Visually effective thinking in children. Types of thinking in preschool children

Further improvement of visual effective thinking on the basis of imagination;

Improving visual-shaped thinking based on arbitrary and indirect memory;

The beginning of the active formation of verbal logical thinking By using speech as means of setting and solving intellectual tasks.

1) questions that are put by the child in order to receive assistance (i.e., their motive is the desire of a child to introduce an adult to complicity in the diverse activities of the child himself);

2) questions expressing the desire to obtain reinforcement (emotional empathy, assessment, consent);

3) questions expressing the desire of children to know, or cognitive questions: a) issues related to mastering behaviors; b) Questions are informative in their own way.

The causes of the emergence of cognitive questions are:

1. Meeting with a new, unknown object that a child cannot understand, find a place in his past experience.

2. In case of violation of the prevailing ideas, when the contradictions arise between the fact that the child sees or finds out, and his past experience of knowledge.

3. If a new idea coincides with the formed only on some signs, and the rest differs.

The question says about the awareness of the problem situation.

At 3 - 4 years, questions do not have a cognitive directivity. Children often do not even listen to the answer, run away or, having received an answer, repeat their question again. Questions like "Who? What? What? For what?" wear chain character - This is a form of active communication with adults. In 4 - 5 years - Questions like "Why? What for?" Wear already cognitive nature, but still unsystematic, messy and diverse, are no longer associated with direct perception. The child is not trying to summarize the knowledge gained, somehow tie them. In 5 - 7 years questions "Why? What for?" more diverse in content, the child is waiting for an answer, expresses doubts, objects. Children already compare the answers received from adults with what they know, they compare, express doubts, come into dispute.

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Introduction

1.1. Essence of thinking as a psychological process

1.2 Characteristic preschool age

Section 2. Practical part

2.1 Diagnostic study of the peculiarities of the thinking of preschool children

2.2 Analysis of research results

BIBLIOGRAPHY

Introduction

At the very essence of his work, the psychologist deals with a person developing. Only having a holistic idea of \u200b\u200bthe general psychological strict person and its natural changes in lifetime, it is possible to carry out enough competent psychological and pedagogical activities, and from a certain moment - to ensure the possibility of its transition to self-education and self-development. That is why it is necessary to create a common theory of general development in ontogenesis, in which not only its object is determined (which develops), but also disclosed all other categories of development principle: prerequisites, conditions, mechanisms, forms, results, etc. (i.e. - How something develops). Mental development problems in domestic age psychology And in pedagogical practice, many scientists were engaged: L.S. Vygotsky, P.P. Blovsky, S.L. Rubinshtein, A.N. Eleontiev, V.V. Dvalov, L.V. Zankov, D. B. Elkonin, V.S. Mukhina, Bozovich L.I. and others. Thinking belongs to the number of the most difficult psychological problems. Vygotsky hp He wrote that the development of mental functions is central for the entire structure of consciousness and for the entire system of activity. This is closely connected with the idea of \u200b\u200bintellectualization of all other functions, i.e. Changes in them depending on this that thinking leads at a certain stage to comprehend these functions, which the child begins to relate to its mental activity. Depending on this, a number of functions that acted automatically, begin to act consciously, logically. Just like the main formal steps, which is based on the construction of the child's personality, these steps are associated directly with the degree of development of his thinking. Depending on which knowledge system, the entire external and internal experience of the child is being implemented, it is also known as the mental apparatus, it is analyzed, it is associated, its external and internal experience is processed. "

I think this topic is relevant since, the problem of thinking has always been and is, and she needs to be seriously engaged, I think modern psychology went far ahead and does not stand still, and such a topic as the development of thinking has always been in attention. I am very interested in this topic and I want to reveal its features.

Based on the relevance of the problem, we chosen the topic of exchange research: "Features of thinking of preschool children (3 - 5 years old)".

Purpose of the study:

1) theoretical study of the characteristics of thinking in children of preschool age (3 -5);

2) Practical study of the characteristics of thinking in children of preschool age (3-5 years)

Research tasks:

1) study the features of thinking in preschool children (3-5 years);

2) to conduct a diagnostic study;

3) conduct a qualitative and quantitative analysis of the results of the study;

4) Interpret the results of the study.

Hypothesis Research: We assume that violation of speech development affects the development of the thinking of preschool children.

Research Object: Psychological Features of Children younger age. thinking preschool speech psychological

Subject of research: Dependence of the mental activity of preschool children on speech development.

Section 1. Theoretical Aspects of the Problem

1.1 Essence of thinking as a psychological process

1. The general concept of thinking

The objects and phenomena of reality possess such properties and relationships that can be learned directly, with sensations and perceptions (colors, sounds, shapes, placement and movement of bodies in the visible space), and such properties and relationships that can be learned only indirectly and thanks to the generalization . Through thinking. Thinking is an indirect and generalized reflection of reality, a type of mental activity, which consists in the knowledge of the essence of things and phenomena, natural relations and relations between them. The first feature of thinking is his indirect character. The fact that a person cannot know directly, he knows indirectly, indirectly: some properties through others, unknown - through the famous. Thinking always relies on the data of sensual experience - sensations, perception, ideas - and for previously acquired theoretical knowledge. Indirect cognition and there is knowledge mediated. The second feature of thinking is its generalization. Generalization as knowledge of common and significant in objects of reality is possible because all the properties of these objects are associated with each other. The general exists and manifests itself only in a separate one, in a specific one. Generalizes People express themselves through speech, language. The verbal designation refers not only to a separate object, but also to a whole group of similar objects. Generalization is also inherent in images (ideas and even perceptions). But there it is always limited to clarity. The word allows you to generalize endless. Philosophical concepts of matter: movement, laws, entities, phenomena, quality, quantity, etc. These are the broadest generalizations expressed by the word.

Thinking is the highest stage of knowledge of the man of reality. The sensual basis of thinking are sensations, perception and presentation. Through the senses, these single body communication channels with the world around the world - information enters the brain. The content of the information is processed by the brain. The most difficult (logical) form of information processing is the activity of thinking. Solving the mental tasks, which in front of a person puts life, he reflects, draws conclusions and thus knows the essence of things and phenomena, opens the laws of their connection, and then on this basis transforms the world. Thinking is not only closely associated with sensations and perceptions, but it is formed on the basis of them. The transition from the sensation to thought is a complex process that consists primarily in the allocation and separation of the subject or a sign of it, in distraction from a particular, single and establishment of a significant, common for many items. Thinking is mainly as solving tasks, questions, problems that are constantly nominated by life. Solving tasks should always give a person something new, new knowledge. The search for solutions is sometimes very difficult, therefore, mental activity, as a rule, is active, requiring concentrated attention, patience. The real process of thought is always a process not only cognitive, but also emotional-volitional.

