-shu - I’m writing a letter to a friend... (writing).
Ar-ar-ar - ours is boiling... (samovar). Zha-zha-zha - there are needles at... (hedgehog).

« Very, very tasty pie"

The poem is read to the children without finishing the words in the lines; they must choose the word that has the appropriate meaning.

I wanted to throw a ball, But for some reason the guests... When the guests arrived,
And guests to come... I waited until I had enough strength, Even for crumbs... .
I bought flour, bought cottage cheese, then a piece...
Baked it crumbly... Then he pulled up a chair and sat down,
Pie, knives and forks are here, And a pie in a minute...

"Words with a given letter"

Children are given the task of coming up with words with a given letter:

a) starting with the letter “p”;

b) ending with the letter “a”;

c) the second letter from the beginning of the word “e”. Options may vary.

"What is this?"

Children are asked to explain what a particular word means. For example, “a letter is a piece of paper on which you can write about yourself and send it in an envelope by mail.” Ensure that children give an accurate definition, which contains instructions and individual specific characteristics. The sets of words can be very different:boat, magazine, scarf, loafer, steamer; plane, hammer, book, friend, boots etc.

"Continue the series"

The teacher says one, two, three words. The students’ task is to continue the series of words that the teacher started and identify the sign.

Cup, glass, box,….

Book, stone,...

Wardrobe, cube...

In elementary school, a child's intellectual development is often ignored. This is due to several reasons. Firstly, the dominant activity is the assimilation of knowledge and skills, which involves solving problems that always have a ready-made solution. Children get used to solving problems based on an already learned rule; they cannot act independently to find a new way to solve. Secondly, constantly solving standard problems impoverishes the child’s personality. Children get used to evaluating themselves and their capabilities only through the successful or unsuccessful solution of typical problems, the solution of which depends on the degree of assimilation of certain knowledge. This leads to the fact that the child’s self-esteem depends only on diligence and diligence in mastering new knowledge and rules, and not on intelligence, originality and invention.

In connection with the above reasons, the development and correction of intellectual abilities in children of primary school age is one of the important tasks of the school’s psychological and pedagogical staff.

As an example, we can offer several game exercises, which can be carried out during class hours, warm-ups before classes, etc.

Exercise “Riddles”

There are chickens on one bank, and ducklings on the other. There is an island in the middle. Who will swim to the island faster?

Mom is carrying heavy bags. Daughter says:

Mommy, let me help you. I'll carry the bags, and you take me in your arms.

Will the girl help her mother? Why?

The girl Lena was asked:

Do you have a sister?

Eat.

Does your sister have a sister?

No,” Lena answered.

What do you think?

The children were collecting pine cones in the forest. The boys had large buckets, red, without a bottom. And the girls' ones are small and green. Who will collect the most cones?

A nine-year-old boy had a cat with a short tail. She ate a mouse with a long tail, and the mouse swallowed the straw along with the grain. How old is the boy who had the cat?

The table has four corners. If one corner is sawed off, how many corners will remain?

Tasks to connect the subject (everyday) experience of children.

Task 1. Name the geometric shapes shown in the figure. Find the extra figure and explain why it is extra.

Task 2. What digit does the writing of numbers begin with?

14 18 111 19 10 100

Task 3. What is the name of this figure? Why did it get this name?



Tasks to identify the essential features of a concept

Task 1. Read the words in brackets. Underline the words that are most relevant to the subject.

A) HOSPITAL (garden, doctor, premises, radio, patients)

B) SCHOOL (building, students, chalk, blackboard, letters)

B) RIVER (water, shore, fish, fisherman, mud)

D) BOOK (picture, word, paper, reader, library)

D) SPORT (medal, stadium, victory, competition, music)

E) COMPUTER (screen, keyboard, counts, executes commands)

G) PRINTER (prints, white, silent, connected to the computer)

Task 2. Indicate an item whose characteristic feature is:

A) Scale with divisions.

B) Giving marks and recording comments.

B) Listening to music.

D) Watching movies.

Task 3. Draw objects whose essential features are the following: round and edible; round and inedible.

Task 4. What is different:

A) Window from the door.

B) Pencil pointer.

B) Circle from the oval.

D) Birch leaf from a maple leaf.

Task 5. How are the words of each group similar? How can you name each of the proposed groups in one word?

