Development of children's memory: classification games. Games for the development of logical thinking How to make an educational game for children for generalization
A collection of didactic games for developing thinking in preschoolers.
Thinking
ABOUT THINKING
Thinking- the most generalized and indirect form of mental reflection, establishingcommunicationsand relationships between knowable objects.
Thinking task - revealing relationships between objects, identifying connections and separating them from random coincidences. Thinking operates with concepts and assumes the functions of generalization and planning.
Function of thinking - expanding the boundaries of knowledge by going beyond sensory perception. Thinking allows, with the help of inference, to reveal what is not given directly in perception.
The development of thinking in primary school age plays a special role.
The thinking of a child of primary school age is at a turning point in development. During this period, a transition occurs from visual-figurative to verbal-logical, conceptual thinking: concrete thinking, associated with reality and direct observation, is already subject to logical principles, but abstract, formal-logical reasoning is not yet accessible to children.
It's safe to say that thinking is the basic cognitive process(thinking is associated with all cognitive processes, so they also need to be developed). But exactly unformed thinking prevents underachieving children from remembering complex material. Therefore, it is especially important at this age to develop thinking.
Consecutive stages of intellectual development:
1.Visual and effective thinking
2.Visual-figurative thinking
3. Verbal and logical thinking.
Stage 1. Visual-effective thinking.
The child solves primitive problems in practice - twirls, pulls, opens, presses. Here he practically identifies cause and effect, a kind of trial and error method. Not only children have this kind of thinking; adults often use it too.
Stage 2. Visual-figurative (specific-subject) thinking.
At this stage, the child does not have to perform actions with his hands; he is already able to figuratively (visually) imagine what will happen if he performs some action.
Stage 3. Verbal-logical (Abstract-logical) thinking.
The most difficult thinking process for children. Here the child operates not with specific images, but with complex abstract concepts expressed in words. For example, in early childhood a child associates a certain word with a specific object he has seen. For example, when hearing the word cat, a preschool child imagines his own cat, and may be surprised that another cat is also called a cat. Children of senior preschool age can already generalize the concept of “cat”. A child with developed verbal and logical thinking is able to operate with abstract concepts such as time and space.
With properly developed thinking, a person is able to:
* Analyze - divide objects or phenomena into their constituent components.
* Synthesize - combine those separated by analysis while identifying significant connections.
* Compare - comparison of objects and phenomena, while discovering their similarities and differences.
* Classify - group objects according to characteristics.
* Generalize - combine objects according to common essential characteristics.
* Concretize - highlight the particular from the general.
* Abstract - highlight one side or aspect of a subject while ignoring others.
Tasks for the development of thinking operations. Development of abilities for analysis and synthesis, comparison, abstraction, generalization, classification. Tasks for the development of forms of abstract thinking, concepts, judgments, inferences. Tasks for searching for generalities, for searching for objects with opposite properties. Logical tasks for expanding the possibilities of mental activity (development of constructing accurate logical reasoning with correct intermediate and final conclusions,) tasks for searching for objects with similar properties, tasks to find objects-links,
A set of didactic games to develop thinking in preschoolers
Games to develop logical thinking
1. Games to develop classification skills.
"Arrange the items"
Equipment: a set of 8 toys and objects of various purposes, but some are wooden, and others are plastic: cars, pyramids, mushrooms, plates, beads, cubes, houses, Christmas trees, 2 each; two identical boxes.
Progress of the game:
The teacher examines all the toys one by one with the child, and then says: “these toys must be placed in 2 boxes so that each box contains toys that are somewhat similar to each other.” In case of difficulty, the teacher puts the first pair of Christmas tree toys next to each other and asks the child to compare: “how do these Christmas trees differ from each other?” If the child cannot find the main difference, the teacher draws the child’s attention to the material from which these toys are made. Then the child acts independently. At the end of the game, you need to generalize the principle of grouping: “in one box - all wooden toys, and in the other - all plastic ones.”
"It flies - it doesn't fly"
Progress of the game:
The teacher asks the children to quickly name objects that fly when he says the word “flies”, and then name objects that do not fly when he says the word “does not fly”.
The game can be played while walking.
"Edible - not edible"
The game is played in the same way as the previous one. The teacher pronounces the words “edible”, “not edible”.