An objective material form of thinking is language. The thought becomes thought for himself and for others only through the word - oral and written. Thanks to the language of thought, people are not lost, but are transmitted in the form of a knowledge system from generation to generation. However, there are additional means of transmitting the results of thinking: light and sound signals, electrical impulses, gestures, etc. Contemporary science and technology are widely used as a universal and economical means of transmitting information. When enjoying the verbal shape, the thought at the same time is formed and implemented in the process of speech. The movement of thought, clarifying it, the connection of thoughts with each other and others occur only by speech activity. Thinking and speech (language) are one. Thinking is inextricably linked with speech mechanisms, especially speech -Slukov and speech - motor. Thinking is also inextricably linked both with the practical activity of people. Every type of activity implies thinking, accounting for action, planning, observation. Acting, a person solves any tasks. Practical activity is the main condition for the emergence and development of thinking, as well as the criterion of truth of thinking.

Thinking is the function of the brain, the result of its analytical synthetic activity. It is provided by the operation of both signal systems when the role of the second signal system. When solving mental problems in the brain core, the process of converting temporary nervous bond systems is occurring. Finding a new thought physically means closing the nervous connections in a new combination. 2. Main types of thinking and their features

One of the most common psychology is the classification of thinking species depending on the content of the task being solved. Eliminate objective, visual-shaped and verbal and logical thinking. It should be noted that all kinds of thinking are closely interrelated. Getting Started to any practical action, we already have conscious to the image that is still to achieve. Separate types of thinking are constantly moving into each other. So, it is practically impossible to divide the visual-shaped and verbal-logical thinking when the contents of the problem are schemes and graphs. Almost effective thinking can be simultaneously intuitive and creative. Therefore, trying to determine the type of thinking, it should be remembered that this process is always relative and conditional. Usually, the person involves all possible components and should be considered about the relative predominance of a particular type of thinking. Only the development of all kinds of thinking in their unity can ensure the right and fairly complete reflection of reality by a person.

Subject-effective thinking

The features of objective thinking are manifested in the fact that tasks are solved with the help of real, physical conversion of the situation, testing properties of objects. This form of thinking is most characteristic of children under 3 years. The child of this age compares the items, overlapping one to another or placing one to another; He analyzes, breaking his toy in parts; It synthesizes, folding out of cubes or wands "House"; It classifies and summarizes, folding cubes in color. The child does not put the goals before him and does not plan his actions. The child thinks acting. Hand movement at this stage is ahead of thinking. Therefore, this type of thinking is also called manual. It should not be thought that subject-effective thinking is not found in adults. It is often used in everyday life (for example, when rearrangement of furniture in the room, if necessary, use the unfamiliar technique) and it turns out necessary when it is impossible to fully provide for the results of any action (the test of the test, designer).

Imagination

Visibility-shaped thinking is associated with operating images. About this type of thinking they say when a person solving the task analyzes, compares, summarizes various images, ideas about phenomena and objects. Visibility-shaped thinking most fully recreates the variety of various actual characteristics of the subject. In the image can be simultaneously recorded the vision of the subject with a few then checks. In this capacity, visual-shaped thinking is almost inseparable from imagination. In the simplest form, visual-shaped thinking is manifested by preschoolers at the age of 4-7 years. Here practical actions seem to go to the background and, knowing the object, the child does not necessarily touch it with his hands, but he needs to clearly perceive and clearly represent this object. It is clarity that is a characteristic feature of the child's thinking at this age. It is expressed in the fact that the generalizations to which the child comes are closely related to isolated cases that are their source and support. The content of its concepts initially includes only visually perceived signs of things. All evidence is visual, specific. IN this case Visuality is ahead of thinking, and when the child is asked why the boat is swimming, he can answer, because he is red or because it is a boat beggar. Adults also use visual-shaped thinking. So, starting to repair the apartment, we can imagine in advance that it will come of it. It is the images of wallpaper, the color of the ceiling, coloring of windows and doors become the means of solving the problem, and in the ways are internal samples. Vite-shaped thinking allows you to give the form of the image to such things and their relationships that are invisible themselves. Thus, images of the atomic nucleus were created, the internal structure of the globe, etc. In these cases, images are conditional.

Verbal-logical thinking

Vite-logical thinking functions on the basis of language agents and is the latest stage of the historical and ontogenetic development of thinking. For verbal and logical thinking, the use of concepts, logical structures, which sometimes do not have a direct figurative expression (for example, cost, honesty, pride, etc.). Thanks to the verbule-logical thinking, a person can establish the most common patterns, to anticipate the development of processes in nature and society, to generalize various, visual material. At the same time, even the most disturbed thinking never completely disappears from visual sensual experience. And any abstract concept has its specific sensual support for each person, which, of course, cannot reflect the whole depth of concept, but at the same time it allows not to break away from the real world. At the same time, an excessive amount of bright memorable parts in the object may distract attention from the main, essential properties of a known object and thereby make it difficult to analyze.

The views of Russian and Soviet psychologists.

The problem of thinking arose as the subject of psychology in the early 20s. Our century in the Würzburg Psychological School. Associative psychology prevailing before this did not have problems analyzing mental activity. Thinking was reduced to the "coupling" of associations. For reality, only the sensations and copies of their copies were taken. Psychological analysis of thinking was to clarify the laws of the Association, for which complex ideas or images are created from elementary. One of the founders of associative psychology A. Ben will assign associations to similarity in the similar role in thinking. Although the introduction of V. Wundt to the psychology of the experimental method was, of course, a progressive factor in the history of psychological science, but psychological studies conducted by him and his followers were carried out on the basis of associative psychology.