A) Highway, road, path.

B) City, village, town.

B) Addition, division, subtraction.

Tasks aimed at developing the ability to perform basic logical operations on concepts: generalization, limitation, division and definition

A) Tasks to establish patterns.

Task 1. Fill in the missing numbers:

A) 5, 15, _______, 35, _______, 55;

B) 14, 24, _______, _________, 54;

B) 2, 12, 22, _______, _______, ________;

D) 1,3, ________, ________, 9, ________;

D) 2, 4, 6, ________, ________, ________;

Task 2. Determine the pattern of repetition of figures and complete the sequences.



Task 3. Which of the figures should be in the empty cell of the table?



Task 4. Determine the pattern of repetition of the sequence and draw this sequence: tree, bush, flower, tree, bush, flower...

B) Tasks on combining and separating objects according to some characteristics.

Task 1. Name the following groups of numbers in one word:

A) 2, 4, 6, 8, ...

B) 1, 3, 5, 7, …

B) 2, 4, 7, 9, 5, 6, …

D) 18, 25, 33, 48, 56, …

Task 2. Several items are listed. How can they be called in one word?

A) Soup, goulash, porridge, jelly.

B) Chicken, goose, duck, turkey.

B) Horse, cow, sheep, pig.

D) Wolf, fox, bear, hare.

D) Potatoes, beets, onions, cabbage.

E) Shoes, boots, sneakers, slippers.

Task 3. Which word is the odd one out in each group? Cross it out. Name the essential feature of the resulting group. Give each group of words a name.

A) Spruce, pine, cedar, birch.

B) Onion, cucumber, apple, carrot.

C) Mushroom, lily of the valley, chamomile, cornflower.

Task 4. Divide the following numbers into two groups: even, odd, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

Task 5. Divide these words into groups according to the number of syllables: pencil case, vase, lamp, lampshade, feather, pencil, pumpkin, desk, ruler, notebook, table, floor, pen, hammer, root. How many groups did you get?

Task 6. Write these words in the appropriate columns of the table: doll, boots, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, top, pencil, sneakers, gun.

Shoes

Toys

School things

Task 7. Divide the numbers 1, 2, 3, 5, 8, 12, 16, 24, 35, 48 into two groups: single-digit and double-digit. In which row are the tables correctly divided into groups?

1,2,3,5,12

8,16,24,35,48

1,2,3,5,8,16

12,24,35,48

1,2,3,5,8

12,16,24,35,48

2,3,5,8

12,6,16,24,35,48

Game developmental tasks and exercises for the development of conceptual thinking.

Task 1. Generalization of a series of specific concepts using generic definitions. Children are asked to generalize several groups of specific concepts and name the following groups in one word:

plate, glass, mug, saucer;

table, chair, sofa, armchair, wardrobe;

shirt, dress, skirt, trousers;

slippers, felt boots, boots, sandals, shoes;

soup, porridge, cutlet, puree;

birch, linden, spruce, pine, aspen;

sparrow, dove, crow, tit, goose, duck;

crucian carp, pike, perch, bream.

Task 2. Concretization of concepts. It is necessary to name objects and phenomena that are included in broader concepts. You can ask children about the following categories: trees, animals, toys, names, furniture, shoes, vegetables, clothes, dishes, birds, fish, fruits, colors, berries, etc.

Task 3. Generalization of a series of concepts of a wider scope. Students are given 5 groups of concepts to generalize, and they must tell what the named categories have in common, how the concepts that are included in one group are similar:

birds, animals, fish;

trees, herbs, flowers, shrubs;

furniture, dishes, clothing;

watches, scales, thermometers;

fire, flood, hurricane.

Task 4. Classification. Children are given 16 cards with images of birds, fish, dishes, furniture - 4 for each group and asked to divide all the cards into groups so that each one contains drawings that can be called in one word. Students are then asked to combine the resulting groups into two that are as similar as possible, and explain why they did so.

Task 5. You need to compare pairs of objects by presentation, find signs of difference and similarity: dandelion and chamomile; strawberries and wild strawberries; spruce and birch; apple and maple; rose and bell; cat and dog; chicken and duck; airplane and seagull; animals and plants.

Task 6. Students must guess which object is hidden based on its description. To do this, you need to select an object or its image. Without showing it to children, you need to describe this object: its shape, color, texture.