"Be careful"
Progress of the game: The teacher tells the children: “I will name four words, one word does not fit here. You must listen carefully and name the extra word.” For example: matryoshka, tumbler, cup, doll; table, sofa, flower, chair, etc. After each highlighted “extra” word, the teacher asks the child to explain why this word does not fit into this group of words.
2. Games to develop the ability to perform systematization.
"Housewarming party at the nesting dolls"
Goal: to teach children to compare objects, to see their different properties in objects, to arrange objects in a certain order, highlighting an essential feature.
Progress of the game: the teacher says: “The nesting dolls have settled in a new house. Each got their own apartment. The smallest one is on the first floor, a little larger on the second, even larger on the third, even larger on the fourth. And on the fifth and last floor is the largest one. They were happy about their apartments and went for a walk in the park. They arrived in the evening and forgot who lived where. Help the nesting dolls find their apartments. Tell them where their apartments are.
Game "Which is heavier?"
Goal: to teach children to arrange images of objects in a certain sequence, focusing on the quality of the objects.
Equipment: a set of cards depicting the following type of clothing: winter autumn coat, winter dress, summer dress, swimsuit; on the reverse side of the strip of the corresponding length: the longest one depicts a winter coat, the shorter one - an autumn coat, the even shorter one - a winter dress, etc.
By analogy, the following games are played: “Who is older?”, “Which shines brighter?”, “Which is faster?”, “Who is faster?”
Game “Guess: floats or sinks?”
Progress of the game:
The child is asked to guess which objects float and which ones sink. The teacher names a paired group of objects: a wooden stick - a nail, a wooden and metal ruler, a wooden and metal ball, a wooden and metal ship, a metal and wooden ring, etc. In case of difficulties, the teacher organizes practical activities with these objects. Items are given in random order, not in pairs. At the end of the game, you should invite the child to generalize which objects float and which ones sink, and why?
Stories are riddles.
“What happened at night?”
“In the kindergarten, the teacher came to the window and said: “Children, look out the window, everything around is white - the ground, the roofs of houses, trees. What do you think happened at night?" What did the children answer?
"Rainy weather"
“The girl Tanya was walking on the street, then ran home. Mom opened the door for her and exclaimed: “Oh, what a heavy rain it started to rain!” Mom didn't look out the window. How did mom know that it was raining heavily outside?
"We didn't go for a ride"
“Two friends, Oleg and Nikita, took skis and went into the forest. The sun was shining brightly. Streams gurgled. Here and there the first grass was visible. When the boys came to the forest, they could not ski. Why?".
Continue the sentences:
We turned on the light because... .
Mom came back to take the umbrella because... .
The children put on warm clothes because... .
The puppy barked loudly because...
Alyosha looked out the window and saw...
Tanya woke up in the morning and...
Also, to develop logical thinking, I use games made of wood: “Fold the square”, “Puzzles”, “Unicubes”, “Cuisenaire sticks”, “Montessori insert frames” and a magnetic 3D constructor
Game “How are they similar and how are they different? »
Goal: development of visual perception, attention, thinking and speech.
Equipment: magnetic board; magnets; 8 pairs of subject pictures: fly agaric - boletus, dress - skirt, vase - jug, hare - rabbit, cat - lynx, tram - trolleybus, stork - swan, spruce - larch.
The adult attaches each pair of pictures to the magnetic board one by one and invites the children to find the similarities and differences between the depicted objects.
Game "Match a word."
Equipment: ball.
Children stand in a circle. The teacher with the ball is in the center of the circle, he throws the ball to one of the children and says: “Toy.” The child must catch the ball and name it, for example: “Doll.”
Game “What is this? Who is this? »
Goal: development of thinking and speech.
Equipment: 24 subject pictures.
Children are divided into two teams. They sit at tables at a distance from each other. Each team is given identical sets of pictures depicting vegetables, fruits, animals, etc. Children take turns giving a description of one of the pictures. If the description is correct and the picture is guessed, then it is set aside in favor of those who guessed it.
Game "Lay out the cards"
Goal: development of logical thinking.
Equipment: a square sheet of paper divided into nine squares (for each child); a tray with nine pictures, three of which are the same (for each child).
On the table in front of each child there is a square sheet of paper, divided into nine squares, and a tray with nine pictures, three of which are the same. The teacher invites the children to arrange the pictures into cells so that there are no two identical pictures in the rows and columns.
Game “Put the pictures into groups”
Goal: development of analysis and synthesis skills.