Ebbigauz, Müller, T. TsiPen - the largest representatives of the experimental psychology of the time - believed that the universal law are the laws of the Association. So, the concepts of judgment, conclusions are characterized as associations of representations. Other representatives of experimental associative psychology believe that thinking is reduced to the actualization of associations. The reproduction of ideas has become the cornerstone of the associative theory of thinking. Thinking itself is considered as a derivative function from other mental functions: memory, attention later, the psychologists of that time put forward the situation that thinking is inexpensive to the process of associations, which it has its own specifics that do not agree to the visual-shaped content of sensations and perception. The mechanism of thinking is, in their opinion, the determination of the tendency coming from the presentation of the goal, not aware of the person himself. Having put forward for the first time the concept of "goal", "Task", this school opposed the mechanism of thinking sensual knowledge. Thinking was announced by the act of "clean" thoughts, not related to either past experience or knowledge. In Soviet psychology, thinking is defined as a generalized and indirect reflection of reality, closely associated with the sensual knowledge of the world and the practical activity of people. In Soviet psychology, the ideas about thinking as a congenital, immanently developing process or as an act of "clutch" associations are overcome. One of the main provisions of Soviet psychologists about thinking (L. S. Vygotsky, P. Ya. Galperin, A. N. Leontyev, S. L. Rubinstein) is that thinking is the process of mastering the system of socially historically generated operations and knowledge. Rational cognition is not limited to the reflection of a single, private, and reflects the most significant relationships of reality. The process of knowledge is expressed not only in the transition from sensual knowledge to rational, but also that it should return to practice. This process, most fully reflecting reality, is possible only due to the language that is, according to K. Marx, the "direct validity of thought". These provisions of Marxist-Leninist philosophy have formed the basis of the views of Soviet psychology on the nature of mental processes, including thinking. Thinking is a special form of human activity, which is born in practice, when the need to resolve some task in front of a person. To understand the nature of mental activity, the study of its genesis is of great importance. Mental properties are formed in the process of ontogenetic development. Interpretation of mental processes, including thinking, as internal spiritual properties, as the spiritual functions are closed in themselves, tried to refute L. S. Vygotsky with their research. He repeatedly expressed the idea that mental processes arise in joint activity People and in their communication with each other, that action, first divided between two people, becomes a way of human behavior. The provision that mental activity is formed from the external, the most consistently developed by A. N. Leontiev and P. Ya. Halperin. In the works of P. Ya. Halperin, it is indicated that all the process of assimilation begins with a specific action with objects. Due to this, it will abstract on specific subject conditions and acquires a more generalized character. It occurs, according to the author, a specific reduction in the process, its automation and the transition to a dynamic stereotype. A. N. Leontyev sees the formation of a mechanism of the corresponding mental function in this moment, indicating that many of the process links become unnecessary, do not receive reinforcements, slow down and fall out. Together with this reduction of the process, the corresponding reflex links of the "reduced system" occurs. A. V. Zaporozhets conducts this point of view on the basis of an experimental study of the formation of arbitrary movements in a child. Developed in the Soviet psychology of the Regulation that theoretical activity is developing from external that mental properties, both general and special, are a product of ontogenetic development, rely on the teachings of I. M. Sechenov and I. P. Pavlova on the reflex nature of the psyche. In the "elements of thought" I. M. Sechenov suggests that the thought begins with the formation of ideas about the subject and directly transforms into the "extraordinary area": \u200b\u200b"The transition of thought from the experimental area in the extraordinary is performed by continued analysis, continued synthesis and continued generalization. In this sense, it constitutes a natural continuation of the previous phase of development, which does not differ in it on receptions, and therefore, and the processes of thinking. " The point of view of Soviet psychology on thinking as an activity that grew up from the practical, arising in the process of life of the individual, finds its substantiation in the teaching of I. P. Pavlov, according to which, at the heart of thinking, there is conditionally and reflex activities that are formed in individual experience. Thus, putting forward a regulations on the reflex nature of thinking, Soviet psychologists thereby deny the provisions of idealistic empirical psychology, which comes to thinking as a congenital ability, as a function, only quantifying in the course of the brain ripening. Psychological study of thinking, its formation and development consist, as S. notes L. Rubinstein, in the disclosure of its patterns as analytical synthetic activities. The opening of the reflex base of all, even elementary, mental acts found their procedural structure. Even the most elementary mental human mental processes, such as sensation and perception, are processes in the sense that they proceed over time, possess some volatile dynamics. In each act of thinking a person, it is expressed to the maximum extent. Thinking activity is not only in the ability to know the surrounding phenomena, but also in the ability to act an adequate goal. The thought process is an active, purposeful process aimed at resolving a certain task personally motivated. By summing up all of the above about the views of Soviet psychologists on the problem of thinking, it should be emphasized that thinking is activities based on the system of concepts aimed at solving problems subordinate to the objective of the conditions in which the task is carried out.

1.2 Characteristic of age

Manifestation of thinking in preschool age. Changes in preschool age.

In early childhood, the foundations of the development of the child's thinking are laid. Based on a clear-effective form of thinking, a clear-shaped form of thinking begins to develop. Children become capable of first generalizations based on the experience of their practical subject activity and fixing in the Word. In preschool childhood, the child has to resolve increasingly complex and varied tasks that require the allocation and use of relations and relations between objects, phenomena, actions. In the game, drawing, designing, when performing training and labor tasks, it does not simply use abstract actions, but constantly modifies them by receiving new results. Children detect and use the dependence between the degree of moisture content of clay and its flexibility during modeling, between the form of the structure and its stability, between the power of the ball on the ball and the height, which he jumps, hovering about the floor, etc. Developing thinking gives children the opportunity to provide for the results of their actions in advance, plan them.

As curiosity develops, informative interests, thinking is increasingly used by children to master the surrounding world, which goes beyond the tasks put forward by their own practical activity. The child begins to set in front of him cognitive tasks, looking for an explanation by observed phenomena. Preschoolers resort to a kind of experiments to find out their questions that are interested in, there are phenomena, arguing about them and draw conclusions. Causes of children, of course, are far from always logical. For this they lack knowledge and experience. Often, preschoolers are amused by adults unexpected comparisons and conclusions. Establishing causal relationships. From clarifying the most simple, transparent, preschoolers on the surface of connections and relations, preschoolers gradually go to understanding much more complex and hidden dependencies. One of the most important types of such dependencies is the ratio of cause and effect. Studies have shown that three-year children can detect only the reasons consisting in any external impact on the subject (the table pushed - he fell). But already within four years, preschoolers begin to understand that the reasons for phenomena can be concluded in the properties of the items themselves (the table fell, because he has one leg). In the older preschool age, children begin to indicate as the causes of phenomena not only immediately ending the features of objects, but also less noticeable, but their constant properties (the table fell, "because he was on one leg, because there are still many edges, because What is heavy and not subhead "). Observation of certain phenomena, the own experience of actions with objects allow the senior preschoolers to clarify the ideas about the reasons of phenomena, to come through reasoning to more properly understanding them. In one of the experiments, children alternately showed different items and offered to say, there will be a thing to swim or drown, if it is lowered into the water. By the end of preschool age, children begin to solve quite difficult tasks, requiring understanding of some physical and other relations and relations, the ability to use knowledge about these relations and relations in new conditions. The importance of learning knowledge for the development of thinking. Expansion of the circle of tasks affordable to the child's thinking is associated with the assimilation of them all new and new knowledge. Receiving knowledge is a prerequisite for the development of children's thinking. The fact is that the assimilation of knowledge occurs as a result of thinking, represents the solution of thought tasks. The child simply will not understand the explanation of the adult, will not remove any lessons from their own experience, if it does not be able to fulfill thinking actions aimed at allocating those connections and relations to which adults indicate and on which the success of its activities depends. When new knowledge is learned, it is included in the further development of thinking and is used in the mental actions of the child to solve subsequent tasks. The basis of the development of thinking amounted to the formation and improvement of mental actions. Mastering mental actions in preschool age occurs according to the general law of assimilation and interiorization of external estimated actions. Depending on whether these external action and how their interiorization occurs, the formative of the child's mental actions takes either the form of action with images, or the shape of action with signs - words, numbers, etc. Thinking, carried out with the actions with signs, is distracted thinking. . Abstract thinking is subject to the rules studied by science logic, and is called logical thinking. The correctness of the decision of a practical or cognitive task, requiring the participation of thinking, depends on whether the child can allocate and associate the sides of the situation, the properties of objects and phenomena, which are important to solve it. The difference between visual-shaped and logical thinking is that these types of thinking make it possible to allocate the essential properties of objects in different situations and thereby find the right solution for various tasks. Fashionable thinking is quite effective when solving such tasks, where the properties that can be imagined to see as if to see internal eyes are significant. So, the child imagines the conversion of snow into the water, the movement of the ball on the asphalt track and the covered with grass of the clearing, etc. But often the properties of objects, significant to solve the problem, are hidden, they cannot be submitted, but it can be identified with words or other signs. In this case, the task can be solved with the help of distracted, logical thinking.