Task 7. Game “What’s extra?”

A group of concepts is given, from which children must choose the odd one out and give a general name to the rest. The game is available in two versions: verbal and visual.

In the verbal version, groups of four words are offered; it is necessary to highlight which word is superfluous and does not fit with the rest, and how to name the remaining ones in one word (or explain the similarity):

cabbage, potatoes, tomato, apple;

blue, red, beautiful, green;

mom, man, dad, sister;

old, decrepit, small, dilapidated;

birch, pine, maple, aspen;

boot, leg, boot, shoe;

winter, spring, summer, October;

jelly, compote, lemonade, ice cream, etc.

Task 8. Game “Disputants”. Students are encouraged to argue with the teacher. Whatever word he utters, the children must say exactly the opposite and the faster the better: white-black; big-small; fast-slow; cheerful-sad; dirty-clean; open-closed; old-new; scream-whisper; break, repair, etc.

Task 9. Game “Bad or good?” Children are offered a certain object (situation), and they must explain what its positive and negative side is. For example, ice cream is good because it’s tasty, bad because it can hurt your throat.

The following words are given: rain, TV, candy, dog, flowers, mosquitoes, run, get sick, onion, wind, cat, computer, music, knife, fire, sun, etc.

Task 10. Game “Words - Overlays”.

Students come up with words - overlays, then choose the funniest or most original word, explaining why they think so.

You can offer the following tasks:

mosquito + brand = mosquito;

zebra + shell = zebra shell;

tree + crow = tree crow, etc.

Exercises for the development of mental operations of analysis and synthesis

Task 1. “Anagram”

ALIG -

EOSL -

OTLE -

Task 2. “Encrypted word”

PORRIDGE

RIVER

PLATE

Task 3. “Echo”

Compose words by separating the first letters from these words:

BUMBELE –

FLY -

ROSA –

Task 4. “Encrypted word”

Make up a word from the first syllables of these words:

MILK

SEINE

COCKROACH

Task 5. “Anagram” (hidden word)

Make up words by rearranging the letters:

OGOLAV –

ABARN –

OSOKL –

Task 6.

Compose new words by eliminating one letter from these words:

PLOW –

SCARF -

FEED –

Task 7.

Make up a word from the second syllables of these words:

SNAKE

FRAME

Task 8. “Entertaining ladder”



Task 9. “Snake”

Make up words based on this model.

A _ _ _ _ _

A _ _ _ _

A _ _ _

A _ _

A _

A _

A _ _

A _ _ _

A _ _ _ _

A _ _ _ _ _

Exercises to find essential features of objects

Task 1. Select two words that are most significant for the word before the brackets:

Forest (leaf, trees, apple tree, hunter, bush)

River (shore, fish, mud, water, fisherman)

Task 2. Sports (stadium, orchestra, award, competition, spectators)

Hospital (garden, doctor, radio, patients, premises)

Task 3.Singing (ringing, voice, art, melody, audience)

War (guns, soldiers, battles, airplane, guns)

Exercises – logic problems

Problem 1. Ivan Fedorovich is the father of Marina Ivanovna, Kolya is the son of Marina Ivanovna. How is Kolya related to Ivan Fedorovich?

Task 2. Mom, dad and I were sitting on a bench. In what order did we sit if we know that I sat to the left of dad and mom sat to my left?

Problem 3. Tolya caught perch, ruffe, and pike. He caught the pike earlier than the perch, and the ruff later than the pike. What fish did Tolya catch before others?

Can you tell which fish was caught last?

Problem 4. Two fathers and two sons were walking, carrying three oranges. How many oranges did each person carry?

Task 5. My name is Tolya. My sister only has one brother. What is the name of my sister's brother?

Problem 6. Kolya is taller than Vasya, but shorter than Seryozha. Who is taller: Vasya or Seryozha?

Task 7. For the holiday, students decorate the school building on four sides with 12 flags. They must be arranged so that there are 4 flags on each side. Draw the answer.

Problem 8. The thermometer shows three degrees below zero. How many degrees will these two thermometers show?

Problem 9. The rope was cut in six places. How many parts did you get?

Problem 10. When a goose stands on one leg, it weighs 3 kg. How much will a goose weigh if it stands on two legs?