Equipment: tray with twelve pictures. Which can be divided into four groups, for example, vegetables: onions, carrots, cabbage; fruits: apple, pear, peach; tableware: cup, plate, teapot; tools - hammer, saw, shovel, etc.
In front of each child is a tray with twelve object pictures. The teacher invites the children to divide all the pictures into four groups. (Children’s sets of pictures are different).
Task “Close the extra picture”
Goal: development of thought processes (empirical generalization).
Equipment: card for the task and a square of thick paper (4*4 cm) (for each child).
In front of each child is a card for the task and a square of thick paper. Children are asked to find a picture that does not match the others and cover it with a paper square.
"Draw and Cross" task
Goal: development of auditory attention, memory and thinking.
Equipment: a sheet of paper and a simple pencil (for each child).
On the table in front of each child there is a sheet of paper and a simple pencil. The adult offers the children:
Draw two triangles, one square, one rectangle and cross out the third shape;
Draw three circles, one triangle, two rectangles and cross out the second shape;
Draw one rectangle, two squares, three triangles and cross out the fifth shape
Game "Come up with a riddle"
Goal: development of speech and thinking.
Equipment: toys and objects familiar to children.
On the table there are various toys and objects familiar to children. One of the children (the presenter) is invited, without pointing to the object, to write a description of it in the form of a riddle. The one who guesses. What subject is being discussed becomes the leader.
Game “Make a sentence based on two pictures”
Goal: development of attention, thinking and speech.
Equipment: magnetic board; magnets; pairs of subject pictures: grandmother - jacket (cup, vase, girl - rabbit (beans, skis), boy - cat (bicycle, skates, stork - nest, etc.
The teacher alternately attaches a couple of pictures to the magnetic board and invites the children to make as many sentences as possible based on it.
Game "Favorite food"
Goal: to develop thinking, speech, and the ability to identify signs of similarity and difference in compared objects.
Equipment: subject pictures, for example: cow - hay, rabbit - cabbage, bear - honey, cat - milk, etc.
Pictures depicting animals and food for these animals are selected. Pictures of animals and separate pictures of food are laid out in front of preschoolers; each animal is invited to lay out its favorite food.
Game "Tell me the other way around"
Goal: development of thinking, attention, ability to select antonym words.
The teacher asks the children to name words of opposite meaning, for example: big - small. You can use the following pairs of words: cheerful - sad, fast - slow, empty - full, smart - stupid, hardworking - lazy, etc.
Game "Nonsense"
Goal: development of speech, attention, thinking.
Equipment: task card.
The teacher offers the child drawings that contain any contradictions, inconsistencies, or violations in the behavior of the characters, asks the child to find errors and inaccuracies and explain his answer. It is proposed to answer how it really happens.
Task “Complete the phrase”
Goal: development of auditory attention, thinking, speech.
If the sand is wet, then...
The boy washes his hands because...
If you cross the street at a red light, then...
The bus stopped because...
Game "reverse story"
Children of primary school age (several people can play at the same time) are invited to try to write a story or a fairy tale in reverse. Suppose one says: “And from then on they began a happy and calm life.” Another: “The brothers returned to their village.” Third: “They finally realized that peace is better than quarrel. Fourth: “How many people have tried to build a bridge alone, but nothing comes of it,” etc.
☺ Game "Association"
A group of children line up in a circle and are given any two words. For example, puppy And ball. Children are asked to take turns linking these two words into one sentence. The last one to come up with a proposal wins. In the proposed example, the following associations may arise.
The puppy plays with a ball.
The puppy is jumping like a ball.
A puppy needs to be fed, but a ball doesn't.
The puppy is fluffy and warm, and the ball is smooth and cold.
The puppy's eyes are round, like a ball.
Children love to play with the puppy and the ball.
Fish - worm
The game teaches you to justify your answers and broaden your horizons
Necessary equipment: pictures of animals, birds (can be cut out from old books, magazines; postcards).
◈ How to play: first the poem is read:
The bunny loves carrots
Bear - raspberry,
Sparrow - mountain ash,
Fish - worm,
Avoid the hook, fish.
◈ You name the animal, and the child needs to quickly and correctly say what it eats, for example: cow - hay, dog - bone, mouse - cheese, cat - milk, etc.
◈ You can play with two or more participants. Periodically change roles with your child, this is a great incentive for him.
◈ Reinforce: ask your child questions: “What does Carlson like? Ogre? etc.