Fashionable thinking is the main form of thinking of the preschooler. In the simplest forms, it appears in early childhood, discovering in solving a narrow circle of practical problems associated with the subject's subject's activities using the simplest guns.

However, in the complicating activity of the child, the tasks of a new type appear, where the result will be not direct, but indirect and to achieve it will need to take into account the relationship between two or several phenomena occurring simultaneously or consistently. The simplest example is the scoring of the ball from the wall or floor: the direct result of the action here is that the ball is hitting the wall, indirectly - in the fact that he returns to the child. The tasks where it is necessary to take into account the indirect result occurs in games with mechanical toys, in design (from the size of the construction of the construction depends on its stability) and in many other cases.

Younger preschoolers solve such tasks using external indicative actions, i.e. At the level of obvious effective thinking. So, if the children offer a task to use the lever, where the direct result of the action is to move away from itself his near shoulder, and the indirect - in the long-distance approximation, the younger preschoolers try to move the lever in different directions until they find the right one. In the middle preschool age when solving simpler, and then more complex tasks with an indirect result, children gradually begin to move from external trials to the samples performed in the mind. After the child will get acquainted with several options for the task, it can solve its new version, no longer resorting to external actions with objects, and having received the necessary result in the mind.

The ability to move to solving problems in the mind arises due to the fact that the images that the child uses is acquired a generalized nature, not all the features of the subject, the situation, but only those that are significant from the point of view of solving one task or another. Children are very easy and quickly understood by various kinds of schematic images and are successfully used by them. So, starting from five years old preschoolers, even with a one-time explanation, can understand what the plan of the room, and, using the mark on the plan, find the hidden object in the room. They recognize schematic images of objects, use a geographic map type scheme to select the desired path in the branched track system, and the like.

Many types of knowledge that a child cannot assimilate on the basis of a verbal explanation of an adult or in the process organized by adults with objects, it easily assimilates if these knowledge give him actions with models that reflect the essential features of the studied phenomena. Thus, under the appropriate training conditions, the figurative thinking becomes the basis for mastering senior preschoolers of generalized knowledge. Such knowledge includes ideas about the relationship between the part and the whole, on the connection of the main elements of the structure that make up its framework, on the dependence of the body of the animal body from the conditions of their life, etc. The assimilation of this kind of generalized knowledge is very important for the development of the cognitive interests of the child. But it is not less important for the development of thinking itself. Ensuring the assimilation of generalized knowledge, the figurative thinking itself is improved as a result of using these knowledge when solving a variety of cognitive and practical tasks. The acquired ideas about substantial laws give the child the opportunity to independently understand the particular cases of the manifestation of these patterns. Model-shaped forms of thinking reach a high level of generalization and can lead children to understanding substantial connections of things. But these forms remain figurative and detect their limitations when tasks occur in front of the child, requiring the selection of such properties, connections and relationships that cannot be imagined as an image. Attempts to solve such tasks using figurative thinking lead to a typical for preschooler errors.

The correct solution of such tasks requires a transition from judgments based on images to judgments using verbal concepts. Prerequisites for the development of logical thinking, assimilation of action with words, numbers as with signs that are noticed by real objects and situations are laid at the end of early childhood, when the child begins to form a sign of consciousness. At this time, he begins to understand that the subject can be designated, replace with the help of another item, drawing, words. However, the word can not be used for a long time to solve independent mental problems. And clearly effective, and especially visual-shaped thinking are closely related to the speech. Speech plays very important, but so far only auxiliary role. This manifests itself in the fact that children often cope with the tasks requiring the fulfillment of mental actions and in conditions when they cannot express their idea with words. In order for the word to be used as an independent means of thinking, allowing you to solve mental tasks without the use of images, the child must assimilate the concepts developed by humanity, i.e. Knowledge of general and essential signs of items and phenomena reality enshrined in words. The concepts are combined with each other in slender systems that allow from one knowledge to withdraw the other and thereby solve mental tasks without referring to objects or images. While the child's thinking remains visual-shaped, words for him express ideas about those objects, actions, properties, relations that they are designated. Adults, communicating with children, are often mistaken, assuming that the words have the same meaning for them for preschoolers. Presentations show reality more vividly than concepts, but do not have clarity, certainty and systematization, characteristic of concepts. Customs available in children can not spontaneously turn into concepts. They can only be used in the formation of concepts. Systematic mastering concepts begins in the school learning process. But studies show that some concepts can be assimilated and children of senior preschool in the context of specially organized training. With such training, first of all, they organize special external indicative actions of children with studied material. The child receives a tool, the instrument necessary for using their own actions to allocate in the items or their relationships, those essential features that must be included in the content of the concept. Preschooler teach properly apply such a means and fix the result. The next step of forming a concept is to organize the transition of a child from external indicative actions to action in mind. In this case, external means are replaced with verbal designation. Getting the appropriate task, the child gradually ceases to use the real measure, and instead argues about the quantities, meaning the possibility of measuring. In these arguments, it is no longer confused by change external view Objects, knowledge turns out to be stronger than the immediate impression. When the concepts are formed, not only the initial form of external estimated action, but also the process of interiorization is of different character than when mastering visual-shaped thinking. Mandatory becomes the stage on which the child replaces the actual action by the expanded verbal reasoning, reproducing in verbal form all the main points of this action. Ultimately, reasoning begins not to be carried out out loud, but to itself, it is reduced and turns into the action of distracted logical thinking. This action is performed using internal speech. In preschool age, however, the complete development of the actions digested by the child does not occur with the concepts. The child mostly can apply them, only arguing out loud. The pre-school age is particularly sensitive, sensitive to learning aimed at the development of figurative thinking that attempts to overly accelerate the mastery of the logical forms of thinking at this age are impractical. On the overall "stairs" of mental development, logical thinking is above the figurative in the sense that it is formed later, based on the generated, and makes it possible to solve a wider range of tasks, absorb scientific knowledge. However, this does not mean that it is necessary to strive as early as possible to form a logical thinking from a child. First, the assimilation of the logical forms of thinking without a sufficiently strong foundation in the form of developed figurative forms will be defective. Developed figurative thinking brings the child to the logic threshold, allows it to create generalized model representations, which are largely built by the process of forming concepts. Secondly, after mastering logical thinking, the shape does not lose its value at all. Even in the most seemingly distracted activities of a person related to the need for consistent, strictly logical thinking (for example, in the work of a scientist), the use of images play a huge role. Fashionable thinking is the basis of all creativity, it is an integral part of the intuition, without which no scientific discovery is required. The figurative thinking to the maximum extent corresponds to the living conditions and activities of the preschooler, the tasks that arise in front of it in the game, in drawing, design, in communicating with others. That is why the pre-school age is the most sensitive to learning based on images. As for logical thinking, the possibilities of its formation should be used only to the extent that it is necessary to familiarize the child with some basics of initial scientific knowledge (for example, to ensure a full mastering of the number), not seeking to certainly make the logical System of his thinking.