Games for developing thinking functions

Game 1. Making sentences.

Children are offered three words that are not related in meaning, for example, “lake”, “pencil”, “bear”. Children need to make as many sentences as possible that would necessarily include these three words (you can change the case and use other words). Answers can be banal (“The bear dropped a pencil into the lake”), complex, going beyond the situation indicated by the three initial words and introducing new objects (“The boy took a pencil and drew a bear swimming in the lake”), and creative, including these objects in non-standard connections (“A boy, thin as a pencil, stood near a lake that roared like a bear”).

Game 2. Elimination of unnecessary things.

Any three words are suggested, for example, “dog”, “tomato”, “sun”. Children should be left with only those words that denote similar objects in some way, and one word “superfluous” that does not have this common feature should be excluded. You should find as many options as possible for excluding an extra word, and most importantly, more features that unite the remaining pair of words and are not inherent in the excluded, extra one. Without neglecting the options that immediately suggest themselves (exclude “dog”, but leave “tomato” and “sun” because they are round), it is advisable to look for non-standard and at the same time very accurate solutions. The one with the most answers wins.

Game 3. Search for analogues.

Any object or phenomenon is called, for example, “helicopter”.

Children need to be prescribed as many analogues as possible, i.e. other items similar to it in various essential characteristics. It is also necessary to systematize these analogues into groups depending on what property of a given object they were selected taking into account. For example, in this case they can be called “bird”, “butterfly” (they fly and land); “bus”, “train” (vehicles); “corkscrew” (important parts rotate), etc. The winner is the one who named the largest number of groups of analogues.

Game 4. Methods of using the item.

A well-known object is called, for example, “book”. It is necessary to name as many different ways of using it as possible: a book can be used as a stand for a film projector, it can be used to cover papers on the table from prying eyes, etc. A ban should be introduced on naming immoral, barbaric ways of using objects. The winner is the one who indicates the most different functions of objects.

Game 5. “Come on, guess!”

The class is divided into two groups. The first group conceives a subject. The second group must guess by asking questions. The first group has the right to answer only “yes” or “no” to these questions. Children from two groups stand in two lines opposite each other. First, the first child from the second group asks the question: “Is it alive?” The first child from the first group answers: “Yes.” Then the second child from the second group asks the question: “Did I see him?” The second child from the first group answers: “Yes.” Etc. After guessing the object, the groups change roles.

Game 6. “Let’s identify the toy.”

Children bring a toy to the game. The driver is selected. He goes out the door. The teacher and the children come up with some kind of story in which the main character is one of the toys. A driver is invited. The guys tell him a made-up story, without naming the main character, but replacing him with the pronouns “he” or “she”. The presenter must show the toy, which is the main character of the story being told. If the driver guessed correctly, another leader is chosen and the game is repeated.

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 sessions 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.

Put 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: “It all 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.

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 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 establish 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 sessions 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.

Put 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.

In elementary school, a child's intellectual development is often ignored. This is due to several reasons. Firstly, the dominant activity is the assimilation of knowledge and skills, which involves solving problems that always have a ready-made solution. Children get used to solving problems based on an already learned rule; they cannot act independently to find a new way to solve. Secondly, constantly solving standard problems impoverishes the child’s personality. Children get used to evaluating themselves and their capabilities only through the successful or unsuccessful solution of typical problems, the solution of which depends on the degree of assimilation of certain knowledge. This leads to the fact that the child’s self-esteem depends only on diligence and diligence in mastering new knowledge and rules, and not on intelligence, originality and invention.

In connection with the above reasons, the development and correction of intellectual abilities in children of primary school age is one of the important tasks of the school’s psychological and pedagogical staff.

As an example, we can offer several game exercises, which can be carried out during class hours, warm-ups before classes, etc.

Exercise “Riddles”

There are chickens on one bank, and ducklings on the other. There is an island in the middle. Who will swim to the island faster?

Mom is carrying heavy bags. Daughter says:

Mommy, let me help you. I'll carry the bags, and you take me in your arms.

Will the girl help her mother? Why?

The girl Lena was asked:

Do you have a sister?

Does your sister have a sister?

No,” Lena answered.

What do you think?

The children were collecting pine cones in the forest. The boys had large buckets, red, without a bottom. And the girls' ones are small and green. Who will collect the most cones?