◈ Play the game “On the contrary”: carrot - hare, grain - bird, horse - hay.
◈ Whenever possible, feed birds, squirrels, and animals together. Observe their habits.
◈ Let’s complicate things: can a chicken chew a bone? Does a dog peck grain? Ask your child to justify his answer; if the child finds it difficult, find an explanation together.
One, two, three extra go away
Play helps develop conceptual thinking; cut off the unnecessary (analysis - synthesis)
Required equipment: pictures.
◈ How to play: show pictures with objects of the same class, but of different groups, for example: bus, car, motorcycle - plane; tram, bus, train - KamAZ; fire truck, ambulance, grocery car - taxi, etc. Which of the four pictures is the odd one out? Why?
◈ Reinforce: change roles. You can also play the verbal version of this game. It is advisable to take various concepts familiar to the child, for example: “clothes”, “shoes”, etc. Help the child, if he finds it difficult, justify his answers.
Tales
The game helps to develop logical thinking and creative imagination
Required equipment: ball.
◈ How to play: it is better to play this game with the whole family, then the child will master it faster.
◈ The presenter throws the ball to the player and says a phrase. If this phrase is a fable, then there is no need to catch the ball, for example: “A wolf is walking through the forest,” - the player catches the ball. “A wolf is sitting on a tree” - no need to catch the ball. “The girl draws a house” - the player catches the ball. “The house draws a girl” - no need to catch the ball, etc.
◈ Try to come up with as many funny, absurd phrases as possible.
◈ The one who never makes a mistake will win.
◈ Play this game more often, because a child of this age loves to come up with shapeshifters and fables.
◈ Reinforce: play “Tall Tales” using short stories. For example: “For Vanya’s birthday, the children ate apples, ice cream, cookies and... salty candies.” The child must correct your mistake and explain why it is wrong.
◈ Are you cooking borscht in the kitchen? Use this situation to play as well. “I put beets, carrots, cabbage... pears in the borscht.” Laugh with your child and switch roles.
◈ You can play with the pictures. For example: the picture shows summer: the sun, flowers, butterflies and... a snowman. Ask your child why the snowman is extra, what could happen to him? What can you do to prevent it from melting?
◈ Next time you can come up with up to 3-4 fables in a story. For example:
The sparrow sat down on the house,
The roof collapsed.
Under a birch tree with a cat
The mice are dancing the polka.
The flies ate the spider.
The fish catch the fisherman.
The horse sat on the cart,
Urges the rider.
Sweet tooth
The game helps to develop visual control; develops the perception of size
Necessary equipment: drawings of jars of jam, bitten apples.
◈ How to play: show your child several drawn jars of jam of varying degrees of filling. Ask, from which jar did Carlson eat the most jam? Ask him to explain why he made such conclusions? Show pictures of bitten apples. Ask him to answer which apple, in his opinion, the bear, hare, sparrow, caterpillar bit? Why did he decide this?
◈ Fix: draw the tracks of a bear, a hare, a mouse. Where are whose traces? On the street, ask your child to determine where in the snow or sand the footprints of an adult are, and where are the footprints of a child? Where are the tracks of the bird and the dog?
“We sat on the sleigh”
The game teaches you to select the right items for each season; defend your opinion
Necessary equipment: pictures of the seasons, accompanying items.
◈ How to play: show pictures of the seasons and items associated with this season. For example: sleds, skis, ice skates, ice skates, rubber boots, umbrella, ball, net, basket, bucket, spatula, molds, etc. The child must correctly match the objects with the seasons. Ask to explain why the sled cannot be placed with the summer picture, and the bicycle cannot be placed with the winter picture, etc.
◈ We consolidate: remember the poems and songs about the seasons: “We’ll go through the raspberries to the garden...”, “We sat on the sleigh, we took the skates...”. When you go for a walk, ask why you took these particular toys with you today?
◈ Making it more difficult: play the word game “On the contrary”. Name the season first, then its attribute. For example: summer - a scooter, winter - a sled, spring - a paper boat, and what in the fall? Etc.
The game teaches you to guess an object based on its description using leading and screening questions.
◈ How to play: invite your child to guess the vegetable you wished for based on its description. For example: a vegetable, either large or small, grows in a garden bed (carrots). Let your researcher, using the method of leading questions (what color does it come in, what shape is it, what is made from it?) with your help, try to give the correct answer.