1.3 general characteristics The mental activity of children in preschool age

The basics of the development of the child's thinking are laid in early childhood. In the third year of life in the mental development of the child, an important shift occurs, which is of great importance for the subsequent mastering of more complex forms of thinking and new activities, the sign (or symbolic) function of consciousness begins to form. The sign function consists in the ability to use one object as a substituent of another. At the same time, instead of actions with objects, actions are performed with their substituents, the result refers to subjects themselves. The most important and comprehensive system of signs is language. In developed forms of thinking, verbal arguments give a person the opportunity to solve a variety of tasks, replacing actions with real objects and their images. Such forms of thinking children early age Do not own yet. When they proceed to solve any problem (for example, tasks requiring the use of guns), they cannot formulate verbally what will be done. To the question: "What will you do?" "The child either does not respond at all, or answers:" I'll do it - see. " The sign function develops originally in connection with practical activities and only, then transferred to the use of words, gives the child the opportunity to think with words. The prerequisite for the occurrence of the character function is the mastering of subject actions and the subsequent separation of the action from the subject. When the action starts to be performed without an object or with the subject that does not match it, it loses its practical value and turns into an image, a real action. If the child "drinks" from the cube, then this is no longer drinking, but drinking. Following the designation of the action, the designation of the subject occurs, the substitution of one object to others. The cube is used as a cup. But, as we have seen, at first the child is not aware of the replacement, does not give the subject of the deputy name of the subject of the subject. Awareness is not a prerequisite, but the result of the assimilation of actions with substituent subjects. The sign function does not open, but digested by the child. And samples of substitutions, and samples of game renaming items gives an adult. But assimilation occurs only if it is prepared by the development of his own activity of the child (which, of course, is also sent by adults). The assimilation that one thing can be used as a deputy other is an important turning point in the awareness of the child of the surrounding world. It is found not only in the game, but also in other activities and the daily behavior of children. Expansion of the circle of tasks, affordable child's thinking, is associated with learning all new knowledge. Receiving knowledge is a prerequisite for the development of children's thinking. Some of these knowledge they get directly from adults, others - from the experience of their own observations and activities, led by adults. But an increase in knowledge reserve can not yet explain the development of thinking. The fact is that the assimilation of knowledge is the solution of mental problems, occurs as a result of thinking. Acting in the mind with images, the child imagines a real action with objects and its result and this way that challenges the task before him. This is already familiar to us visual-shaped thinking. Performing action with signs requires distraction from real objects. This uses words and numbers as substituents. Thinking performed using action with signs is an abstract thinking. Abstracted thinking is subject to the rules studied by the science of logic, and is called logical thinking. The difference between visual-shaped and logical thinking is that these types of thinking make it possible to allocate essential properties for different situations and thereby find the right solution for different tasks. Fashionable thinking is quite effective when solving such tasks, where the properties that can be imagined to see as if to see internal eyes are significant.

Fashionable thinking is the main type of thinking of a preschooler. In the simplest forms, it appears in early childhood, discovering in solving a narrow circle of practical problems associated with the objective activity of the child, using the simplest guns. By the beginning of the preschool age, children solve only such tasks in which the action carried out by hand or an instrument is directly aimed at achieving a practical result - the movement of the subject, its use or change. In the middle preschool age when solving simpler, and then more complex tasks with an indirect result, children gradually begin to move from external trials to the samples performed in the mind. After the child introduces several options for the task, it can solve the new version of its version, no longer resorting to external actions with objects, and get the necessary result in the mind. The ability to summarize the experience gained to solve problems with an indirect result in the mind arises due to the fact that the images enjoys the child themselves are acquiring a generalized nature, not all the features of the subject, the situation, but only those that are significant in terms of solving one or Other task. Thus, under the appropriate training conditions, the figurative thinking becomes the basis for assimilating preschoolers of summarized knowledge. By learning generalized knowledge, the figurative thinking itself is improved as a result of using these knowledge when solving a variety of cognitive and practical tasks. Acquired ideas about significant laws give the child the opportunity to independently understand the particular cases of the manifestation of these patterns. The transition to the construction of model images, giving the opportunity to absorb and use the generalized knowledge - is not the only direction in the development of figurative thinking of preschoolers. It is important that the representations of the child gradually acquire flexibility, mobility, he mastering the ability to operate with visual images: to imagine objects in different spatial positions, mentally change their mutual location. Model-shaped forms of thinking reach a high level of generalization and can lead children to understanding substantial connections and dependencies of things. Prerequisites for the development of logical thinking, assimilation of action with words, numbers as with signs that replace real objects and situations are laid at the end of early childhood, when the child begins to form a sign of consciousness. And clearly effective, and especially visual-shaped thinking is closely related to the speech. With the help of speech, adults lead the actions of the child, put almost informative tasks in front of him, teach them to solve them. Speech statements of the child himself, contribute to the awareness of the child and the result of this action, help the search for ways to solve problems. In order for the word to be used as an independent means of thinking, allowing you to solve mental tasks without the use of images, the child must learn the concept developed by humanity, that is, knowledge of the general and essential signs of objects and phenomena of reality fixed in words. Concepts are combined with each other in slender systems that allow from one knowledge to withdraw another knowledge and thereby solve mental problems without referring to objects or images. While the thinking of the child remains visual-shaped, the words for him are expressing an idea of \u200b\u200bthose subjects, actions, properties, relations that they are designated. Presentations are more vividly displaying validity than concepts, but do not have a clarity, certainty and systematization, characteristic of concepts. Establishing ideas in children can not turn into concepts. They can only be used in the formation of concepts. "In the formation of concepts, not only the initial form of external estimated action, but also the process of interiorization is of different character than when mastering visual-shaped thinking. Mandatory becomes the stage on which the child replaces the actual action by the split verbal reasoning, reproducing in verbal form all the main points of this action. Ultimately, reasoning begins to be carried out not loud, but to itself, it is reduced and turns into action of the abstract logical thinking. This action is performed using internal speech. In preschool age, however, the complete development of actions absorbed by the child does not yet occur. The child mostly can use them, only arguing in hearing. "

Thus, the development of concepts has an impact on all his personal development. The development of the personality is the process of forming an individual as the social quality of the individual as a result of its socialization and education. Possessing natural anatomy-physiological prerequisites for the formation of a person, during the development of concepts, the child comes into cooperation with the world, mastering the achievements of mankind. Adults organize its activities in mastering new forms and behavioral features.

Requirements of various education programs for the development of thinking of preschoolers.