A nine-year-old boy had a cat with a short tail. She ate a mouse with a long tail, and the mouse swallowed the straw along with the grain. How old is the boy who had the cat?

The table has four corners. If one corner is sawed off, how many corners will remain?

Tasks to connect the subject (everyday) experience of children.

Task 1. Name the geometric shapes shown in the figure. Find the extra figure and explain why it is extra.

Task 2. What digit does the writing of numbers begin with?

14 18 111 19 10 100

Task 3. What is the name of this figure? Why did it get this name?



Tasks to identify the essential features of a concept

Task 1. Read the words in brackets. Underline the words that are most relevant to the subject.

A) HOSPITAL (garden, doctor, premises, radio, patients)

B) SCHOOL (building, students, chalk, blackboard, letters)

B) RIVER (water, shore, fish, fisherman, mud)

D) BOOK (picture, word, paper, reader, library)

D) SPORT (medal, stadium, victory, competition, music)

E) COMPUTER (screen, keyboard, counts, executes commands)

G) PRINTER (prints, white, silent, connected to the computer)

Task 2. Indicate an item whose characteristic feature is:

A) Scale with divisions.

B) Giving marks and recording comments.

B) Listening to music.

D) Watching movies.

Task 3. Draw objects whose essential features are the following: round and edible; round and inedible.

Task 4. What is different:

A) Window from the door.

B) Pencil pointer.

B) Circle from the oval.

D) Birch leaf from a maple leaf.

Task 5. How are the words of each group similar? How can you name each of the proposed groups in one word?

A) Highway, road, path.

B) City, village, town.

B) Addition, division, subtraction.

Tasks aimed at developing the ability to perform basic logical operations on concepts: generalization, limitation, division and definition

A) Tasks to establish patterns.

Task 1. Fill in the missing numbers:

A) 5, 15, _______, 35, _______, 55;

B) 14, 24, _______, _________, 54;

B) 2, 12, 22, _______, _______, ________;

D) 1,3, ________, ________, 9, ________;

D) 2, 4, 6, ________, ________, ________;

Task 2. Determine the pattern of repetition of figures and complete the sequences.



Task 3. Which of the figures should be in the empty cell of the table?



Task 4. Determine the pattern of repetition of the sequence and draw this sequence: tree, bush, flower, tree, bush, flower...

B) Tasks on combining and separating objects according to some characteristics.

Task 1. Name the following groups of numbers in one word:

A) 2, 4, 6, 8, ...

B) 1, 3, 5, 7, …

B) 2, 4, 7, 9, 5, 6, …

D) 18, 25, 33, 48, 56, …

Task 2. Several items are listed. How can they be called in one word?

A) Soup, goulash, porridge, jelly.

B) Chicken, goose, duck, turkey.

B) Horse, cow, sheep, pig.

D) Wolf, fox, bear, hare.

D) Potatoes, beets, onions, cabbage.

E) Shoes, boots, sneakers, slippers.

Task 3. Which word is the odd one out in each group? Cross it out. Name the essential feature of the resulting group. Give each group of words a name.

A) Spruce, pine, cedar, birch.

B) Onion, cucumber, apple, carrot.

C) Mushroom, lily of the valley, chamomile, cornflower.

Task 4. Divide the following numbers into two groups: even, odd, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

Task 5. Divide these words into groups according to the number of syllables: pencil case, vase, lamp, lampshade, feather, pencil, pumpkin, desk, ruler, notebook, table, floor, pen, hammer, root. How many groups did you get?

Task 6. Write these words in the appropriate columns of the table: doll, boots, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, top, pencil, sneakers, gun.

Task 7. Divide the numbers 1, 2, 3, 5, 8, 12, 16, 24, 35, 48 into two groups: single-digit and double-digit. In which row are the tables correctly divided into groups?

1	1,2,3,5,12	8,16,24,35,48
2	1,2,3,5,8,16	12,24,35,48
3	1,2,3,5,8	12,16,24,35,48
4	2,3,5,8	12,6,16,24,35,48

Game developmental tasks and exercises for the development of conceptual thinking.