◈ We consolidate: you can make a wish for any familiar object, gradually complicating the task. For example: “This is a piece of women's clothing” (dress). The child lists: “Skirt?” (no), “Sweatshirt?” (no), “Long?” (sometimes - yes, sometimes - no). Tell me what happens in the evening or ballroom if it is difficult for the child to guess.
◈ Let the child try to guess the object himself, and you will try to guess with the help of questions.
Mysterious smart guys
The game teaches you to draw conclusions and prove their correctness
◈ How we play: do you know that the ability to solve riddles develops logical thinking? So, let's guess:
He licks his daughter with his tongue, the chick will be healthy.
She also feeds milk, who is the mother? (cow)
◈ When the child answers, ask him how he determined that it was a cow? This is where the fun begins! If the child answers that the cow feeds the calf with milk, say that many animals feed children with milk. And the main clue is the calf! Only the cow has a calf. Next:
There is a motley head in the cage,
Cleans feathers so deftly.
Guess what kind of bird it is?
Right in the cage... (parrot)
◈ A parrot is usually kept in a cage; it has a motley head, etc. d.
◈ Encourage the child, change roles: the child makes a guess - you guess.
◈ We consolidate: you can ask riddles for 5-10 minutes every day. Or maybe the child will come up with his own riddle? For example, here is a riddle from a 4.5 year old child: “Crawling through the forest, carrying needles.”
◈ What if you keep a book and sketch your riddles there? Call it “Riddle a Wish.”
➣ Attention: when solving a riddle, you need to pay attention to the distinctive feature of an object, a phenomenon: if it is rain, then it comes from the sky, from a cloud, because rain can be made from a watering can. For example, we come up with: “Water pours from the sky, like from a watering can” (analogy), etc.
Riddle kids
The game teaches you to identify an object by its characteristic features
Required equipment: toys.
◈ How to play: place toys on the table that are similar in general characteristics: animals, birds. Make a riddle: “Soft, fluffy, runs through the trees,” etc. The child must guess it and complete it, for example: collects mushrooms, lives in a hollow. Change roles - this develops the logic of the child’s speech. Whoever guesses the most riddles wins.
◈ We fix it: you can play on the street, on the road.
◈ Making it more difficult: in the future, use the verbal version of the game. Take the qualities of objects, their functions: they sit on it or it is needed for working in the garden, etc.
Math circles
The game teaches you how to work with intersecting and disjoint sets
Necessary equipment: large and small hoops, small objects, geometric shapes.
◈ How to play: put two hoops on the floor, arrange objects in them into groups, for example: wooden toys in one, plastic ones in the other, or large red circles in one, small blue ones in the other. And if the other one should contain all the circles, among which there will be large red ones. How to arrange them? Help your child cross the hoops and place large red circles at the intersection. You can put a small hoop inside a large one - in the large one there are large squares, in the small one there are small ones.
◈ We fix: you can lay out objects, pictures. And make a circle from a rope or jump rope.
Paired pictures
The game teaches you to find semantic connections in paired pictures; forms voluntary memory
Required equipment: 5-6 pairs of cards with images similar in meaning (can be taken from any board games).
◈ How to play: place paired pictures in front of the child. For example: a tree and a forest, a house and a window, or a log and an axe, a car and a street, etc. The pictures are placed from left to right, the next pair is placed under them. The child must look at two pairs of pictures for 1-2 minutes and remember. Then remove the right row. The child must remember what was to the right of the remaining pictures. Ask what do the images in the pictures have in common?
◈ Take the next two pairs of pictures and play again. You can play until the child gets tired.
◈ Let’s complicate it: you can take three cards each that have semantic connections. For example: vase, water, flower; girl, bows, comb - the child must explain their proximity. Leave only the first cards. The child must remember what was removed.
Denials
The game teaches you to make logical conclusions using the negation/elimination method.
Required equipment: reference pictures.
◈ How to play: invite your child to guess the riddle: “Kolya and Lena have one ball each, blue and red. Kolya’s balloon isn’t blue, what color is Lena’s?” or “Tanya and Sveta each have a doll. Sveta's doll is not small. What kind of doll does Tanya, Sveta have?”, or “Katya and Tanya are standing to the right and left of the tree. Tanya is not standing to the right of the tree. Where is Katya, Tanya?” etc. There are a lot of such variants of questions. Try to come up with such riddles yourself, guessing the color, shape, and size.