Methods of education, teaching techniques, methods of communication with children should change as the child grown, as its mental and emotional characteristics matters, as its identity form. The non-triviality of this principle is visible, for example, from the fact that it indicates the complexity of the use of frequently used in everyday life and in the pedagogical practice of admission, recommending in serious cases, "talking with a child with adults." You need to talk to the child as with a child, although the form of representing such a conversation in the eyes of the child itself can be different. In this regard, the concept of the nearest development zone, introduced in the 20s - 30s of the XX century, is important. In the works of the domestic psychologist L. S. Vygotsky. Vygotsky determined the zone of the nearest child's development, as "the distance between the level of its current development, determined by the tasks solved by independently, and the level of possible development, determined by the tasks decisions under the guidance of adults and in collaboration with more intelligent comrades," follow this definition Important practical recommendations for the organization of educational and pedagogical and educational activities. Indeed, all individual specifications of learning, education and adjustment behavior should be figuratively speaking, based on the point of which the child is at the bottom of the nearest development zone. It should be almost an important conclusion that training is most successful only when the volume of educational material, methods and methods of its filing turn out to be adequate and other parameters of the corresponding direction of the nearest development zone. In other words, if we proceed from the assumptions that the zone of the nearest development has different depths in different directions of development, and the fact that the value of the depth of one way or another is associated with the individual characteristics of the child, the correctly built process of learning and education should have different construction depending on From the subject area it is carried out.

There are a number of various training programs and education on the development of thinking of a child of preschool age. Such programs must lead the maximum accounting of features. psychological development Baby. They possess common goals:

a) related to the scope of knowledge of reality, allowing the child with the help of models and schemas to show the most significant to solve the problem of visual relations between objects or parts of items; abilities to generalize their cognitive experience;

b) Related to the scope of expression to reality and allowing the child to show this relationship with the help of symbolic tools. Much attention in such programs is given to development creative abilities Child, which manifest themselves in self-testing of a new material, in jointly with adults and other children, the development process of new ways of action, but most importantly - the formation of ideas and their implementation. When building developing classes in programs, special attention is paid to the development of children's individuality, accounting for the pace of development and activities of each child. The interaction of children with each other, the teacher with children wears the nature of the dialogue and active cooperation. Classes with children are held in various forms: free game when children move along the group room; didactic games at the tables; Conversations and hearing, reading when children are sitting on the floor and others. During classes, there are often a change of forms and types of activities of children. Many classes are interconnected by a single storyline or permanently operating character or fabulous detail (dwarves-sounding, sound-in-law, a stalemaker, etc.). Thus, all of the above creates optimal conditions For the development of intellectual, and even artistic and creative abilities of the child.

Section 2. Practical part

2.1 Diagnostic research features thinking of preschool children

The practical part was to organize and conduct an experimental study on the study of the peculiarities of the development of thinking in children with different levels speech development.

During the theoretical study of the problem of the development of thinking in preschoolers, a hypothesis was put forward: a violation of speech development affects the development of the thinking of preschool children.

For its confirmation, research was organized and conducted.

...

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Parents of preschoolers are most busy looking for a response to the question "How and what to teach a child?". They choose from many innovative techniques "the most and most", record a child in various mugs and studios, are engaged in various "developing games" and the baby is taught almost from the diaper to read and count. What is - the development of thinking in preschool age? And, really, what to prioritize children?

As in any field of personality development, there are several stages of formation. In psychology, it is customary to determine three stages of the development of thinking: clear-effective, visual-shaped, verbally logical.

1) Visibility-effective thinking:

One of the earliest types of thinking, this thinking necessarily includes an external effect with the subject, a certain conversion of the subject (at least move in space), which ensures that any task is solved. The child is experiencing only the need to solve the practical task. There is no independent mental action yet, the decision is carried out by external subject action - this is the initial stage of the development of thinking. The most important thing in the development stage of visual-effective thinking is that the child to meet its need uses various items as a tool, means of achieving the goal; In action, it carries out an objective analysis of its situation, establishes some spatial relations between objects, allocates properties that are important to achieve the goal. Then, as a child will master specialized actions with household items, it will know the functional properties of these items and their relationship in everyday situations.

Why do you need to develop visual effective thinking?

This type of thinking is the necessary basis for the development of thinking of a visual-shaped, which constitutes the basis for successful education in elementary school.

What is a formed clear-effective thinking?

A child with a high level of development of visual-effective thinking well copes with any kind productive activitywhere to solve the task required the ability to work on a visual pattern, correlate the size and shape of the objects (design units, mechanisms details).

How to develop visual effective thinking?

At this stage, the main task of parents is not to interfere with the desire of a little researcher to try out everything with their own hands. Despite the fact that, undoubtedly, in the course of their actions, the baby can break something, break, damage, and even slow down. Therefore, it is important to encourage his desire to know, while not forgetting about safety measures.

It is well trained by such a type of thinking toys whose elements, somehow reflect the result of a child's action - sorters, sets for applied activities, classes with different materials - bulk sand, croups, water, snow.

Try to make a kid during the game a clear connection - "Action - the result of action", it will be useful for future logic and mathematics.

The most efficient way to develop visual-effective thinking is an objective operation, which is most fully embodied in the design of the design. Therefore, it is desirable that in each group, as well as at home there was a set of a variety of designers (plastic, metal, wooden, etc.).

The development of this stage of thinking contributes to tasks and exercises with matches (lay out a figure from a certain number of matches, transfer one of them so as to get another figure), as well as tasks with scissors and paper.

2) Vite-shaped thinking:

On the basis of a clear-effective form of thinking, a clear-shaped form of thinking is born, in which the solution of the problem occurs as a result of internal actions with images. This is a type of thinking, which is carried out on the basis of transformations of images of perception in images and submission, further change, transformation and generalization of reality in the figurative form. The transition from clearly effective to visual-shaped thinking occurs when a child's desire to identify significant links and object relationships and submit them in a holistic organized form. Kids become capable of first generalizations based on the practical experience of their subject activity, the results of which are fixed in the Word and are implemented in gaming activities.

Why do you need to develop visual-shaped thinking?

In the works of Aristotle, the importance of the development of this type of thinking is noted. Creating a mental image helps the identity of being aimed at the result, strive to achieve the planned, allows you to be oriented in your own actions. It is it that helps to intensify the creative potential laid in each of us. The one who has developed figurative thinking is capable of thinking faster than those who dominates the abstract memory (so, the speed of the first type of thinking is 60 bits / s, and the abstract is only 7 bits / s).

What is a formed visual-shaped thinking?

Developing thinking gives children the opportunity to provide for the results of their actions in advance, plan them. As curiosity develops, informative interests, thinking is increasingly used by children to master the surrounding world, which goes beyond the tasks put forward by their own practical activity. The child begins to set in front of him cognitive tasks, looking for an explanation by observed phenomena.