Task 1. Generalization of a series of specific concepts using generic definitions. Children are asked to generalize several groups of specific concepts and name the following groups in one word:

plate, glass, mug, saucer;

table, chair, sofa, armchair, wardrobe;

shirt, dress, skirt, trousers;

slippers, felt boots, boots, sandals, shoes;

soup, porridge, cutlet, puree;

birch, linden, spruce, pine, aspen;

sparrow, dove, crow, tit, goose, duck;

crucian carp, pike, perch, bream.

Task 2. Concretization of concepts. It is necessary to name objects and phenomena that are included in broader concepts. You can ask children about the following categories: trees, animals, toys, names, furniture, shoes, vegetables, clothes, dishes, birds, fish, fruits, colors, berries, etc.

Task 3. Generalization of a series of concepts of a wider scope. Students are given 5 groups of concepts to generalize, and they must tell what the named categories have in common, how the concepts that are included in one group are similar:

birds, animals, fish;

trees, herbs, flowers, shrubs;

furniture, dishes, clothing;

watches, scales, thermometers;

fire, flood, hurricane.

Task 4. Classification. Children are given 16 cards with images of birds, fish, dishes, furniture - 4 for each group and asked to divide all the cards into groups so that each one contains drawings that can be called in one word. Students are then asked to combine the resulting groups into two that are as similar as possible, and explain why they did so.

Task 5. You need to compare pairs of objects by presentation, find signs of difference and similarity: dandelion and chamomile; strawberries and wild strawberries; spruce and birch; apple and maple; rose and bell; cat and dog; chicken and duck; airplane and seagull; animals and plants.

Task 6. Students must guess which object is hidden based on its description. To do this, you need to select an object or its image. Without showing it to children, you need to describe this object: its shape, color, texture.

Task 7. Game “What’s extra?”

A group of concepts is given, from which children must choose the odd one out and give a general name to the rest. The game is available in two versions: verbal and visual.

In the verbal version, groups of four words are offered; it is necessary to highlight which word is superfluous and does not fit with the rest, and how to name the remaining ones in one word (or explain the similarity):

cabbage, potatoes, tomato, apple;

blue, red, beautiful, green;

mom, man, dad, sister;

old, decrepit, small, dilapidated;

birch, pine, maple, aspen;

boot, leg, boot, shoe;

winter, spring, summer, October;

jelly, compote, lemonade, ice cream, etc.

Task 8. Game “Disputants”. Students are encouraged to argue with the teacher. Whatever word he utters, the children must say exactly the opposite and the faster the better: white-black; big-small; fast-slow; cheerful-sad; dirty-clean; open-closed; old-new; scream-whisper; break, repair, etc.

Task 9. Game “Bad or good?” Children are offered a certain object (situation), and they must explain what its positive and negative side is. For example, ice cream is good because it’s tasty, bad because it can hurt your throat.

The following words are given: rain, TV, candy, dog, flowers, mosquitoes, run, get sick, onion, wind, cat, computer, music, knife, fire, sun, etc.

Task 10. Game “Words - Overlays”.

Students come up with words - overlays, then choose the funniest or most original word, explaining why they think so.

You can offer the following tasks:

mosquito + brand = mosquito;

zebra + shell = zebra shell;

tree + crow = tree crow, etc.

Exercises for the development of mental operations of analysis and synthesis

Task 1. “Anagram”

Task 2. “Encrypted word”

PORRIDGE
RIVER
PLATE
Task 3. “Echo”

Compose words by separating the first letters from these words:

Task 4. “Encrypted word”

Make up a word from the first syllables of these words:

MILK
SEINE
COCKROACH

Task 5. “Anagram” (hidden word)

Make up words by rearranging the letters:

OGOLAV –

ABARN –
OSOKL –

Task 6.

Compose new words by eliminating one letter from these words:

PLOW –
SCARF -
FEED –

Task 7.

Make up a word from the second syllables of these words:

Task 8. “Entertaining ladder”



Task 9. “Snake”

Make up words based on this model.