➣ Attention: If the child does not cope at first, you can use supporting pictures, for example, a drawing of a blue and red ball in the first question, etc.; similarly for other tasks.
◈ Reinforce: When the child solves the problems correctly, you can play without reference pictures. Therefore, they can be solved wherever you have free time.
◈ Making it more difficult: increasing the number of negations. For example: “Oli, Petya and Tanya have three balls: yellow, blue and red. Olya’s ball is neither yellow nor blue, Petya’s is not blue. Which child has a yellow ball? What color are Olya, Petya and Tanya’s balls?”
➣ Attention: did you buy gifts for your relatives? Play. Make a riddle: “I bought pants, jeans and a sweater for dad and grandpa. I didn’t buy jeans or trousers for my grandfather. What did I buy for dad and what for grandpa?” There are many such everyday examples, use them for play and for the benefit of the child.
Game "One, two, three"
Goal: Development of understanding of nouns with a general meaning (development of the conceptual component of the lexical meaning of a word, passive dictionary).
Equipment: Sets of pictures on lexical topics (rooster, wolf, horse, mosquito; goose, goat, fox, bee; duck, hare, sheep, grasshopper; turkey, hedgehog, cow, dragonfly).
Content: Children are given pictures, which they look at and name the objects depicted on them. The speech therapist pronounces words that have a general meaning: “Pets” (“Insects”, “Poultry”, “Wild Animals”, etc.) Counting “one, two, three”, players quickly find and show pictures corresponding to the named category ( horse, goat, sheep, cow).
Game "Find and put away"
Goal: development of understanding of nouns with a general meaning (development of the conceptual component of the meaning of a word, passive vocabulary).
Equipment: A set of objects or subject pictures on the lexical topic being studied and 1-2 sets of objects or subject pictures on other lexical topics.
Game "Extra Picture".
Goal: activation of nouns with a general meaning, development of the ability to group objects without a highlighted feature (development of the conceptual component of the meaning of a word).
Equipment: 4 pictures (3 pictures on one lexical topic, 1 on another topic).
“The cup is superfluous because it is a dish, and the ball, doll and pyramid are toys.”
Lotto "Collect them all"
Goal: To consolidate general concepts in children’s speech.
Equipment: Lotto, consisting of several cards, divided into 6 cells. On the square in the corner of one large card there is a raspberry, on the second - a tomato, on the third - a chamomile, on the fourth - an orange, etc. Separate small cards with images of berries, vegetables, flowers, fruits.
Players need to collect all the vegetables on one card, flowers on another, etc. The game continues until all children have covered their cards.
The winner is the one who closes his card first, without making a single mistake in his answers.
Working on a dictionary is associated with the development of thinking and mental processes. The development of lexical systematicity is associated with the development of the operations of seriation, classification, generalization, analysis and synthesis and other logical operations that the child masters first on non-speech material and then on linguistic material.
Games for classifying objects (according to diagrams, pictures):
Game “Put the pictures into groups”
Goal: formation of generalizing concepts.
Equipment: Subject pictures: Tomato, banana, pear, beet, cucumber, apple. Table, chair, mug, teapot, chair, plate.
Wolf, cat, hare, dog, horse, bear. Tit, wasp, bullfinch, sparrow, butterfly, dragonfly.
Game “Arrange the pictures according to similarities.”
Goal: combining and grouping words based on various semantic features.
Equipment: Subject pictures on the board: sheep, tree, cow. Children are given pictures: sweater, hat, mittens, scarf (sheep for the picture); wooden table, wooden rake, wooden fence, wooden chair (wood to the picture); a carton of milk, cheese, butter, ice cream (to the picture there is a cow).
Games aimed at differentiating general concepts:
"Vegetables - fruits"
Goal: differentiation of the general concepts “vegetables” and “fruits” Organization: The game is played with a ball.
"Put it into pieces"
Purpose: differentiation of the concepts “clothing”, “shoes”, “hats”. Equipment: toy wardrobe and doll clothes.
Contents: The speech therapist asks the children to help the seller sort out things that someone has mixed up. Clothes, shoes, hats - everything is lying in one heap on the floor. Children are asked to put things on shelves. “I took the hat. A hat is a headdress. I’ll put it on the top shelf”; “I took the jacket. The jacket is clothing, I will put it on the middle shelf”; “I took sandals. Sandals are shoes. I'll put them on the bottom shelf."
"In heaven - on earth"
Purpose: differentiation of the concepts “animals” and “birds”
Organization: A sheet of cardboard is placed near the board, on which the sky, earth, and tree with a feeder are depicted.
In order to form a generalizing function of a word in a child, it is necessary to teach him to identify the properties and characteristics of objects denoted by a given word, to find a common characteristic of objects. Work on identifying the characteristics of objects must be directed by developing the child’s observation skills and cognitive activity. It is necessary to teach the child to compare objects with each other, to find similarities or differences between objects. The more a child can identify the attributes and properties of an object, the more comparisons of objects according to their properties and characteristics he will make, the better his speech-cognitive activity will develop.
As the child's vocabulary develops, he learns numerous connections between a word and other words. Within the semantic field, generic connections, relationships between the names of the whole object and its parts, antonymy, and synonymy are established.
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 it. 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”
Compose 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, room)
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 was sitting to the left of dad and mom was 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. Eliminating 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.
The logical thinking of children differs significantly from the logical thinking of an adult. Modern psychological studies of children's thinking emphasize that in preschool age there is a gradual transition from visual-effective to visual-figurative, and then to logical thinking, which is formed throughout life. Therefore, in older preschool age we can only talk about the formation of the foundations of logical thinking. Almost all psychological and pedagogical studies emphasize the importance of logical operations as the “foundation” of logical thinking. Provided that educational work is properly organized, a five- to six-year-old child is already able to master such logical operations as analysis, synthesis, classification, seriation, generalization and comparison. Let's look at them in more detail.
By older preschool age, children develop the ability to determine the reasons for the similarities and differences of objects. Operations of comparison begin to form - a special way of thinking aimed at identifying similarities and differences between objects and phenomena and generalization - the ability to find essential features of an object, to separate essential features from non-essential ones. The operations of analysis and synthesis, as well as classification and seriation, are closely interrelated. Analysis is a logical operation of decomposing an object into its component parts, each of which is then examined separately in order to combine the selected elements into one whole using synthesis. Classification involves the ability to mentally divide objects into classes according to their most essential characteristics.
Based on the above, we offer several exercises for independent implementation on the formation of logical operations of analysis, synthesis, classification, seriation, generalization and comparison. The proposed exercises are intended for children of older preschool age and can be performed both during independent activities and during individual lessons with the child.
Exercises to develop analysis
1. WHAT PIECE WILL BE SUITABLE?
Material: Figure A and Figure B.
Exercise: Look carefully at Figures A and B. Find in Figure A the same figure as in Figure B.
2. FIND THE SAME.
Material: table with geometric shapes.
Exercise: consider the proposed geometric shapes and name them. Find two identical triangles.
Exercises to develop synthesis
1. WHAT FOR WHAT?
Material: cards with pictures.
Quests: Look carefully at the drawings, number the order in which the drawing is executed.
2. COLLECT A PICTURE
Material: a card with a simple design, divided into several parts.
Quests: look at the parts of the picture, connect them so that you get the whole picture.
Classification exercises
1. THREE HOOPS.
Material: sheet of A4 paper with three circles, stickers of geometric shapes.
Exercise: place geometric shapes of the corresponding color in each circle. The task can be complicated, for example, by asking children to place the figures so that there are no figures with corners in the red circle, etc.
2. EXPAND THE NUMBERS
Material: five sets of numbers from 1 to 5 of different types.
Exercise: put the numbers of each type into a separate row of the table.
Seriation exercises
1. PLACE IN ORDER.
Material: cards with pictures.
2. ORDER BY GROWTH.
Material: paper strips of different sizes and colors.
Exercise: Arrange the strips lengthwise, starting with the longest.
Comparison exercises
1. FIND A PLACE.
Material: diagram with drawings, a set of geometric shapes.
Exercise: consider the diagram, find among the proposed geometric shapes the same as in the diagram, fill out the diagram.
2. FIND THE PATCH.
Material: tables with pictures, stickers of geometric shapes.
Exercise: find a patch of the appropriate color and shape.
Generalization exercises
1. What's extra?
Material: table with pictures.
Exercise: look at the figures, name how they are similar, which figure is extra and why.
2. FIND FAMILIAR FIGURES
Material: cards with pictures.
Exercise: look at the drawings, determine what is depicted in them, what geometric shapes are required for this, find all the triangles in the drawings.