Preschoolers are resorted by the species of experiments to find out questions of interest to their questions, there are phenomena, arguing about them and draw conclusions. By the end of preschool age, a tendency to generalize, establish links. The occurrence of it is important for the further development of the intellect, despite the fact that children often produce unlawful generalizations, not taking into account the peculiarities of items and phenomena, focusing on bright external signs. Children show a high level of cognitive need, ask a large number of Questions reflecting their desire to classify objects and phenomena in their own way, find general and various signs of living and non-living, past and modernity, good and evil. Children acquire the opportunity to argue about such events that are not related to their personal experience, but they know about the stories of adults who read the books.

How to develop visual-shaped thinking?

The development of visual-shaped thinking contributes to the following types of tasks:

labyrinths;
painting;
reading, further analysis of the characters of the main characters;
exercises, as a result of which each picture, with an elementary figure depicted on it, you should come up with as many associations as possible;
the use of games with the permutation of sticks, matches (for example, it is necessary to make up of 5 matches two of an equifiable triangle);
drawing up stories in which the main part is missing;
exercises for the search for analogues (you should find as much as possible of the same properties in one selected item with any other).

3) Velite-logical thinking:

Finally, the third form of intellectual activity of the child is logical thinking, which only adds to the end of preschool age. It involves the development of the ability to operate in words, understand the logic of reasoning. And here it will be necessary to help adults: parents and teachers.

Make the actual scope of children - to create such situations using various learning methods, in which the thrust for the knowledge and perception of a particular material, the events will become a permanent dominant. Needed creativity both sides - adults and children - to this problem. This is possible when a child is making his own efforts through the situation of creative communication created by adults when solving various tasks. At the same time, not only performing abilities are developing: memory, attention, the ability to copy the actions of others, to repeat seen or heard, which is not very important for the development of children - but also creative: observation, the ability to compare and analyze, combine, to find links and dependencies, regularity .

By six years, the child develops an eye meter, a visual assessment of proportions that characterize any object, intentional memorization and the ability to reproduce the learned. About familiar phenomena, he can already express the right judgments, making conclusions.

Why do you need to develop verbal and logical thinking?

One of the main indicators of the child's readiness to school is the level of his mental and speech development. Understanding the verbal instructions of the teacher, the ability to answer his questions and form your own questions about it - the first thing that will be required from the child in the educational process.

What is formed verbal and logical thinking?

How to develop verbally logical thinking?

Drawing up the story by pictures. In front of the child, 4 pictures are put in disarray, which depict a certain, well-known child sequence of events. The adult asks the child to decompose the pictures in the right order and explain why he placed them. Then it is proposed to make a story on pictures.

Understanding the grammatical design of proposals.

"Natasha went to walk after watered flowers." .- What did Natasha do before: went to walk or poured flowers?

"After many years there will be a few more years than Sasha now." - Who older? (Sasha).

Learning items for specified features.

Name the subject that you can say:

yellow, oblong, sour;
oblong, green, solid, edible.

What item has the following features:

fluffy, walks, meowing;
Smooth, glass, look at it, it reflects.

Who or what could be:

high or low;
cold or hot;
solid or liquid;
Narrow or wide.

What time of year corresponds to the following description:

"The day becomes longer. Everything is becoming sunny day. Snow melts. From the south, birds arrive and begin to build nests."

Comparison of two or more items.

What are these words like:
- cat, book, roof;
- number, paddle, armchair;
- Name General Signs:
  - apple and watermelon;
  - cats and dogs;
  - tables and stools;
  - spruce and pines;
  - dove and dyatla;
  - chamomiles and carnations.
- What is the difference:
  - pencil handle;
  - story from poem;
  - sani from carts;
  - autumn from spring;
  - tree from shrub;
  - deficuous tree from coniferous tree.

Analyze three logically related concepts, allocate one, different from others by any sign. Explain the course of reasoning.

night light, lamp, candle;
plum, apple, peach;
pants, shorts, skirt;
cow, horse, lion;
Christmas tree, birch, pine;
potatoes, carrots, cucumber;
Rooster, goose, sparrow;
Goat, pig, cow.

Find the word of the opposite value. Explain your choice. Make a proposal with the Union "A", in which both antonyms will be combined.

buy -
open
remember -
meet -
fat -
small -
full -
famous -
hungry -
take

To each combination of words to choose a double antonym. With each pair of words to make a proposal.

Example: Smart friend is a stupid enemy.

quiet cry -
joyful meeting -
remember joy -
light top
Dark past -
Weak frost -

Logic tasks:

Fisherman caught the perch, hersh, pike. Pike he caught earlier than the perch, and the hersh later than the pike. What fish caught before everyone?
Three nodal tied on the rope. How many parts do these nodes divided the rope?
Kohl tall above Egor, but below Serezha. Who else is Yegor or Seryozha?
Masha bought 4 balls red and blue color. Red balls were larger than blue. How many balls of each color bought Masha?
On the table stood 3 cups with cherry. Kostya ate 1 cup of cherries. How many glasses are left?
When the goose stands on one paw, it weighs 2 kg. How much will goose be messed if it gets on both paws?
What is a harder kilogram of cotton wool or kilogram of iron?

It is most fully and configured to explain what is the ambiguity, the incredibility of the situation.

figure

according to the posted in the poem:

Villages of sparrows at home
The roof failed.
Under birch with cat
Pleiste polka mouse.
Fish from the bridge dived,
Screamed and drowned.
Turtle tail Passed
And behind the hare ran,
Near the river, well,
Gray overtook!
Cat in a bird cage was sitting,
And the bird wanted to eat her
But the cat jumped on the branch
And, reading, flew away.

Explain in detail what the error of the proposed judgments.

crystal vase, and a glass is light;
zebra striped, and leopard evil;
refrigerator white, and the carpet is soft;
cucumber green, and an apple grows on a tree.

"Answer quickly." The goal is to exercise in classification, comparison, generalization; Exercise in the coordination of numerical and adjectives with nouns.

Table, divided into 9 cells.

Each cage depicts birds or animals: in the first row - sparrow, dove, woodpecker; In the second - wasp, fox, dragonfly; In the third - wolf, butterfly, bullfinch.

Questions on the table:

How can you name all who are painted in the first row?
How many birds in the table? Name them.
Who are more animals or insects?
How many groups can be divided from all who are drawn in the table?
Look at the drawings in the third column. What is common to all who are drawn there?
Compare animals of the first and second column. What did you notice in common?

Games I. gaming exercise Give teachers and parents the opportunity to conduct classes with children more lively and interesting. Almost all games are aimed at solving many tasks. They can be returned to them repeatedly, helping children to learn the new material and consolidate the passed.

Forward\u003e

In order to understand how little man perceives his surrounding reality, you need to have an idea of \u200b\u200bhow the child comprehends and systematizes the information obtained from the outside world.

Therefore, an understanding of the patterns of development of mental processes in children of preschool age will make communication between parents and a small child more productive and pleasant.

Thinking of preschoolers: stages and features

Obviously effective thinking

In the early period, his life, at the age of one and a half - two years, the baby "reflects" with his hands - disassembles, examines, sometimes breaks, thus trying to explore and form his idea that he is surrounded.