A _ _ _ _ _
_ A _ _ _ _
_ _ A _ _ _
_ _ _ A _ _
_ _ _ _ A _
_ _ _ _ _ A
_ _ _ _ A _
_ _ _ A _ _
_ _ A _ _ _
_ A _ _ _ _
A _ _ _ _ _

Exercises to find essential features of objects

Task 1. Select two words that are most significant for the word before the brackets:

Forest (leaf, trees, apple tree, hunter, bush)

River (shore, fish, mud, water, fisherman)

Task 2. Sports (stadium, orchestra, award, competition, spectators)

Hospital (garden, doctor, radio, patients, premises)

War (guns, soldiers, battles, airplane, guns)

Exercises – logic problems

Problem 1. Ivan Fedorovich is the father of Marina Ivanovna, Kolya is the son of Marina Ivanovna. How is Kolya related to Ivan Fedorovich?

Task 2. Mom, dad and I were sitting on a bench. In what order did we sit if we know that I sat to the left of dad and mom sat to my left?

Problem 3. Tolya caught perch, ruffe, and pike. He caught the pike earlier than the perch, and the ruff later than the pike. What fish did Tolya catch before others?

Can you tell which fish was caught last?

Problem 4. Two fathers and two sons were walking, carrying three oranges. How many oranges did each person carry?

Task 5. My name is Tolya. My sister only has one brother. What is the name of my sister's brother?

Problem 6. Kolya is taller than Vasya, but shorter than Seryozha. Who is taller: Vasya or Seryozha?

Task 7. For the holiday, students decorate the school building on four sides with 12 flags. They must be arranged so that there are 4 flags on each side. Draw the answer.

Problem 8. The thermometer shows three degrees below zero. How many degrees will these two thermometers show?

Problem 9. The rope was cut in six places. How many parts did you get?

Problem 10. When a goose stands on one leg, it weighs 3 kg. How much will a goose weigh if it stands on two legs?

Games for developing thinking functions

Game 1. Making sentences.

Children are offered three words that are not related in meaning, for example, “lake”, “pencil”, “bear”. Children need to make as many sentences as possible that would necessarily include these three words (you can change the case and use other words). Answers can be banal (“The bear dropped a pencil into the lake”), complex, going beyond the situation indicated by the three initial words and introducing new objects (“The boy took a pencil and drew a bear swimming in the lake”), and creative, including these objects in non-standard connections (“A boy, thin as a pencil, stood near a lake that roared like a bear”).

Game 2. Elimination of unnecessary things.

Any three words are suggested, for example, “dog”, “tomato”, “sun”. Children should be left with only those words that denote similar objects in some way, and one word “superfluous” that does not have this common feature should be excluded. You should find as many options as possible for excluding an extra word, and most importantly, more features that unite the remaining pair of words and are not inherent in the excluded, extra one. Without neglecting the options that immediately suggest themselves (exclude “dog”, but leave “tomato” and “sun” because they are round), it is advisable to look for non-standard and at the same time very accurate solutions. The one with the most answers wins.

Game 3. Search for analogues.

Any object or phenomenon is called, for example, “helicopter”.

Children need to be prescribed as many analogues as possible, i.e. other items similar to it in various essential characteristics. It is also necessary to systematize these analogues into groups depending on what property of a given object they were selected taking into account. For example, in this case they can be called “bird”, “butterfly” (they fly and land); “bus”, “train” (vehicles); “corkscrew” (important parts rotate), etc. The winner is the one who named the largest number of groups of analogues.

Game 4. Methods of using the item.

A well-known object is called, for example, “book”. It is necessary to name as many different ways of using it as possible: a book can be used as a stand for a film projector, it can be used to cover papers on the table from prying eyes, etc. A ban should be introduced on naming immoral, barbaric ways of using objects. The winner is the one who indicates the most different functions of objects.

Game 5. “Come on, guess!”

The class is divided into two groups. The first group conceives a subject. The second group must guess by asking questions. The first group has the right to answer only “yes” or “no” to these questions. Children from two groups stand in two lines opposite each other. First, the first child from the second group asks the question: “Is it alive?” The first child from the first group answers: “Yes.” Then the second child from the second group asks the question: “Did I see him?” The second child from the first group answers: “Yes.” Etc. After guessing the object, the groups change roles.

Game 6. “Let’s identify the toy.”

Children bring a toy to the game. The driver is selected. He goes out the door. The teacher and the children come up with some kind of story in which the main character is one of the toys. A driver is invited. The guys tell him a made-up story, without naming the main character, but replacing him with the pronouns “he” or “she”. The presenter must show the toy, which is the main character of the story being told. If the driver guessed correctly, another leader is chosen and the game is repeated.