Therefore, you can talk about a clear-effective image of thinking. That is, the thinking of the child is fully due to its active actions aimed at research and changes to the surrounding items.

Methods of development visuality - effective thinking

It is well trained by such a type of thinking toys whose elements, somehow reflect the result of a child's actions - sorters, sets for applied activities, classes with different materials - bulk sand, croups, water, snow.

Try to make a kid during the game a clear connection - "Action - the result of action", it will be useful for future logic and mathematics.

Visibility-shaped thinking

At the next stage, from three or four years to the first class, a visual-shaped type of thinking is actively formed by the child. This does not mean that the previous, clear-effective, outstanding, no. Simply, in addition to the existing skills of mastering the surrounding items by active perception by their "hands", the crumble begins to think, operating the image system. Especially bright this type of thinking is reflected in the manifest ability of the child to drawing.

Drawing any item, for example, a house, children rely on their idea about it, on those of its characteristic features (roof, walls, window), which captured in their memory. At the same time, the resulting image is not individualized - this is only an image that has developed in the attitude of the baby at the moment.

It is very important that the child like to visualize, to embody in reality, arising in his minds.

This is well promoted by painting with modeling, design, applique.

Verbal - logical thinking

At the age of 5-7 years, preschoolers begin to actively develop the next type of thinking - verbal and logical. The ability is not easy to report facts, but also to expose them to expanded analysis in verbal form speaks about well-developed verbal-logical thinking.

For example, if the kid is three or four years old to ask, "What is a cat?", Then he will say: "The cat is a gun, and he lives at the grandmother in the yard." The child of five and six years old on this question is likely to answer, so: "A cat is an animal that catches mice and loves milk." Such an answer demonstrates the visual ability of the child to analyze - one of the most important thinking operations, which is a kind of "engine" of the development of thinking in children of preschool age.

Creative thinking

This type of thinking characterizes the ability to work - that is, the creation of new, non-standard solutions. The successful development of the creative abilities of the child will largely depend on the desire of the parents to develop a creative start in it.

Unlike previous types of thinking, the creative type is not due to the factors of growth and the formation of the intellectual abilities of the child.

Such forms of mental activity as fantasy and imagination are characteristic of any kid and are an integral condition for the occurrence of the creative process. It is only important to create a situation in which a small person can develop his creative impulses. This will help absolutely all types of creativity: literary, visual, choreographic, musical.

There are no children who are notable to the work of children, the parents of the preschooler must remember. Even lagging in development, children are able to find original creative solutions to the proposed tasks, if classes with parents and teachers contribute to this.

Thinking operations and their role in the development of thinking from preschoolers

Universal mental operations inherent in human thinking are the analysis, synthesis, comparison, generalization and classification. It is the ability to use these operations and determines the development of thinking in children of preschool age.

Comparison

In order for a child fully able to use this category, it is necessary to teach his skill to see the same in various, and different in the same one. Starting from the biennium, teach the baby to compare and analyze the items by comparing homogeneous signs, for example: forms, colors, taste, consistency, set of functions, etc.

It is necessary that the child understand the importance of analysis based on homogeneous signs, he could have been able to allocate them and call them. Expand the horizons of compared concepts - let it be not only objects, but also natural phenomena, seasons, sounds, properties of materials.

Generalization

This mental operation becomes available to the preschooler aged 6-7 years. A child at the age of three or four years old perfectly operates with the words "cup", "spoon", "plate", "glass", but if you ask him to call the whole group of items in one word, he will not be able to do it.

However, as the vocabulary of the vocabulary and connected speech, the use of generalizing concepts will be affordable for preschoolers, and they will be able to operate with them, expanding their mental abilities.

Analysis

This method of thinking allows you to "dismember" the analyzed item, the phenomenon on its components of its components or to identify a number of individual characteristic characteristics and features.

Ask a child to describe the plant. At the age of 3-4 years, he, most likely, will most likely indicate and calls it part: stem, leaves, flower, thus demonstrating its ability to analyze. The analysis can be directed not only to the "dismemberment" of the concept, but also on the allocation of exceptional characteristics of exceptional signs.

Synthesis

Thinking operation, reverse analysis. If analyzing, the child "dismembers" the subject, the concept of the phenomenon, the synthesis, as the result of the analysis, will allow it to combine the signs obtained separately. Very good, this operation illustrates the development of a preschooler of the skills of a coherent reading. From individual elements (letters and sounds), he learns to fold the syllables, from the syllables - words, words form suggestions and text.

Classification

Mastering this method of mental action will allow the child to identify the similarities or the difference of certain objects, concepts and phenomena. Highlighting one, but, as a rule, a significant sign of the baby can classify a group of subjects under consideration.

For example, toys can be classified by the material from which they are made - these are toys made of wood, plastic, soft toys, from natural materials etc.

Exercises that allow developing analysis, synthesis and classification skills

"What is superfluous?"

Put in front of the child a few pictures depicting it seemed to him. You can use children's lotto cards, you can make pictures yourself.

For example, the following items are depicted in the pictures: apple, candy and book. The child should analyze and correctly classify these items. Apple and candy can be eaten, and there is no book. So, the picture with a book in this row will be superfluous.

"Cat in a bag" (we train the analysis and synthesis skills)

One of the players (if the child is still small and does not speak very well, let it be an adult) takes a picture from a children's lotto, and describes what is depicted on it without showing it to another player. At the same time, it is impossible to call it myself! Another player must guess, based on the description, which is shown in the picture. Over time, when the child is growing (starting from 4-5 years old), you can change roles - let the child describes what is shown in the picture, and the adult player guess. In this case, not only mental abilities are trained, but also the skills of connected speech.

"Pick up a couple" (train analysis, comparison)

Two sets of children's lotto with identical cards are needed. One child (player) takes a card and, without showing it, explains to other players that it is drawn on it. Other players analyzing, offer their own version of the card, on which, in their opinion, is shown what the first child described. If the description and the deposit coincided, two identical cards are output from the game, and the game continues on, with the remaining cards.

"What is it?" (analysis, comparison, generalization)

Offer the child to characterize the following vocabularies, using a generalizing word.

glass, plate, fork, knife; /dishes/;
plum, apple, orange, banana; /fruits/;
sparrow, stork, goose, dove; /birds/;
cat, pig, rabbit, sheep; / animals, pets /;
rose, tulip, valley, poppy; / Flowers.

Invent the dictionary rows on your own, over time, complicate the tasks, go from simple items to concepts and phenomena (seasons, human feelings, natural phenomena, etc.).

The development of thinking in preschool children is a task whose solution directly depends on how successfully the child has mastered and can enjoy the above mental operations.

Classes and games aimed at their training will provide not only intellectual development preschooler, but harmonious formation of the personality of the smaller child as a whole, because it is a developed thinking that distinguishes a person in a number of other living beings.

Lecturer, Specialist Children's Developing Center
Druzhinina Elena

Useful video about the development of creative thinking of children: