Introduction
The solution to social, economic and cultural problems characteristic of today's reality is determined by the individual's readiness to live and work in new socio-economic conditions, and the ability to carry out lifelong education. The implementation of these requirements significantly changes the order addressed to modern school. The ongoing changes in the system of higher and secondary education allow us to say that the school today is really focused on the diversity of educational needs and the personality of the student. Variative education helps schoolchildren find different ways of understanding and experiencing knowledge in a changing world. A modern student needs to be conveyed not so much information as a collection of ready-made answers, but rather a method for obtaining, analyzing and predicting the intellectual development of an individual.
Our society at the present stage of its development is faced with the task of further improving educational work with preschool children, preparing them for school.
But why does a small child, a preschooler, need logic? The fact is that at each age stage, a certain “floor” is created, on which mental functions that are important for the transition to the next stage are formed. Thus, the skills and abilities acquired in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to study - solving problems and doing exercises will require a lot of time and effort. As a result, the child’s health may suffer and interest in learning may weaken or even disappear altogether.
The problem of the development of thinking was illuminated in the heritage of ancient philosophers - Aristotle, Democritus, Parmenides, Socrates, Epicurus. Various aspects of the problem of the development of systemic-logical thinking are reflected in the philosophical works of I. Kant, G. Hegel, F.V. Shellinga, A.V. Ivanova, A.N. Averyanova, Zh.M. Abdildina, K.A. Abisheva, I.D. Andreeva, A.F. Abbasova, N.T. Abramova, V.G. Afanasyeva, I.V. Blauberga, A.A. Petrushenko, E.G. Yudina, A.G. Spirkina. Their works explore the essence and specificity of thinking in the dialectic of everyday and scientific consciousness, reveal its structure, describe the functions of thinking, analyze its operational composition and the nature of its flow.
The interest of psychologists in the problem of the development of systemic-logical thinking is determined by the general theory of thinking (B.G. Ananyev, A.V. Brushlinsky, L.S. Vygotsky, P.Ya. Galperin, A.N. Leontiev, A.M. Matyushkin, S.L. Rubinshtein, K.A. Slavskaya) and the theory of thinking development (D.B. Bogoyavlenskaya, L.V. Zankov, N.A. Menchinskaya, L.A. Lyublinskaya, Z.I. Kalmykova, T.V. Kudryavtsev, I.S. Yakimanskaya). In foreign psychology, the works of J. Piaget, E. de Bonnet, R. Paul, and R. Ennis are devoted to the problems of the development of thinking.
In the works of H.M. Tyoplenka found that a 6-7 year old child can be taught full-fledged logical actions of determining “class membership” and “the relationship between classes and subclasses.”
In his works E.L. Ageeva shows that the use of such visual models as “classification trees” and Euler circles ensures the successful formation of ideas about logical relations in preschool children.
Psychological and pedagogical research by scientists has proven that basic logical skills at the elementary level are formed in children starting from 5-6- summer age. However, almost all of the presented works are aimed at developing individual components of logical thinking, and not logical thinking as a structure.
The question of acceptable and effective forms of teaching preschoolers that allow them to solve the problem of developing logical thinking also remains open.
In this regard, a contradiction arises between the need for the structural development of logical thinking and the lack of an effective means to implement this in practice; the desire to find ways to resolve this contradiction has determined the problem research.
In theoretical terms, this is the problem of justifying the structural development of logical thinking in preschoolers in a preschool setting through the implementation of game forms of conducting classes.
In practical terms, the problem of justifying the content of games that promote the development of logical thinking and the psychological and pedagogical requirements for them, the observance of which ensures the development of individual components that make up the structure of logical thinking with their further integration.
Object of study- thinking of preschool children.
Subject of study- psychological and pedagogical requirements for the organization of educational games as a means of developing logical thinking in preschoolers.
Purpose of the study- theoretically justify the use of cognitive games as a means of developing logical thinking, determine the psychological and pedagogical requirements that allow preschoolers to consistently master the elements of the structure of logical thinking, ensuring their holistic functioning.
Research hypothesis:Since logical thinking in preschool age predominantly manifests itself through individual structural components, their holistic development is possible through cognitive games, subject to compliance with psychological and pedagogical requirements that ensure a simultaneous impact on the emotional, cognitive, motivational spheres of the child by solving a system of logical problems: mastering individual features items; penetration into the subject structure; unification of perceived features of objects; verbal analysis of object features; grouping of objects based on clearly suggested signs.
Research objectives:
1. Concretize the scientific idea of the structure of logical thinking of preschoolers.
Determine the features of the manifestation and development of logical thinking in preschool age.
To develop and test a system of educational games that promote the development of logical thinking in preschoolers as a structure of interconnected components.
Research methods:
Review and analytical
mathematical-statistical
observation and conversation
testing.
The experimental base of the study was preschool educational institution of a combined type No. 433 in the city of Chelyabinsk. The total number of children was 81, of which 36 were girls and 45 boys. 10 teacher educators, a methodologist and a senior educator took part in the study.
1. Theoretical approaches to understanding and developing logical thinking in preschoolers
.1 Characteristics of the basic concepts that make up the content logical thinking
logical preschool thinking
The main goal of the education system is to prepare the younger generation for an active life in an ever-changing society. And, since the development of modern society is permanent and dynamic, the key task of the educational process is to transfer to children such knowledge and develop such qualities that would allow them to successfully adapt to such changes. Search for effective didactic means The development of logical thinking in preschoolers is an integral part of this task.
To solve this problem at all levels of research (from socio-logical to methodological), a unified conceptual framework and clearly defined starting positions are needed. First of all, it is necessary to determine what logical thinking is, what place it occupies in thinking in general, what its specifics are.
Representatives of various directions of human thought such as Socrates, Aristotle, Descartes, Hegel, M. Berzfai, M. Montessori, J. Piaget, P.P. dealt with this problem. Blonsky, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.V. Zaporozhets, G.S. Kostyuk, A.N. Leontyev, A.R. Luria, A.I. Meshcheryakov, N.A. Menchinskaya, D.B. Elkonin, N.N. Semenov, B.M. Kedrov, N.V. Grigoryan, L.M. Friedman, N.A. Podgoretskaya and others.
Thinking is the highest cognitive process. It is a form of creative reflection by a person of reality, generating a result that does not exist in reality itself or in the subject at a given moment in time. “Human thinking... can also be understood as the creative transformation of ideas and images existing in memory. The difference between thinking and other psychological processes of cognition is that it is always associated with an active change in the conditions in which a person finds himself. In the process of thinking, a purposeful and expedient transformation of reality is carried out. Thinking is a special kind of mental and practical activity that involves a system of actions and operations included in it of a transformative and cognitive (tentatively research) nature.
Thinking is studied by a number of sciences, including philosophy (theory of knowledge, epistemology), logic, psychology, pedagogy, cybernetics, linguistics, and the physiology of higher nervous activity. Each of these sciences highlights a certain aspect of thinking as its own subject of study. Thus, it is philosophy that synthesizes in itself, in the most general form, the knowledge and morality of people, nations, and all of humanity. Psychological theories of thinking are the most constructive, since they are all directly addressed to the school. By the way, these theories usually combine philosophical, logical, psychological and other aspects of the analysis of thinking. From the point of view of philosophy, thinking is considered as a product of the historical development of social practice, as a special form of human activity.
Considering thinking as a form of human spiritual activity, philosophers revealed its original connection with material production and the practical activities of people. It arises in the process of human interaction with the environment and represents its most complex part. Human senses (vision, hearing, smell, tactile senses) allow us to perceive only the external properties (shape, color, sounds, smells, etc.) of objects and phenomena and help reveal thinking. Human intellectual activity appears to the researcher as a process, as an activity and as communication. A person is involved in the process of intellectual work whenever he begins to solve the problem facing him. Thinking as an activity assumes that, in accordance with the motives, needs that guide a person when solving certain problems, conditions, branched processes are updated - analysis, synthesis, induction, deduction, etc. Thinking as communication involves people understanding each other, cognition by the subject the goals of another person, his motives, the course of his reasoning.
A.N. Leontyev, emphasizing the derivative nature of the highest forms of human thinking from culture and the possibility of its development under the influence of social experience, wrote: “... human thinking does not exist outside of society, outside of language, outside of the knowledge accumulated by mankind and the methods of mental activity developed by it: logical, mathematical, etc. .P. actions and operations. Each individual person becomes a subject of thinking only by mastering language, concepts, logic, which are a product of the development of socio-historical practice...” He proposed a concept of thinking according to which there are relations of analogy between the structures of external and internal activity. Internal, mental activity is not only a derivative of external, practical activity, but has fundamentally the same structure. “As in practical activity, in mental activity individual actions can be distinguished, subordinate to specific conscious goals... Like practical action, every internal, mental action is carried out in one way or another, i.e. through certain operations." At the same time, external and internal elements of activity are interchangeable. The structure of mental, theoretical activity may include external, practical, actions, and, conversely, the structure of practical activity may include internal, mental, operations and actions.
In modern psychology, thinking is understood as “a process of human cognitive activity, characterized by a generalized and indirect reflection of reality; the highest form of creative activity." Thinking, representing the process of cognitive activity, is characterized by a generalized and indirect reflection of reality. The adequacy of the mental reflection of reality is achieved with a harmonious combination and unity of concrete sensory and abstract logical thinking. Each mental act of reflection includes two moments: an object and understanding, attitude towards it. Comprehension, understanding of what is happening around, discovery of significant aspects, connections and phenomena of the surrounding world is the result of abstract logical thinking. The concept of “Thinking” includes the concept of “logical thinking”, and they relate to each other as genus to species.
Human logical thinking is the most important moment in the process of cognition. All methods of logical thinking are inevitably used by the human individual in the process of cognition of the surrounding reality in everyday life, from the very early age F. Engels believed that “in type, all these methods - therefore, all the means of scientific research recognized by ordinary logic - are exactly the same in humans and in higher animals. They differ only in degree, in the development of the corresponding method.” The ability to think logically allows a person to understand what is happening around him, to reveal significant aspects, connections in objects and phenomena of the surrounding reality, to draw conclusions, solve various problems, check these decisions, prove, refute in words, everything that is necessary for the life and successful activity of any person.
Logical laws operate independently of the will of people, are not created at their request, they are a reflection of the connections and relationships of things in the material world. From the point of view of content (information), thinking can give a true or false reflection of the world, and from the point of view of form (logical actions and operations), it can be logically correct or incorrect. Truth is the correspondence of thought to reality, and correctness of thinking is compliance with the laws and rules of “logic.”
The ability to think logically, according to N.A. Podgoretskaya, includes a number of components: the ability to focus on the essential features of objects and phenomena, the ability to obey the laws of logic, build your actions in accordance with them, the ability to perform logical operations, consciously arguing for them, the ability to build hypotheses and draw consequences from given premises, etc. .d. Therefore, for her, logical thinking includes a number of components: the ability to determine the composition, structure and organization of elements and parts of the whole and focus on the essential features of objects and phenomena; the ability to determine the relationship between a subject and objects, to see their changes over time; the ability to obey the laws of logic, discover patterns and development trends on this basis, build hypotheses and draw consequences from these premises; the ability to perform logical operations, consciously justifying them.
In general philosophical terms, the idea of forming logical thinking, according to N.V. Grigoryan, comes down to presenting information based on the following philosophical laws:
The relationship between the whole and its parts: the identification of a common essence is the law of the structure of the integral world.
Unity of opposites: every phenomenon has its opposite side.
The idea of transformation: any change in any phenomenon always entails consequences.
Arguing the need for the purposeful development of a child’s thinking, scientists pointed out that the perfection of methods of mental activity, even perfectly mastered ones, constitutes only the potential capabilities of mental development, but not this development itself. The realization of these possibilities occurs only with their active use in various types of practical activities. And development is possible only with a certain structure educational activities and deployment of educational material.
The idea of a holistic, systemic organization of higher cognitive processes was the basis for the construction of the theory of intelligence developed by J. Piaget. The works of J. Piaget and his colleagues demonstrate the leading role of internal spontaneous mechanisms of development of logical structures and their independence from learning. Piaget viewed development as an independent process with its own internal laws. The external, including social, environment plays the role of a “condition”, but not a source of child development. Like other external influences, learning only provides “food for knowledge,” material for exercise. Therefore, the only useful role of learning is to create situations that require the active functioning of the subject's action patterns. The effectiveness of training depends on the extent to which external conditions correspond to the current level of development.
When deciding on the relationship between training and development, we share the point of view of L.S. Vygotsky: learning leads to children's mental development. Accepting this point of view poses the problem of identifying the conditions under which training gives the greatest effect of development in general and the development of logical thinking in particular. For this purpose, we turned to psychological and pedagogical analysis.
The problem of developing logical thinking has been widely reflected in psychological and pedagogical literature. Scientific research covering this problem has been published, the possibility and necessity of developing a child’s logical thinking has been theoretically substantiated, and ways to solve the problem have been outlined. However, the age limits for the beginning of the formation of logical thinking are not clearly defined.
The study of thinking, as a subject of psychological science, is determined by theoretical ideas about it, as well as various specific tasks.
L.S. Vygotsky identified three main psychological aspects in the formation of scientific concepts in children:
Establishing dependencies between concepts, forming their system;
Awareness of one’s own mental activity;
Thanks to both, the child acquires a special relationship to the object, allowing him to reflect in it what is inaccessible to everyday concepts (penetration into the essence of the object).
With this organization of cognitive activity, the child, from the first steps of learning, establishes logical relationships between concepts and then makes his way to the object, connecting with experience. Here there is a movement from concept to thing, from abstract to concrete. The word plays a decisive role here, as a means of directing attention to the corresponding general feature, as a means of abstraction.
Based on the teachings of L.S. Vygotsky about the advanced nature of learning and orientation towards the child’s “zone of proximal development”, psychologists and didactics made a significant contribution to the development of the theoretical foundations of developmental education.
In the concept of D.V. Elkonina, V.V. Davydov noted that the formation of specific concepts occurs on the basis of a transition from abstract premises to concrete knowledge, on the basis of a transition from the general to the particular. At the same time, the success of mastering educational material depends on students’ mastery of generalized techniques and methods of cognition.
But the process of development of logical thinking presupposes not only the formation of a certain range of concepts and specific methods of their application, but also the necessary level of development of logical methods of thinking in the cognitive activity of students for the active acquisition of knowledge, the ability to apply it in the creative transformation of reality.
In the psychological and pedagogical literature there is no consensus on when children acquire the ability to form and develop logical operations. In modern psychology, there are two main directions in the study of the emergence and development of logical structures of thinking in children. The first of them is associated with the works of J. Piaget, A. Wallon, and others. In these works, the age boundaries (stages) of the formation of logical structures are determined, reflecting a spontaneous process based on spontaneous mechanisms of development of children's intelligence. These mechanisms are the main factor determining the successful mastery of logic. Piaget limits the role of learning, believing that it is subject to the laws of development. Piaget believed that learning takes on different meanings depending on the period of development during which it occurs. To be successful and not remain formal, training must adapt to the current level of development.
J. Piaget does not completely deny the possibility of teaching logical structures, but at the same time points out two limitations that actually reduce its role to zero. The first is associated with the difference between two types of human experience: empirical and logical-mathematical. Through the first, the child learns the physical properties of objects, without going beyond a simple statement of facts. He can make a logical generalization only on the basis of the second experience. The nature of these two experiences is different, so teaching logic is fundamentally different from any other training. The second limitation is the recognition that teaching logical structures is ineffective because the resulting patterns cannot be applied to different situations.
From the above it follows that training should not begin until the corresponding logical structures are ready for this.
J. Piaget established the main genetic stages of mental development. The period from 2 to 4 years is characterized by the development of symbolic and conceptual thinking. From 4 to 7-8 years, intuitive (visual) thinking is formed, which leads closely to operations. From 7-8 years to 11-12 years, specific operations are formed. The means of cognition at the child’s disposal at this stage are not “formal” enough, not yet sufficiently purified and separated from the matter for which they are intended to act, and therefore do not allow the subject to produce structuring that is independent of the content of what is being structured and is equally suitable for any content. .
The second direction is related to the research of P.P. Blonsky, L.S. Vygotsky, S.L. Rubinstein, A.N. Leontyeva, P.Ya. Galperina, D.B. Elkonina, V.V. Davydova and others. These authors believe that the appearance of logical operations in an individual’s experience is determined by the transfer of knowledge and logical experience in communication and learning. Intellectual activity should appear in the learning process as a subject of special assimilation.
In Russia in the 1920-30s, the principles of the psychological theory of the relationship between learning and development were formulated. This theory was originally developed by P.P. Blonsky and L.S. Vygotsky, and then in the 1940-50s, concretized and clarified by S.L. Rubinstein, A.N. Leontiev, P.Ya. Galperin, D.B. Elkonin, A.V. Zaporozhets and others. The main provision of this theory is the recognition of the fact that human development is determined by his assimilation of samples of socio-historical experience. In the course of history, the role of purposeful influences of upbringing and education increases.
Research conducted under the direction of PYa. Galperin, revealed that for preschool age the gradual formation of concepts opens up greater opportunities than previously imagined. It has been proven that using the method of gradual formation of mental actions, the development of logical operations is possible already at preschool age.
Based on the foregoing, we can conclude that the psychological aspect of the development of logical thinking involves purposeful activity to identify motivations, goals, individual characteristics of logical thinking, as well as analysis of mental operations from the position of the subject’s awareness of the underlying logical techniques.
With the name K.D. Ushinsky is associated with the formation and development of educational psychology as a branch of psychological science that studies the laws of teaching and upbringing. His works showed the importance of memory, attention, speech, feelings, and thinking in educational activities. In particular, he noted the importance of developing logical thinking in children. K.D. Ushinsky argued that “development of logical thinking means accustoming children to consistency, evidence, clarity, certainty, independence and accuracy of expression.”
In psychology, there are a number of works devoted to the “development of comparison” (I.M. Solovyov), “development of generalization” (V.V. Davydov), “development of analytical-synthetic activity”, “development of classification”, etc., note also the “insufficient level of development” of these operations in individual students and the need for pedagogical and methodological work to develop logical thinking techniques in schoolchildren. However, for the period of preschool childhood this problem remains poorly studied.
An analysis of psychological research allows us to come to the conclusion that the development of logical thinking techniques also has a certain sequence. It is clear that it is impossible to start work with an arbitrary operation, since within the system of logical methods of thinking there is a strict relationship, one method is built on another.
A.A. Lyublinskaya proved that preschoolers already master all the operations of thinking, albeit in the most elementary form. Particular attention, in her opinion, should be paid to the order of formation of logical operations.
The movement of knowledge from the sensory-concrete through the abstract to the concrete in thinking is the general law of the development of theoretical knowledge. However, this method only sets the general direction of theoretical research. The method fully realizes its capabilities only in unity with the organization of cognitive activity.
Because of this, one of the central tasks is to determine such types of cognitive activity, the assimilation of which effectively influences development.
It should be noted that labor training plays a special role in solving the problem of developing students’ logical thinking. This is predetermined by the fact that the basis of all human knowledge is objective-practical activity - work.
In recent decades, a number of scientific experiments have been carried out aimed at developing the logical and creative thinking of children (M.A. Danilov, M.N. Skatkin, V. Okon, etc.). The mental development of children, in their opinion, presupposes a high level of mental operations (analysis, synthesis, generalization and abstraction), economy and independence of thinking, its flexibility, the nature of the connection between visual-figurative and abstract components of mental activity. Ya.A. Ponomarev, A.M. Matyushkin, T.I. Shamov, teaching is brought to the fore, mainly focusing on the organization of search activities in the classroom.
Thus, from the above we can conclude that thinking is a process of cognitive activity, characterized by a generalized and indirect reflection
reality. The adequacy of the mental reflection of reality is achieved with a harmonious combination and unity of concrete sensory and logical thinking. Each mental act of reflection includes two moments: an object and understanding, attitude towards it. Comprehension, understanding of what is happening around, discovery of significant aspects, connections and phenomena of the surrounding world - the result
logical thinking. Logical thinking includes a number of components: the ability to determine the composition, structure and organization of elements and parts of the whole and focus on the essential features of objects and phenomena; the ability to determine the relationship between a subject and objects, to see their changes over time; the ability to obey the laws of logic, discover patterns and development trends on this basis, build hypotheses and draw consequences from these premises; the ability to perform logical operations, consciously justifying them.
The development of a child’s logical thinking represents the process of forming logical thinking techniques at the empirical level of cognition (visual-effective thinking) and improvement to the scientific-theoretical level of cognition (logical thinking), which occurs in activity.
1.2 Features of the manifestation and development of thinking preschool age
Considering thinking as a process that covers the entire life course of a person, it can be noted that at each age stage this process has a number of features. Analyzing the thinking process of preschool age, many authors agree that, based on the specificity and significance of this stage in an individual’s life, thinking must be considered during this period in connection with the mental development of the preschooler. This approach is due to a number of objective reasons. This problem was dealt with by N.N. Poddyakov, E.L. Yakovleva, V.V. Davydov
Preschool age, according to psychologists, is a stage of intensive mental development. At the same time, a feature of this period is that progressive changes are noted in all areas, ranging from
improvement of psychophysiological functions and ending with the emergence of complex personal neoplasms. Based on research materials from the Moscow Brain Institute, a number of scientists agreed that the most complex frontal areas mature completely by 6-7 years of age. In these parts of the brain, there is a rapid development of associative zones in which brain processes are formed that determine the manifestations of complex intellectual actions associated with logical thinking. A significant morphological restructuring of the brain structures of a six-year-old child is accompanied by even more significant changes in brain activity and is reflected in its mental functions.
According to J. Piaget, one can distinguish two simple functions of thought: the function of explanation and the function of inclusion, which constitute the unity of all thought activity rather than two closed areas.
The tendency of children's thought is not only to put in the foreground the intention of explaining what happens, but also to find the reasons for everything. This is where the inclusion function comes from. The direction of the explanatory function is centrifugal, in the sense that thought tries to isolate from intentions the material result, action or event that follows from there. And the direction of the inclusion function is centripetal, since from intention the thought tries to get to the motive that guides it, to the idea. The function of explanation is to strive for objects, the function of inclusion is to strive for ideas or judgments. At first, the child’s thought is equally distant from both ideas and objects—it occupies an intermediate position.
In recent years, the question has arisen of studying the so-called “potentials,” that is, those changes in the electrical activity of the brain that occur in response to the action of any stimulus.
The complication and development of the early form of mental activity leads to the emergence of figurative thinking, which intensively develops during preschool childhood. Its simplest manifestations are already present in early childhood, however, the tasks solved by the baby in terms of ideas and images are to a greater extent primitive. During the period of preschool childhood, the child faces the problem of solving problems that require establishing dependencies between several properties and phenomena.
According to V.V. Zenkovsky, children begin to look for solutions to such problems primarily in terms of ideas. However, in preschool age, figurative thinking is characterized by the concreteness of images. This is especially clearly manifested in preschoolers’ understanding of allegorical speech.
If we talk about understanding, then its characteristic feature in preschool age in the case of unformed methods of logical thinking, according to G.D. Chistyakova, is the actual absence of searching for connections in the material. The main transformation of information consists of translating individual semantic elements of the material into the language of one’s experience. Thus, the wider this experience, the more connections have to be worked out, the more opportunities there are to move to the level of higher mental operations.
An important prerequisite for mastering scientific knowledge is a gradual transition from egocentrism to decentration, the ability to see objects and phenomena from different positions. In other words, a preschooler, while performing different types of activities, begins to understand that his point of view is not the only one.
Further development of imaginative thinking brings the child to the threshold of logic. However, the role of emotions in the regulation of activity is still so significant that “emotional-imaginative thinking” remains dominant in the structure of the intellect for a long time. This point of view was shared by L.S. Vygotsky, saying that the unity of affect and intelligence is not a lack of thinking, but its specific feature, which allows solving a wide range of problems that require a high level of generalization, without resorting to logical formalization. At the same time, the decision process itself is emotionally charged, which makes it interesting and meaningful for the child.
According to Ya.L. Kolomensky, the specificity of a child’s thinking is generalization, however, as the age stages progress, the structure of generalization changes. This explains the transition from one type of thinking to another. However, classically the generalization procedure is a logical category.
As shown by N.N. Poddyakov, at the age of 4-6 years there is an intensive formation and development of skills and abilities that facilitate children’s study of the external environment, analysis of the properties of objects, and influence on them in order to change them. This level of mental development - visual and effective thinking - is preparatory, it contributes to the accumulation of facts, information about the world around us, creating the basis for the formation of ideas and concepts, i.e. precedes abstract, logical thinking.
In addition, a preschool child is sure that “everything depends on everything and that everything can be explained to everyone.” This type of thinking indicates that children are drawn to proof, to justification, to finding reasons. It is this feature of thinking, according to J. Piaget, that is the reason for the emergence of a huge number of children's questions.
In the process of visual-effective thinking, prerequisites appear for the formation of a more complex form of thinking - visual-figurative, which is characterized by the fact that the child can resolve a problem situation only in terms of ideas, without the use of practical actions.
The end of the preschool period is characterized by the predominance of the highest form of visual-figurative thinking - visual-schematic. The advantage of this form of thinking is the ability to reflect significant connections and dependencies between objects in the external world. A behavioral reflection of a child’s achievement of this level of mental development is the schematism of a child’s drawing and the child’s ability to use a schematic image when solving problems. In itself, visual-schematic thinking provides great opportunities in mastering the external environment, being a means for the child to create a generalized model of various objects and phenomena. Acquiring the features of the generalized, this form of thinking remains figurative, based on real actions with objects or their substitutes. At the same time, it is the basis for the formation of logical thinking associated with the use and transformation of concepts.
There is no consensus among psychologists about when children develop the ability to prove themselves. Some (V. Stern, P.P. Blonsky) believe that this ability arises in preschool age. Others (M.D. Gromov, M.N. Shardakov) attribute the emergence of evidence in children to 9-10 years. J. Piaget dates their appearance to the ages of 12-14, when adolescents move to the stage of formal operations.
There is a point of view that the early development of logical thinking can have negative consequences, since it is carried out to the detriment of the formation of higher forms of imaginative thinking. Therefore, a number of authors believe that senior preschool age should be considered only as a period when the intensive formation of logical thinking should begin, as if thereby determining the immediate prospects of mental development. However, many teachers and psychologists note that the basic foundation of logic and basic logical operations can be formed precisely in preschool age.
Experimental study by N.B. Krylova revealed that under favorable learning conditions for preschoolers, deduction can be considered a completely accessible form of thinking, at least within the first figures of a categorical syllogism.
One of the conditions for the formation of logical thinking in preschoolers is taking into account the characteristics of the mental development of children of this age. All psychological neoplasms of children of this period are characterized by incompleteness. This determines the peculiarities of their learning, which should combine the features of play and directed learning, while focusing on established forms of thinking, visual-effective and visual-figurative development of new formations: sign-symbolic function, elements of logical thinking.
A very important prerequisite for the formation of logical thinking is the ability to independently find ways to solve problems. In this case, the ability to control and verify the correctness of one’s actions becomes of great importance.
N.P.’s position seems interesting. Anikeeva about the ways of forming logical thinking. After conducting a series of experiments, the author proves that the type of thinking in question can be formed through a less abstract form, through imaginative thinking. In relation to the preschool period, the proposed strategy is most fully feasible within the framework of gaming activities; thus, when analyzing a gaming situation, the child must resort to logic, using figurative models.
One of the most important elements in the formation of logical thinking is the child’s acceptance of goals consisting of mastering a generalized method of action. For a child of senior preschool age, the identification of goals is not yet typical: in his actions, as a rule, the method turns out to be merged with the result and is learned in the process of achieving this result (obtaining a given product).
In addition, a necessary condition for the development of logical thinking is the inclusion of children in activities during which their activity could clearly manifest itself within the framework of a non-standard, ambiguous situation.
N.N. Poddyakov points out that “the central point in the formation of the mental activity of preschoolers is the reorientation of the child’s consciousness from the final result that must be obtained during a particular task to the ways of performing this task.” Reorientation to methods of action prepares the child for awareness of his actions, leads to the development of volition and control of his activities, which is one of the premises for the formation of logical thinking. However, such reorientation itself is a very complex process.
In traditional pedagogy, the main attention is paid to the formation of certain knowledge. However, this position is not optimal. On the one hand, the knowledge base on which school education will be built is strengthened; on the other hand, the transition of developing diffuse knowledge into stable knowledge leads to a decrease in mental activity. Therefore, along with the formation of a knowledge base, it is necessary to ensure continuous growth of uncertain, unclear knowledge with the help of specially organized actions.
D.B. Elkonin suggested that an intermediate link between role-playing (in a game situation) and sign-symbolic (in a practical and cognitive situation) mediation can serve as a conditional-dynamic position, taking which the child changes his attitude towards the task, begins to approach it as if from the point of view of another participant in the situation. A conditionally dynamic position differs from a gaming role in its relevance to the task at hand. What unites them is that in both cases the child “reincarnates” into another person.
The conditional dynamic position becomes a means of ensuring internalization—the transition of joint action into individual action. L.S. Vygotsky viewed internalization as a general mechanical mechanism for the formation of higher (that is, conscious and voluntary) mental functions, in particular logical thinking. The conditional-dynamic position ensures that the child, taking the point of view of his partner in performing an action, can “appropriate” this action. Consequently, the condition for the formation of psychological new formations is the child’s ability to accept and maintain the position of another person acquired in play activities.
Analysis of scientific works allowed us to highlight the following provisions:
The problem of developing a child’s logical thinking is one of the most important tasks, the solution of which determines the improvement of the entire educational process of the school, aimed at the formation of productive thinking, internal needs and the ability to independently acquire knowledge, the ability to apply the existing knowledge in practice, in creative transformation reality.
On the other hand, the ability to actively process information in the mind and use logical thinking techniques allows a child to gain deeper knowledge and understanding of educational material, unlike those who, having a low level of logic development, comprehend an educational course relying only on memory.
In modern conditions, no expansion of program material can cover all the accumulated experience of modern society that children need in their future lives. In this regard, the educational process should be structured in such a way as to help the child master a high level of logic, i.e. methods of mental activity that allow you to independently obtain the necessary information, understand it, apply it in practice, etc. independently advance in your chosen field of knowledge.
The introduction of targeted development of logical thinking into preschool practice is far from a solved task. It requires a thorough analysis of scientific literature on the problem of the development of thinking, the foundations of modern sciences, and on this basis the development of programmatic, methodological, didactic and psychological support for the entire preschool education system.
The entire set of methods for the formation and development of logical thinking in preschool children can be divided into two groups: methods that form logical thinking in preschool age when visiting kindergarten, and methods of intellectual training that contribute to the complex development of thinking, including logical, in children of senior preschool age, increase their level of readiness for learning in primary school.
1.3 Features of the developmental environment in the middle group of preschoolers. Game as a leading activity
One of the most important factors in the development of a child’s personality is the environment in which he lives, plays, studies and relaxes. The space organized for children in an educational institution can be both a powerful stimulus for their development and an obstacle that prevents them from expressing their individuality. Creative skills. It is important to remember that the child does not remain in the environment, but overcomes, “outgrows” it, is constantly changing, and therefore his perception of him and his environment changes. The developmental environment is always changing: it is created for a long time - the design of offices, music and physical education halls, or more dynamically - when decorating a hall, a group room, a lobby for a specific holiday, an entertainment event, or during the production of a fairy tale. Even more dynamic is the developmental environment of many activities. The microenvironment, including the design of a particular lesson, is determined by its content and is specific to each of them. It, of course, should be aesthetic, developing and versatile, encouraging children to meaningful spiritual communication. The principle of semi-functionality of the objective world is implemented with the help of various modular equipment, which is equipped in all premises of the kindergarten. The use of modules along with construction sets, mosaics, physical education equipment (hoops, balls, jump ropes), objects and games that do not carry specific semantic information contributes to the development of imagination and the sign-symbolic function of preschoolers’ thinking. When organizing a subject-spatial environment in a kindergarten, complex, multifaceted and highly creative activities of all preschool teachers are required. After all, a variety of toys is not the main condition for a child’s development. A purposefully organized subject-development environment in a preschool institution plays a big role in the harmonious development and upbringing of a child. The created aesthetic environment evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions and knowledge, encourages active creative activity, and promotes the intellectual development of preschool children.
If we talk about the most effective forms and methods of developing the thinking of preschoolers, then in modern scientific literature this issue remains controversial. Research by A.G. Khripkova, E.V. Subbotsky et al., confirm that the process of socialization goes through the transformation of existing ones and the emergence of new types of activities: play, elements of educational and labor, as well as productive activities.
This forced theorists and practitioners of preschool education to remember the game. However, the place of play in learning has not been clearly defined. The practice of introducing toys in the classroom does not solve the problem: toys can distract children from classes and may not be taken into account by them, but they cannot turn lessons into games. In kindergarten, there has been a tendency to reduce play to organized mass actions: the teacher “conducts” the game with the children, as they conduct classes, - he directs, regulates, prescribes actions, evaluates them, etc. In other words, a game is a means of developing knowledge. It must be collective in nature. Moreover, each child is not only obliged to obey this game, but also to “want” to play what the whole group is playing.
In order to carry out adequate psychological and pedagogical influences in relation to the game, it is necessary to have a good understanding of its specifics, have an idea of its developmental significance, what it should be like at each age stage, and also be able to play appropriately with children of different ages and different types of games.
An attempt to select games containing situations similar to the content of the classes was also unsuccessful.
To solve the problem of the relationship between learning and play, a theoretical study of the concept of play and the play form of activity is necessary. In the context of our work, we will use the definition given by N.P. Anikeeva, understanding by game a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior is formed and improved.
Materials from Yu.P. Azarova, N.P. Anikeeva, O.S. Gazmana, S.F. Zanko, B.P. Nikitina and others are devoted to the problem of gaming activity. The following functions of gaming activities can be distinguished: entertaining - to entertain, give pleasure, inspire, stimulate interest; communicative - mastering communication skills; self-realization - to demonstrate and realize personal capabilities; game-therapeutic - overcoming various difficulties that arise in other types of activities; diagnostic - identifying deviations from normative behavior, self-knowledge during the game; correction - making positive changes to the structure of personal indicators; interethnic communication - the assimilation of socio-cultural values common to all people; socialization - inclusion in the system of social relations.
The structure of the game as an activity organically includes goal setting, planning, goal implementation, as well as analysis of the results in which the individual realizes himself. The structure of the game as a process includes:
Roles taken on by the players;
Game actions as a means of realizing these roles;
Playful use of objects (substitution);
Real relationships between the players;
Games should be distinguished according to the type of their activity: physical (motor), intellectual (mental), labor, social and psychological.
According to the nature of the educational process, they are distinguished: educational, training, controlling and generalizing, cognitive, educational, developmental, reproductive, productive, creative, communicative, diagnostic, psychotherapeutic.
The typology is extensive, based on the nature of the gaming methodology: subject, plot, role-playing, business, simulation, dramatization games. By subject area, games in all branches of science and technology are distinguished.
Specifics gaming technology The gaming environment also largely determines: there are games with and without objects, tabletop and indoor, outdoor, outdoor, computer, and also with various means of transportation.
Play is one of the main attributes of childhood. Both three-year-old children and thirteen-year-old teenagers are interested in it, but it literally becomes a lifestyle for a preschool child. According to famous teachers and psychologists, gaming activity reveals the peculiarities of thinking, imagination, and emotional state of each participant and, thus, is an indispensable condition for the healthy development of the child’s psyche.
2. Characteristics of the formation of logical thinking in children of primary preschool age through play activities.
1 Organization and conduct of experimental work on the program for the formation of logical thinking in younger preschoolers
It is advisable to start the process of forming logical thinking techniques at an earlier age - from 3-4 years old, which is justified by several reasons:
Some children are significantly ahead of their peers. They are curious, inquisitive, show great interest in the new, unknown, while possessing a good amount of knowledge. These are children who receive a lot of attention from adults at home. Such children, upon entering kindergarten, must rise to a higher level, training their intellect in play activities. To do this, the teacher needs to create a good developmental environment that best meets the child’s needs.
Taking into account the psychological characteristics of young children (the beginning of the formation of children's relationships), play is given a large role - the role of bringing children closer together when working in pairs and groups. The result should be the receipt of joint results of activities, a feeling of joy for yourself and your peers.
STEPS OF WORK: 1. Get acquainted with the experience of fellow teachers.
Study the scientific literature characterizing the mental characteristics of the development of children in the fifth year of life.
Prepare a developmental environment taking into account the age characteristics of children.
Specifically identify the types of games through which the teacher’s purposeful work will be carried out (games that activate the child’s thinking and contribute to his mastering of individual logical operations).
Make a plan - a scheme for using games in joint and independent activities.
Over the entire period of time, observe the peculiarities of the formation of logical thinking skills (visual and figurative) in each individual child.
The goal of the work being carried out is for children to master at an elementary level some techniques of logical thinking.
Objectives: 1. Teaching children operations: analysis - synthesis; comparisons; using the negation particle “not”; classification; orderliness of actions; orientation in space.
Development in children: speech (ability to reason, prove); arbitrariness of attention; cognitive interests; creative imagination.
Upbringing : communication skills; desire to overcome difficulties; self-confidence; desire to come to the aid of peers in a timely manner.
As a means of achieving the set goal and objectives, it is advisable to choose games for the development of logical thinking, creative and spatial imagination; they can be divided as follows:
1. Subject:didactic - (desktop-printed) - to find size, color, shape, to classify objects, etc. Developmental: DYENES blocks, Cuyser sticks, etc.
Working with this material is described in detail in the book “Logic and Mathematics for Preschoolers.” The didactic material “Logic blocks” consists of 48 three-dimensional geometric shapes, differing in shape, color, size and thickness. In the process of various actions with logical blocks (dividing, laying out according to certain rules, rebuilding, etc.), children master various thinking skills that are important both in terms of preparation and from the point of view of general intellectual development. In specially designed games and exercises with blocks, children develop basic algorithmic thinking skills and the ability to perform actions in their minds. With the help of logic blocks, children train attention, memory, and perception.
Cuisenaire sticks. This is a universal teaching material. Its main features are abstractness and high efficiency. Their role is great in implementing the principle of clarity, representing complex abstract mathematical concepts in a form accessible to children. Working with sticks allows you to translate practical, external actions into an internal plan. Children can work with them individually or in subgroups. The use of sticks in individual correctional work with children lagging behind in development is quite effective. Sticks can be used to perform diagnostic tasks. Operations: comparison, analysis, synthesis, generalization, classification act not only as cognitive processes, operations, mental actions, but also as methodological techniques that determine the path along which the child’s thought moves when performing exercises.
Games for the development of spatial imagination: these games develop spatial imagination, teach children to analyze a model of a building, and a little later - to act according to the simplest scheme (drawing). The creative process includes logical operations - comparison, synthesis (recreation of an object).
Games with counting sticks develop not only fine hand movements and spatial concepts, but also creative imagination. During these games, you can develop the child’s ideas about shape, quantity, and color. The following tasks are offered (for children 3-4 years old): lay out; count the number of sticks in each figure; name the geometric shapes that make up the figure; count the geometric shapes that make up the overall figure (how many triangles? squares?); count the angles included in the figure; build a figure according to the model; come up with and put together the figure yourself.
Games with sticks can be accompanied by reading riddles, poems, nursery rhymes, rhymes, suitable for the theme.
2. Verbal:- puzzles.
For children fourth year Life offers a wide range of riddles: about domestic and wild animals, household items, clothing, food, natural phenomena, and means of transportation. The characteristics of the subject of the riddle can be given in full, in detail; the riddle can act as a story about the subject. The characteristics of objects in riddles must be defined specifically and clearly, expressed in words in their direct meanings. They should reflect the original appearance and distinctive properties of the subject of the riddle. For children of the younger group, riddles with simple comparisons and transparent metamorphoses are recommended. A rhyming answer also makes the task easier. Teaching children the ability to solve riddles begins not with asking them, but with developing the ability to observe life, perceive objects and phenomena from different angles, and see the world in diverse connections and dependencies. The development of a general sensory culture, the development of a child’s attention, memory, and observation skills is the basis for the mental work that he does when solving riddles. The main conditions that ensure correct understanding of riddles and their correct guessing:
Preliminary familiarization of children with the objects and phenomena that will be discussed in the riddle (through observation)
Additional knowledge that specifically guides children to guessing
Knowledge of language, ability to understand the figurative meaning of words
Reading fiction.
Finding guessing techniques and using them means understanding the logical mechanism of the riddle and mastering it. To solve the riddle, you need to carry out the following operations in the following sequence: identify the signs of an unknown object indicated in the riddle, i.e. perform analysis; compare and combine these features in order to identify possible connections between them, i.e. produce synthesis; based on the correlated features and identified connections, draw a conclusion (inference), i.e. solve the riddle.
Thematic selection of riddles makes it possible to form elementary logical concepts in children. To do this, after solving riddles, it is advisable to offer children generalization tasks, for example: “What is the name of the forest inhabitants in one word: hare, hedgehog, fox? (animals), etc.
3. Finger games: These games activate brain activity, develop fine motor skills, promote speech development and creative activity. “Finger games” are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “up”, “down”, etc.
For children to successfully master logical operations, work in the system is necessary. Considering the educational function of classes, thematic planning is preferable. Each week contains information material on each topic (“clothing”, “toys”, “transport”, etc.). This makes it easier for children to learn the classification operation.
Class work in the first week is planned as follows: :
Cognitive development - enter: or 1 object for detailed study (story, explanation by the teacher, examination of the object, its external signs, functions - detailed analysis); or 2 objects at once, having common and distinctive features.
During the development of speech there is a process of synthesis - composition short story about the object based on the acquired knowledge. Supporting diagrams are used effectively to facilitate storytelling.
In a visual arts class, knowledge is consolidated on the basis of synthesis - first mental, then practical combination of parts into one whole.
In the second week, to consolidate the material, they take : Puzzles; using the games “What’s extra?”, “Guess by the description”; verbal games, including those for developing imagination (using the TRIZ method).
Appropriate didactic and developmental material is introduced into joint activities. Classes are conducted as a whole group or in subgroups. Working in pairs is very effective. Classes are divided into: educational; classes - observations; research; securing. Visual material is used - paintings, cards with images of objects, the objects themselves. In classes on mathematical development, DYENES Blocks, Cuisenaire sticks, tangrams, and counting sticks are introduced. Construction kits are taken for construction - tabletop, floor-mounted. The simplest diagrams are included - drawings of buildings. We are working with the designer. Material can be borrowed from the experimental corner for research activities. The properties of objects can be studied - on cognitive development, mixing paints and obtaining shades - on drawing.
During the lessons the following gaming techniques are used:
Game motivation, motivation to action (including mental activity);
Finger gymnastics (stimulating brain activity, in addition, it is an excellent speech material). Every week a new game is learned.
Elements of dramatization - to increase children's interest in the material presented by the teacher, creating an emotional background for the lesson.
The preliminary error method is also effective, especially when securing material.
When planning teaching activities for a week, the following plan is included - a scheme for organizing joint and independent play activities (it can be adjusted by the teacher throughout the school year).
Table 1. Plan for organizing joint and independent gaming activities
COLLABORATIVE ACTIVITIESINDEPENDENT ACTIVITIESMonday·Desktop/printed didactic games; · Riddles (to reinforce a previously studied topic) Games for the development of fine motor skills: · Mosaic; · Lacing; · Games with loose material. Tuesday GYENESHAN blocks tabletop/printed - didactic games Wednesday Cuisenaire sticks - GYENESHA blocks; - Games in the experimental corner Thursday - work with building materials (according to the scheme and without); - work with counting sticks. - Cuisenaire sticks; - cubes “Fold the pattern”, “Unicube”. Friday - games for the development of creative imagination (elements of the TRIZ methodology); - introducing a new didactic game (developmental) - working with building materials (with and without a diagram); - work with counting sticks.
Joint activities are carried out frontally, but more often - in groups (3 - 5 people) and in pairs. The competitive nature of the games is used. Thus, the knowledge acquired by the child in class is consolidated in joint activities, after which it passes into independent and, after that, into everyday activities. It should be noted that elements of mental activity can be developed in all types of activities.
The development of logical thinking in children is a long and very labor-intensive process; First of all, for the children themselves - the level of thinking of each is very specific. A special approach is necessary for “weak” children. Taking into account their mental and physical characteristics, it is necessary to instill in them self-confidence and lead them to independently solve simple problems. In case of rapid fatigue, the type of activity is changed. “Strong” children play a special role: having coped well with specific task they, at the request of the teacher (or on their own), “connect” to those who are experiencing serious difficulties. Extensive consultation work is carried out with parents. This form of interaction between teacher and students is very effective. It helps to unite the team, gives the opportunity for high-achieving children to assert themselves and for weaker ones to feel confident in their abilities.
2 Characteristics of the experimental program for the formation of logical thinking in children of primary preschool age
Games made it possible to organize activities in a form that was interesting for the child, giving mental activity a fascinating, entertaining character.
However, one cannot but agree that, along with play, work and educational activities are no less significant for a preschool child. Therefore, the condition for achieving a successful result in training should be their harmonious combination.
The idea of combining elements of work, study and play in teaching preschoolers formed the basis for the development of didactic games held in kindergartens. To ensure that the games are interesting and accessible to children with different levels of development, and that the tasks stimulate the mental activity of each child and bring him to a new conceptual level, the following organizational requirements form the basis:
a differentiated approach in terms of presenting game material - each level had its own degree of difficulty;
complexity and variability of game tasks - the same game material required several game options. In addition, the teacher himself could develop a number of additional exercises arising from a specific task;
In order to improve the process of consolidating knowledge, the games were designed to activate various senses, as well as to attract sensory motor skills.
Being in the group most of the time, the child could at a convenient moment take the material he was interested in and work with it without the help of an adult, and then make sure that the task was completed correctly on his own.
Because the sensory development A child's participation in a didactic game occurs in inextricable connection with the development of his logical thinking and the ability to express his thoughts in words, then in this regard, the instructions presented tasks in which it was necessary to compare the characteristics of objects, establish similarities and differences, generalize, and draw conclusions.
Thus, the ability to reason, think, and be able to apply one’s knowledge in different conditions developed. This became possible because the children had specific knowledge about the objects and phenomena that made up the content of the game. This knowledge was acquired in an interesting and accessible form during game classes.
During the age period under consideration, the final task in the game consists of three: gaming, didactic and developmental. The effectiveness of the game is ensured by a rational combination of three tasks, when the child learns and develops while playing. After all, if the first of them predominates, then the activity loses its educational and developmental significance. If the second game turns into an exercise. Moreover, it is worth noting that the tasks of learning and development in the game can be combined into a single psychological and didactic one, since we can only talk about “training” preschoolers in a specific sense. This is explained by the fact that educational activity is not dominant, moreover, sufficiently developed, in the age period under consideration. However, educational programs designed for preschool children, like no other, require a psychological basis, since “learning” here can only be considered in the context of development. Therefore, the games offered in the educational process for preschoolers can be called psychological and didactic.
Another feature of the proposed games was that the cognitive task was posed to the children not directly, but indirectly, through the game. Therefore, we designated the tasks solved in the process of using games as psychological and didactic and classified them from the point of view of cognitive processes, methods and means of cognition.
A system of developmental tasks was created, taking into account central and auxiliary tasks, which stimulated the child’s mental development. Thus, we understand the educational tasks of psychological-didactic games not only as the development of sensory systems, but also the formation of observation, arbitrariness of mental processes, moral-volitional sphere, which ensures continuity between sensory cognition and thinking.
We emphasize that the specificity of the games used is the unity of gaming and educational tasks, through the solution of which a complex effect is exerted on the child’s psyche. It is aimed at stimulating the main areas of cognitive development. The first is represented by the development of arbitrariness of cognitive processes. The second direction is associated with the formation of methods of mental activity - mental operations and means of mental activity. The latter include voluntary attention, coherent speech and self-control. The third direction involves the formation of mental actions that are formed on the basis of external practical actions in the process of their internalization.
The main functions that the rules in the games we use must perform:
They direct the game along a given path, combining a gaming and didactic task, gaming and didactic actions.
They determine the sequence of game actions, since without rules the game develops spontaneously, and the main tasks are not solved.
They make the game more entertaining and help children develop interest in it.
They allow you to influence children, to direct the game, but directly, but indirectly.
Regulate the relationships between the game participants, form interpersonal relationships, develop the moral and volitional sphere of the child’s personality.
Based on this, when determining the rules in didactic games, we were guided by the following: the rules must correspond to the age of the children. In early and early preschool age, they are specific, associated with objects or pictures, consist of 1-2 elements, directly follow from the activities of children, and are often common to all children. There are usually no additional rules. The function of distributing roles and determining priority is performed by an adult. The competition element can only be used with children 4-7 years old. This is due to the fact that children of primary preschool age do not understand what it means to win, do not know how to evaluate themselves, and their actions are often aimed at results. Younger preschoolers prefer to act together; it is difficult for them to resist prompting, which is due to deficiencies in the development of arbitrariness of behavior and imitation. In addition, we took into account the fact that in early and early preschool age, play actions should be objective and specific.
At 3-4 years old, children are more attracted to action and material. A result is not considered significant unless it is presented clearly, for example in the form assembled nesting dolls. It is achieved primarily individually, since children do not know how to coordinate actions. And their behavior is situational. A more general result - the formation of logical thinking - is achieved only with the systematic use of didactic games. Usually children are not aware of this overall result, the achievement of which is expected by an adult. Younger preschoolers are aware of the game result, while older preschoolers are aware of the game result and partly didactic. The goal that we set during the research process related to a series of games was to develop logical thinking, therefore it was assumed that by the end of it children should be able to determine the composition, structure and organization of elements and parts of the whole and focus on the essential features of objects and phenomena; determine the relationship between the subject and objects, see their changes over time; obey the laws of logic, discover patterns and development trends on this basis, build hypotheses and draw consequences from these premises; perform logical operations, consciously arguing for them, that is, be aware of the process and essence of logical thinking.
2.3 Methods for diagnosing the formation of logical thinking in children of primary preschool age
Of the three types of thinking: verbal-logical, figurative-logical and visual-actional, the last two types are sufficiently developed and predominate in preschool children. As for the first - verbal-logical, this type of thinking is only just beginning to develop in preschool childhood. Therefore, when diagnosing the intelligence of preschool children, it is first necessary to pay attention to figurative-logical and visual-effective thinking.
The main principle that the developers of diagnostic methods adhere to is the principle of natural behavior of the child, which provides for minimal intervention by the experimenter in the usual everyday forms of behavior of children; often to implement this principle, various methods are used to encourage the child to play, during which different age-related characteristics of the development of children are manifested. Since preschoolers are already mastering speech and reacting to the personality of the experimenter, it becomes possible to communicate with the child and, in the course of it, to diagnose logical development. However, a preschooler’s speech is still in its infancy, and sometimes this limits the possibilities of using verbal tests, so researchers give preference to nonverbal methods. When conducting and evaluating the results of diagnostics of the development of a preschooler, one should take into account the characteristics of personal development at this age. Lack of motivation and interest in tasks can reduce all the efforts of the experimenter to nothing, since the child will not accept them. This feature of preschoolers was pointed out, for example, by A.V. Zaporozhets, who wrote: ... even when a child accepts a cognitive task and tries to solve it, those practical or playful moments that encourage him to act in a certain way transform the task and give a unique character to the direction of the child’s thinking. This point must be taken into account in order to correctly assess the capabilities of children's intelligence (10, p. 204). And further: ...differences in solving similar intellectual problems of younger and older preschoolers are determined not only by the level of development of intellectual operations, but also by the originality of motivation. If younger children are motivated to solve a practical problem by the desire to get a picture, a toy, etc., then among older children the motives of competition, the desire to show intelligence to the experimenter, etc. become decisive. (10, pp. 214-215). These features should be taken into account both when conducting tests and when interpreting the results obtained.
The time it will take to complete the test should also be taken into account. For preschoolers, a period of time for testing of up to an hour is recommended, taking into account the establishment of contact with the child (J. Shvancara).
When conducting examinations of preschoolers, ESTABLISHING CONTACT between the subject and the experimenter turns into a special task, the successful solution of which will determine the reliability of the data obtained. As a rule, to establish such contact, the examination is carried out in an environment familiar to the child. It is necessary to create conditions under which the child will feel comfortable, for which work with the child can begin with play and only gradually, imperceptibly for the child, include the tasks required by the test. Of particular importance is constant monitoring of the child’s behavior during the examination - his functional and emotional state, manifestations of interest or indifference to the proposed activity, etc. These observations can provide valuable material for judging the child’s level of development and the maturity of his cognitive and motivational spheres. Much in the child’s behavior can be explained by the explanations of the mother and psychologist, so it is important to organize the cooperation of all three parties in the process of interpreting the results of the child’s examination.
All diagnostic methods developed for preschoolers should be presented individually or to small groups of children attending kindergarten and having experience in group work. As a rule, tests for preschoolers are presented orally or in the form of practical tests. Sometimes a pencil and paper can be used to complete tasks (provided they are simple to operate).
Methods for assessing figurative and logical thinking
“Nonsense” technique
Using this technique, the child’s elementary figurative ideas about the world around him and about the logical connections and relationships that exist between some objects of this world: animals, their way of life, nature are assessed. Using the same technique, the child’s ability to reason logically and express his thoughts grammatically correctly is determined.
The procedure for carrying out the technique is as follows. First, the child is shown a picture in which there are several rather ridiculous situations with animals. While looking at the picture, the child receives instructions approximately as follows: “Look carefully at this picture and tell me if everything is in its place and drawn correctly. If something seems wrong to you, out of place or drawn incorrectly, then point it out and explain why it is wrong. Next you have to say how it really should be.”
Both parts of the instruction are executed sequentially. First, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many absurd situations as possible and explain what is wrong, why it is not so and how it really should be. Evaluation of results:
10 points- this assessment is given to the child if, within the allotted time (3 minutes), he noticed all 7 absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how it really should be.
8-9 points- the child noticed and noted all the existing absurdities, but from one to three of them he was not able to fully explain or say how it really should be.
6-7 points- the child noticed and noted all the existing absurdities, but three or four of them did not have time to fully explain and say how it really should be.
4-5 points- the child noticed all the existing absurdities, but did not have time to fully explain 5-7 of them in the allotted time and say how it really should be.
2-3 points- in the allotted time, the child did not have time to notice 1 - 4 of the 7 absurdities in the picture, and the matter did not come to an explanation.
0-1 point- in the allotted time, the child managed to discover less than four of the seven available absurdities.
Comment. A child can score 4 or higher in this task only if, within the allotted time, he has completely completed the first part of the task, as defined by the instructions, i.e. I discovered all 7 absurdities in the picture, but did not have time to either name them or explain how it really should be.
Conclusions about the level of development:
points - very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.
Methodology "Seasons"
This technique is intended for children aged 3 to 4 years. The child is shown a drawing and asked, after carefully looking at this drawing, to say what season is depicted in each part of this drawing. In the time allotted for completing this task (2 minutes), the child will have to not only name the corresponding season, but also justify his opinion about it, i.e. explain why he thinks so, indicate those signs that, in his opinion, indicate that this part of the picture shows exactly this, and not any other time of year.
Evaluation of results:
10 points- within the allotted time, the child correctly named and associated all the pictures with the seasons, indicating on each of them at least two signs indicating that the picture depicts this particular season (in total, at least 8 signs for all pictures).
8-9 points- the child correctly named and associated all the pictures with the right seasons, indicating 5 signs confirming his opinion in all the pictures taken together.
6-7 points- the child correctly identified the seasons in all the pictures, but indicated only 3-4 signs confirming his opinion.
4-5 points- the child correctly identified the time of year in only one or two pictures out of four, named only 1-2 signs to confirm his opinion.
0-3 points- the child was unable to correctly identify any season and did not accurately name a single sign. A different number of points, from 0 to 3, is given depending on whether the child tried or did not try to do this.
Conclusions about the level of development:
points - very high. 8-9 points - high. 6-7 points - average. 4-5 points - low. 0-3 points - very low.
Carrying out any diagnostics is always associated with questions: for what purpose is it carried out? How will its results be used? Diagnostic data allows teachers and parents to monitor the progress of the child’s development and provide an individual approach. This is the positive role of diagnostics in the preschool education system.
The use of diagnostic techniques allows the teacher to take a reflective position and analyze the effectiveness of both his teaching activities and the implemented educational program of preschool education.
Diagnostics is of great importance for the targeted and effective implementation of the educational process. It allows, through control (monitoring) and correction of the entire system of education and training and its components, to improve the process of education, training and development of children.
Conclusion
As a result of studying psychological and pedagogical literature, we have established that thinking is a function of the brain, the result of its analytical and synthetic activity. The objective material form of thinking is language. Through words, people communicate with each other, passing on cultural and historical experience. Thanks to thinking, a person learns about objects and phenomena, as well as connections and relationships between them.
Numerous researchers have established (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontyev, D.B. Elkonin, Yu.T. Matasov, etc.) that thinking is inextricably linked with sensory cognition, since the sensory basis is the main source of thought. That is, with the help of such mental processes as sensation and perception, a person receives information about the surrounding reality. At the same time, human thinking is aimed at knowing the unknown, and for this the sensory basis of thinking is too narrow.
The formation of thinking is important in the mental development of a child. It is in the preschool period that not only the main forms of visual thinking arise - visual-effective and visual-figurative, but also the foundations of logical thinking are laid - the ability to transfer one property of an object to others (the first types of generalization), causal thinking, the ability to analyze, synthesize, etc. .
In didactic games that promote the formation of thinking, two directions are distinguished: from perception to thinking and from visual-effective to visual-figurative and logical thinking.
An important condition for the effective use of didactic games in teaching is consistency in the selection of games. First of all, the following didactic principles should be taken into account: accessibility, repetition, gradual completion of tasks.
The results of the ascertaining experiment confirmed the need to carry out targeted pedagogical work on organizing a system of game classes using didactic games aimed at developing logical thinking.
Thus, the formation of logical thinking in children of primary preschool age with the help of didactic games included in educational work is possible if the following conditions are met:
Creation of a specially selected system of exercise games with didactic content.
Purposeful development of logical thinking should be carried out throughout the entire preschool period.
The joint activities of the teacher, music worker, physical education director, and parents should be aimed at developing logical thinking.
Games aimed at developing logical thinking should be varied.
The system of play activities should be included in all types of children's activities.
With the correct organization of children's activities in a preschool institution, intellectual, emotional and personal development occurs. Children gain self-confidence and learn to express their thoughts and feelings. All this will be a good help in preparing them for school.
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Development of elementary logical thinking in children of senior preschool age
Preschool childhood is a period of intellectual development of all mental processes that provide the child with the opportunity to become familiar with the surrounding reality.
The child learns to perceive, think, speak; he masters many ways of acting with objects, assimilates certain rules and begins to control himself. All this presupposes the functioning of memory. The role of memory in the development of a child is enormous. Assimilation of knowledge about the world around us and about ourselves, the acquisition of skills and habits - all this is connected with the work of memory. Schooling places particularly great demands on a child’s memory.
To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, guess, show mental effort, and think logically.
Teaching the development of logical thinking is of no small importance for the future student and is very relevant today.
Mastering any method of memorization, the child learns to identify a goal and carry out certain work with the material to realize it. He begins to understand the need to repeat, compare, generalize, and group material for the purpose of memorization.
Using the opportunities for developing logical thinking and memory in preschoolers, we can more successfully prepare children to solve the problems that schooling poses to us.
The development of logical thinking includes the use of didactic games, ingenuity, puzzles, solving various logic games and labyrinths and is of great interest to children. In this activity, children develop important personality traits: independence, resourcefulness, intelligence, perseverance, and constructive skills. Children learn to plan their actions, think about them, guess in search of a result, while showing creativity.
Lessons on the development of elementary logical thinking for preschoolers are compiled using didactic games. After all, for them the game is the leading activity. Games of logical content help to cultivate cognitive interest in children, promote research and creative search, the desire and ability to learn. Didactic games are one of the most natural activities for children and contribute to the formation and development of intellectual and creative manifestations, self-expression and independence.
The development of logical thinking in children through didactic games is important for the success of subsequent schooling, for the correct formation of the student’s personality and in further education will help to successfully master the basics of mathematics and computer science.
In classes for the development of logical thinking, children play games rich in logical content, logical structures are modeled in them, and during the game they solve problems that help accelerate the formation and development of the simplest logical structures of thinking in preschoolers. These classes will help children in their future education to successfully master the basics of mathematics and computer science.
Various games are used in classes to develop logical thinking. Games such as “Who flies?”, “Edible - inedible”, “Riddles” - they help develop the child’s attention and intellectual abilities, teach him to identify the essential features of objects.
Games where you need to look for the same properties or signs of objects: “Wonderful bag”, “Identify the object by touch”, “Find an object that distinguishes it from others”. In such games, the child learns to reason and be attentive.
Games and exercises teach you to be observant and attentive: “What is drawn?”, “Name the object in the row”, “Name the object in one word”, “What is extra? Why?”, “Dominoes”, “How can you name objects in one word.”
To develop intellectual abilities, children play a game such as “I know five...”. She teaches to classify and generalize.
The game “White Sheet” is aimed at developing the perception of the properties of objects, such as shape, size, and developing hand motor skills.
Such exercises as “Fish-birds-animals”, “Clothes-furniture-dishes”, “Vegetables-fruits-berries”, as a result, children learn that representatives of a species are included within the genus.
To form the concepts of quantitative and qualitative concepts, we use the following exercises: “Find a picture with the shortest tree”, “Find a picture with the tallest boy”, “Show a medium-sized ball” and others.
The games “Mazes”, “Continue the Row”, “Place the Missing Piece” develop logical thinking, ingenuity, and ingenuity.
By the end of the preparatory group year, children play more complex games: “Computer”. “Knight's move”, “Games with hoops”, “Where, whose house?”. The purpose of these games is to form ideas about the algorithm, classification according to one property, and the formation of a logical operation.
So, in conclusion, we can conclude that the development of logical thinking, the ability to classify, generalize, group objects, build graphic models, the development of intellectual and personal qualities, self-expression and independence is important for successful mental development and subsequent schooling.
Didactic games, various conversations, puzzles, labyrinths, riddles contribute to the development of the ability to find similarities and differences in objects, highlight the most significant features, group objects based on common features, ensures that children learn generalized names.
Teaching children classification contributes to the successful mastery of a more complex method of memorization - semantic grouping, which children encounter at school.
The development of the ability to think in preschoolers leads to certain changes in the behavior and psyche of children: self-control and independence of their activities increases.
When teaching children through play, there is a desire for the joy of play to gradually turn into the joy of learning. Learning should be joyful.
Target: Teach children to match species concepts to generic ones and vice versa.
Continue to teach children to independently build a model of relationships between concepts. To consolidate the idea of a system of graphical display of classification of concepts. Continue to work on your reasoning skills; develop attention, thinking, observation. To foster in children a sense of teamwork, to be attentive to each other, and to help their comrades in difficulties.
Material:
Demo: models of planets, moon, stars, hung on the ceiling; rocket, attributes for playing in space; flashlight, labyrinths, logic tree models, Euler circles, “Find 10 differences” illustration, chalk, pointer.
Dispensing: object pictures, models of geometric figures, models with a symbol of a person, geometric figures; cut illustrations.
Progress: Guys, look how many guests we have today. Let's say hello.
– And now, the brave crew of the starship “Curious Thinkers”, line up for the space flight. (The teacher is the supposed flight commander, he has a cap on his head. The flight commander gives the command. The children put on attributes).
Captain(one of the children): The crew of “Curious Thinkers” is ready for space flight. Allow me to go.
Flight Chief: I give you permission to go on space travel. Bon Voyage!
Captain: The crew should take their places. (The children get into the rocket, which is built from large building material.) 5,4,3,2,1 – start. (The lights turn off, space music from the group “Space” plays.)
The captain finds planets with a flashlight and comments:
Attention, to the left of the side is the giant planet Jupiter. It is the second brightest planet after Venus. Jupiter is orange.
Attention, to the left of the side is the brightest and most beautiful planet Venus. She is named after the goddess of love.
Attention, the next planet is Mars. Radio operator say hello to the Martians.
Attention, I see the planet Saturn. Admire the splendor of his rings. Through a telescope, it is noticeable that Saturn’s ball is greatly flattened.
Attention, the Moon is in front of us. Lunar craters are visible on the Moon.
A loud knock is heard, the flashlight runs from side to side.
Captain: The rocket collided with an unknown object, the pressure dropped. There was an emergency landing. (The lights turn on, the children get up from their seats)
Children:- Where are we? Where are we? What do we do?
(Pleasant music is heard. A teacher appears in a star costume)
Star: Don't worry guys, I am a magical star and will help you on your journey. I will help you find out where you are and return home. But are you not afraid of difficulties? (No). Then let's go. Using the lunar map we will find a way out. (The teacher shows a colored sheet with a broken red line).
Captain: The team should split into two groups to make it easier to examine the left and right sides.
Tests
I. Logical tree diagrams on the board. Assignment for the first group of children.
- Guys, we need to decipher the models. This big dot will be the animals that live in the forest, but what will these small dots be called?
(With the help of a pointer, children name the points: fox, hare, wolf, squirrel, bear, hedgehog)
Assignment for the second group of children:
- And now I will name the small dots, and you will name the large dot.
(Pig, cow, sheep, dog, cat, calf are domestic animals)
Teams receive pebbles for correct answers.
Star: According to the lunar map, we need to pass the next test, and it is located in this area.
II. For each child, there are sets of subject pictures on the tables. You need to determine what is unnecessary and why.
Children receive pebbles for correct answers.
Star: And now our path lies in this direction. But again we need to overcome an obstacle. Can you handle him? (Yes). Then go ahead.
III. On the floor are sets of models for constructing a logical tree. The first team builds a model of “geometric shapes”. The second team is the “Man” model.
Star: Well done, all teams coped with such a difficult obstacle and received stones. Now, according to the lunar map, we have to go through labyrinths. Let's send scouts to explore the area and help us get out. (Teams choose one child each - a scout).
IV. Scout competition.
Labyrinths are drawn on two Whatman papers. The scouts complete the task “Quickly go through the maze.”
For successfully completing this task, children receive pebbles.
Star: According to the lunar map, now we need to turn here. (Children approach the tables on which there are sets of geometric shapes)
V. The first team makes the shape of a hare from geometric shapes.
The second team makes a parsley figure.
Star: guys, now we have to find ten differences in the picture.
(A picture is drawn on whatman paper, and each child names the difference, for which he receives a pebble)
VI. Game “Find ten differences”
Star: And now another test. You guys need to make a picture out of the parts.
VII. Game “Make a picture from parts”.
Star: Our journey ends. You did everything correctly, and therefore everything worked out for you. I am very glad that you are so smart and attentive. Now we need to count the pebbles and each team needs to find a star with the same number as the number of pebbles the team has. You will be able to read the planet you were on.
(Children count pebbles and find stars with the name “Logic”)
Children: The country is called Logic.
Star: Well done, children. You have truly traveled through the amazing country of Logic. Only brave, smart guys can get here and emerge victorious. And you have proven that you are exactly like that. For this I will help you return to kindergarten. I will give you these starships. (Zvezda gives paper starships to the children)
Star: Goodbye, good journey. (The children seem to fly away, playing out the plot with starships.)
Lesson on the elementary development of logical concepts in the preparatory group
Topic: Competition for savvy people “Hurry up and don’t make a mistake”
Target: Learn to process information, draw conclusions: generalize objects according to a certain characteristic, isolate an extra object. Strengthen ordinal counting and the ability to work with geometric shapes with children. Develop imaginative thinking, memory, speech. Cultivate perseverance, ingenuity and ingenuity.
Material:
Demo: posters - labyrinths, illustration “Find 10 differences”, tambourine, chips, riddles - jokes. Prizes for children: paper boats and spaceships.
Dispensing: object pictures, models of geometric shapes, cards with blanks: rings of pyramids are drawn;
Progress: Guys, today we will have a competition of savvy and resourceful people. He will win it. whoever will not be distracted, solves everything quickly and correctly, and completes the task faster than others, I will give a chip. At the end of the competition, each of the children will count the chips, and we will find out who the winner is.
The teacher invites the children to choose chips of two colors, during which two teams are formed. Working at tables.
Task: find a piece of paper where a pyramid is drawn: you need to paint over the first, third, fifth rings. Whoever does this quickly, beautifully and accurately gets a chip.
Assignment: draw the desired shape into an empty cell and explain why.
The teacher listens to the children’s answers and marks them with chips.
Assignment: arrange the pictures in a row, look carefully and say what is superfluous here and why.
The teacher listens to the children’s reasoning and marks the answers with chips.
Warm-up game: to music or a tambourine, children perform the following tasks:
they walk at a pace, jump after each other, run, jump around themselves, walk on their tiptoes, run scattered around the hall, march.
Near the edge of the carpet there are envelopes with geometric shapes. Game “Vanka - Stand up”: whoever is the first to lay out any object from the figures that he has in the envelope must stand up to his full height. Children lay out objects, the teacher marks the children with chips.
Game “Who can go through the maze the fastest?” According to the counting, one child is selected, the fastest one brings the team a chip.
Task: find ten differences. First, one team names the differences, then the other.
8. Problems - jokes are made one by one.
– There were 4 apples on the table, one was cut in half. How many apples are on the table? (four)
– There were 3 glasses with berries on the table. Vova ate 1 glass of berries and put it on the table. How many glasses are there on the table? (three)
“The grandmother was walking to the market, carrying a basket of eggs, and the bottom fell. How many eggs are left in the basket? (Not one)
- Three birds were sitting on the path, the cat crept up and ate one bird, how many birds were left? (none)
Game “Numbers Get Lost”
Game “Count by touch”
The results of the competition are summed up, the chips of the team as a whole are counted, and awards are given.
– Well done, guys, you turned out to be the most savvy, the most dexterous, erudite, and attentive. Such qualities are needed by those who work as pilots, fly into space, they will receive prizes - spaceships. And I will give ships to the other team, you will be captains.
Lesson on the elementary development of logical concepts in the senior group
Target: Continue to teach children to establish and graphically display relationships between concepts, and to use concept symbols. Continue to strengthen the ability to classify concepts on different grounds; develop logical thinking, imagination, memory and observation.. Foster in children a sense of teamwork, the ability to empathize with each other, and the desire to help a friend in difficulty.
Material:
Demo: set of illustrations of animals: wild animals, birds, fish, insects; pictures for the game “Logic Train”, toys, ball.
Dispensing: sets subject pictures, cards with geometric shapes, geometric shapes; sheets of paper, pencils.
Progress: Guys, close your eyes and listen. What do you hear? (Buzz). Who could be buzzing? (Beetle, bee, fly). You named it correctly, but it was the cheerful Carlson who came to visit you. Why is he buzzing? That's right, it has a motor.
- Hello guys! I really love to play. Let's play.
Offers the game “Say it in one word”, uses a ball to play the game.
- Guys, I wanted to look at the pictures, but they fell and got mixed up. Help me figure it out.
– Shall we help Carlson? (Yes)
Working with Euler circles. Children divide the pictures into two groups: flowers and animals. Animals are divided into four groups: animals, birds, insects, fish.
– Now let’s sketch out all the divided groups so that Carlson can understand it more clearly. (The teacher draws on the board, children on pieces of paper).
– Carlson thanks the guys and offers to play some more.
Game “What's extra”.
- Carlson is such a naughty person, he deliberately put in an extra card and wants to see how observant you are. (Carlson checks how the children completed the task.)
– And Carlson is such an entertainer, he loves to play. He says that he is the greatest inventor and dreamer. Take a card with a geometric figure and find an envelope with the same figure. (Children throughout the group are looking for their envelopes).
“Then they fantasize themselves and lay out shapes from geometric shapes, and Carlson guesses.
Carlson asks a riddle:
The brothers are ready to visit,
They clung to each other,
And they rushed off on a long journey,
They just left some smoke.
- That's right, guys, it's a train. And Carlson suggests playing the game “Logic Train”: children take cards in order and put them in trailers, but you must explain why you are placing this trailer. It will be delivered correctly if you correctly explain what features the pictures have in common.
The game “Logic Train” is played.
The lesson is summed up, Carlson thanks the children for how they played and gives them “Riddle” candies.
- Guys, Carlson liked playing with you, you are so great. He brought you a gift with a surprise: you will eat the candy, and we will collect the candy wrappers, and then we will guess the riddles that are written on them.
Lesson on the elementary development of logical concepts in the preparatory group
Topic: Selection of generic concepts to specific ones.
Target: Teach children to select generic concepts for specific ones and vice versa.
Continue to teach children to independently build a model of relationships between concepts. Introduce children to the system of graphically displaying the classification of concepts in the form of “Euler Circles”. Introduce the possibility of comparing the volumes of concepts; development of thinking and attention. Develop the ability to work in a team.
Material:
Demo: cards with images of utensils (tea, coffee, kitchen), pointer, chalk, Euler circles.
Dispensing: pencils and paper . .
I. Children stand in a circle, the teacher with a ball is in the center of the circle.
The teacher invites the children to listen to several names and give a common name for everything listed. The child to whom the teacher throws the ball answers. (For example: cup, spoon, saucer, plate - dishes; spinning top, ball, doll - toys; etc.)
The teacher gives a general name, and the children list the concepts related to it. (Flowers - rose, chamomile, tulip; etc.)
II. There is a circle with the image of a “mouse” on the table. Children match the generic concept to the specific one. Another circle with the image of an “apron”. Children choose clothes for this concept. The third circle with the image of a saucepan. Dishes are selected for this concept. This circle is divided into three small circles and sorted into three types: kitchen utensils, coffee utensils, and tableware. Children compare concepts of the same level of generality and generic and specific concepts.
A didactic game is being held: “What is unnecessary here? Why?". Children give answers.
Logical problem: consider Toropyzhka and Wick. What is the difference between Toropyzhka and Wick? How are they similar? How will the houses of Toropyzhka and Fitilya differ?
Children look at the illustration and give answers.
At the end of the lesson they summarize their work. The teacher says that for active work the children receive a gift from Toropyzhka and Fitil. How to find out who gave which candy? (Toropyzhka is a long and narrow candy. And Wick is small and thick).
Preschool age is the period when the base is created, the foundation for the full mental development of a child at an older age. In order for the child to be interested in learning new things, not to be afraid of difficulties, and to be able to overcome them, it is necessary to take care of the all-round development of the preschooler. Particular attention should be paid to the development of a child’s logical thinking.
Development of logical thinking
Children already in early preschool age are faced with a variety of sizes, shapes, and colors of objects around them. The perception of the surrounding world occurs without special preparation. However, if assimilation occurs intuitively, it is most often incomplete and superficial.
The development of logic and thinking is an integral part of a child’s successful preparation for school and his harmonious development.
Senior preschool age is marked by the beginning of the emergence of the sign-symbolic function of consciousness. This period becomes important in general for mental development, for the formation of readiness for schooling.
It is customary to use symbolic symbols to designate objects, sequences, and sets, which is what children are introduced to in preparation for school. The kids actively accept it.
Especially if such models are invented together, focusing on the use of notation not only in words, but also graphically (for example, not only rectangles, but also other figures that have 4 corners fall into one group of objects, emphasis is placed on the number “4”) .
For parents to develop their child’s logical thinking
A preschooler who knows how to use logical operations is doomed to successful learning and no problems in the cognitive sphere, since his intellectual level will help him cope with difficulties.
If you want to help your child be successful, we recommend using the following developmental tasks. They will turn your communication into a fun and useful game.
To start classes with a child, it is not necessary to have a pedagogical education.
Oral games
Word games are simple, accessible, do not require special preparation, and can be played in any convenient place. Such tasks develop horizons, clarify, and enrich vocabulary. Choose those that teach you to find analogies, generalize, classify objects and phenomena into groups, and make logical connections.
- Come up with a new ending for a famous fairy tale;
- Compose a story, poems together, that is, one begins, the other continues in meaning;
- Play “riddles”: the parent riddles an object, object or phenomenon and invites the child to guess it using questions that can only be answered “yes” or “no”;
- Play “I believe it or not.” You say a statement, for example, “All dogs are purebred” or “A pear is a tree.” The child answers whether the given sentence is correct. If the answers and decisions are controversial, so much the better; there is an opportunity to reflect and come to an answer using logical reasoning.
Game “Associations” (we develop verbal and logical thinking)
Assignment: choose the appropriate word for the one indicated according to a certain attribute corresponding to the one present in the previous pair, explain your choice.
For example, a bird is a nest, a person is ?. The bird lives in a nest, which means that for the word “person” we will select a word denoting housing - “house”.
- Deaf - song, blind - ... (picture);
- Airplane - pilot, bus - ... (driver);
- Summer - cap, winter - ... (hat);
- Ladle - pan, spoon - ... (glass, glass);
- Spoon - soup, fork - ... (salad, potatoes, meat, noodles), etc.
Game “Say it in one word” (we develop logical operations of classification, generalization)
Assignment: you must name the presented group of words with one generalizing word and explain your decision.
- Kissel, compote, tea, fruit drink (drinks);
- Microwave oven, vacuum cleaner, hair dryer, bread maker;
- Nest, hollow, hole, anthill;
- Bicycle, scooter, airplane, motorcycle;
- Baker, tour guide, seamstress, salesman, etc.
Games using cards, paper, pen
Preschoolers enjoy games that use bright pictures. You need to take advantage of this by using not only cards, but also a pen and paper. The proposed ideas can be supplemented with your own, complicating or simplifying at your discretion.
- Use games to compare and group objects;
- Use ready-made puzzles with matches;
- Compose coherent stories based on the plot pictures. It will be useful to offer them to the child in the wrong order at the beginning;
- Go through labyrinths, rescuing heroes, solve riddles and puzzles on paper.
Board games
Colorful boxes with sets of drawings, rules, and figures attract not only preschoolers, but also their parents. An evening spent in a close family circle is useful both for communication with family and for the development of a little fidget. Lotto, sea battle, chess are classic games that have stood the test of time.
These are activities that will always be relevant and suitable for family holidays. They teach you to win gracefully and accept defeats, to enjoy communication and the process of the game.
In addition, tiles and pictures from board games can be used for teaching. Let's consider several ways.
- Encourage your preschooler to learn about objects from eyes closed, to the touch;
- Arrange objects according to a certain algorithm. For example, make sequences of them: increasing, decreasing, by color, size, shape;
- Use dominoes and triminoes to learn counting, addition and subtraction.
Conclusion
It is possible and necessary to develop and train logical thinking in preschool age different ways. It is important that the development of cognitive abilities is carried out not spontaneously, but purposefully. The main task of parents is to find and offer their child interesting didactic games, educational tasks or other interesting formats of activities that will stimulate the child’s development in the right direction.
PEDAGOGICAL INSTITUTE
Department of Pedagogy and Psychology
COURSE WORK
Topic: Development of logical thinking in preschool children
INTRODUCTION 3
1. THEORETICAL ASPECT OF THINKING DEVELOPMENT IN PRESCHOOL CHILDREN 5
1.1 The concept of thinking, its types and forms 5
1.2 Stages of development of children's thinking 14
1.3 Peculiarities of thinking of preschoolers 24
2. PEDAGOGICAL CONDITIONS FOR THE FORMATION OF LOGICAL THINKING IN SENIOR PRESCHOOL CHILDREN 31
2.1. Conditions and techniques used for the experimental study 31
2.2. Experimental Study 37
CONCLUSION 47
REFERENCES 50
APPLICATIONS 52
INTRODUCTION
Thinking is the height of bliss and joy
life, the most valiant occupation of man.
Aristotle
Preschool age is an important period in a person’s life. At the age of 3 to 7 years, the foundations of the future personality are laid, the prerequisites for the physical, mental, and moral development of the child are formed.
An in-depth study of the characteristics of preschool childhood led scientists to the conclusion that at each age stage, as children master different types of activities, a certain “floor” takes shape, taking its place in the structure of the entire personality. On this “floor”, mental properties and abilities are formed that are necessary not only for the transition to the next “floor”, but also for the entire future life, which have lasting significance.
The greatest scientist A.V. Zaporozhets writes in his works that “the goal of preschool education should be amplification, that is, enrichment, maximum development of those valuable qualities to which this age is most susceptible.”
Thinking is “a process of cognitive activity of an individual, characterized by a generalized and indirect reflection of reality.”
The development of thinking in children does not occur by itself, not spontaneously. It is led by adults, raising and teaching the child. Based on the experience of the child, adults pass on knowledge to him, inform him of concepts that he could not have thought of on his own and which have developed as a result of work experience and scientific research of many generations.
Under the influence of upbringing, a child learns not only individual concepts, but also logical forms developed by mankind, rules of thinking, the truth of which has been verified by centuries of social practice. By imitating adults and following their instructions, the child gradually learns to formulate judgments correctly, correctly relate them to each other, and draw informed conclusions.
That is why the topic “Development of logical thinking in preschool children”, chosen for this work, is relevant.
The purpose of the work is to study the theoretical and practical aspects of the formation of logical thinking in preschool children.
The following tasks were set in the work:
study of the theoretical foundations of the development of logical thinking in preschoolers;
experimental study of the process of formation of logical thinking.
The object of the study is the process of formation of logical thinking in older preschoolers.
The subject of the study is the peculiarities of the formation of logical thinking in children of senior preschool age.
The experimental study was carried out on the basis of the preparatory group of preschool educational institution No. 1 “Pchelka” (Yoshkar-Ola). Number of children - 15. Age - 6-7 years. The study was conducted in February 2009.
1. THEORETICAL ASPECT OF THINKING DEVELOPMENT IN PRESCHOOL CHILDREN
1.1 The concept of thinking, its types and forms
The crown of the evolutionary and historical development of human cognitive processes is his ability to think.
Thinking is the highest level of knowledge and ideal development of the world in the forms of theories, ideas, and human goals. Based on sensations and perceptions, thinking overcomes their limitations and penetrates into the sphere of supersensible, essential connections of the world, into the sphere of its laws.
The ability of thinking to reflect invisible connections is due to the fact that it uses practical actions as its tool. It is also associated with the functioning of the brain, but the very ability of the brain to operate with abstractions arises in the course of a person’s assimilation of the forms of practical life, the norms of language, logic, and culture.
Thinking is carried out in diverse forms of spiritual and practical activity, in which it is generalized and preserved educational experience of people; it is carried out in a figurative and symbolic form, the main results of its activity are expressed here in the products of artistic and religious creativity, which uniquely generalize the cognitive experience of mankind.
The first feature of thinking is its indirect nature. What a person cannot know directly, directly, he knows indirectly, indirectly: some properties through others, the unknown - through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge. Indirect knowledge is mediated knowledge.
The second feature of thinking is its generality. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, in the concrete.
There are many definitions of the concept of thinking.
Thinking is a process of human cognitive activity, characterized by a generalized and indirect reflection of the external world and internal experiences.
Thinking is a set of mental processes underlying cognition; Thinking specifically includes the active side of cognition: attention, perception, the process of associations, the formation of concepts and judgments. In a narrower logical sense, thinking involves only the formation of judgments and conclusions through analysis and synthesis of concepts.
Thinking is an indirect and generalized reflection of reality, a type of mental activity consisting in knowing the essence of things and phenomena, natural connections and relationships between them.
Bertrand Russell believed: “What we call thoughts... depends on the organization of pathways in the brain, in much the same way that travel depends on roads and railway tracks.”
Thinking is a socially conditioned cognitive process inextricably linked with speech, characterized by a generalized and mediated reflection of connections and relationships between objects in the surrounding reality.
Thinking, reflecting objects and phenomena of reality, is the highest level of human knowledge. At the same time, having sensation as its only source, it expands the boundaries of direct reflection, which makes it possible to obtain knowledge about properties and phenomena that cannot be directly perceived by humans.
Generalization of the results of sensory experience, which occurs when a person experiences the world, reflects the general properties of things. To understand the world around us, it is not enough to just notice the connection between phenomena; it is necessary to establish that this connection is a common property of things. On this generalized basis, a person solves specific cognitive problems.
Such indirect reflection is possible only on the basis of generalization, on the basis of knowledge. Thanks to thinking, a person correctly navigates the world around him, using previously obtained generalizations in a new, specific environment.
Human activity is rational thanks to knowledge of the laws and relationships of objective reality. Thinking is an indirect and generalized reflection of the essential, natural relationships of reality. This is a generalized orientation in specific situations of reality.
The psychology of thinking is considered here in the broad sense of this concept, since thinking is studied not only in psychology and neurophysiology, but also in the theory of knowledge and logic, in cybernetics in connection with the tasks of technical modeling of mental processes.
Thinking processes, as it were, complete the chain of information processing, but, at the same time, perception, attention and memory are closest to nervous activity and are fundamental processes. Thinking is an active process in which stored and retrieved mental representations interact to produce new representations.
Thanks to conceptual thinking, man has infinitely expanded the boundaries of his existence, outlined by the possibilities of cognitive processes of a “lower” level - sensations, perceptions, ideas. Sensory images created with the help of these processes, having the quality of reliable authenticity, that is, a high degree of correspondence to objects and situations of the real world, make it possible to respond in a timely manner to ongoing changes and effectively build one’s behavior in response to these present, directly perceived events.
Giving movements a certain direction in space, and regulating their strength and speed, sensory images, at the same time, being rigidly “tied” to the object, its shape, properties, location and speed of its movement, create certain restrictions in the knowledge of the surrounding world. In these images, the surrounding world appears, so to speak, in an untouched form. In order to penetrate into the essence of things and phenomena, to understand the connections and relationships hidden from direct view within and between them, it is necessary to actively intervene in them, to perform some physical or mental manipulations with them, as a result of which these hidden connections and relationships become obvious .
The purpose of thinking is to adapt to new conditions at the behavioral level and solve new problems. Thinking processes come down to the formation of: 1) general ideas and concepts; 2) judgments and conclusions.
The essence of thinking is a person’s mental modeling of various events. Thinking makes it possible to understand the patterns of the material world, the connections and relationships in which objects and phenomena are located, the cause-and-effect relationship in socio-historical events, the patterns of the human psyche. Thinking is of a generalized nature, dealing with the general and essential characteristics of objects. Thinking makes it possible to know and judge what a person does not directly observe or perceive. It makes it possible to foresee the course of events and the results of actions in the future.
The thinking process begins with an emerging need (desire, desire) to answer this or that question, solve this or that problem, get out of this or that difficulty. The more a person knows, the richer his horizons, the more new questions he has, the more active and independent his thoughts.
In the process of transformative human activity, thinking acts as a means of goal setting and as an apparatus for preparing purposeful actions. Both are possible only on the basis of the use of language as a means in which the most general properties of objects and phenomena and the relationships between them are fixed in a generalized form.
The formation of a language that exists in speech form and is a means of communication, in turn, is possible only in a social environment. The specificity of reflection at the level of thinking is the reflection of precisely the relationships between objects and the features within them; it is required, including for the implementation of generalizations.
A specific reflection of these relationships in thinking is psychologically represented in the phenomenon of understanding. Until these relationships are understood by the subject, their reflection in the psyche will be presented only at the sensory-perceptual level, as happens when perceiving speech sounds - you can hear a phrase spoken in your native language, but not understand anything.
The initial conditions for the emergence of thinking are two forms of activity: objective activity and communication. The biological prerequisite is developed perception, which gives the subject the most adequate image of an object, without which adequate manipulation of it is impossible and, accordingly, reflection of connections both within the object and between objects is impossible. Without the regulating function of images, the primary initial forms of objective activity and communication are also impossible: without available images, people, figuratively speaking, simply would not have found either an object for joint action or each other.
In turn, joint substantive activity and communication, as they develop, become a powerful driving force and the main factor in the development of thinking. An exceptionally powerful means of forming thinking, therefore, is not contemplation at all, but activity, action, which, in the figurative expression of S.L. Rubinstein, “as if it carries thinking on its edge, penetrating into objective reality.”
The initial prerequisite for the development of thinking is the direct transformative activity of the individual. This activity leads to the formation of the first phase of the entire process - the formation and improvement of special organs of action. In humans, such an organ is the hand.
The second phase is determined by the fact that the action becomes instrumental and communicatively mediated, that is, the instruments themselves, the goals, and the meaning of the action are determined together with other people. Further, instrumental communicatively mediated activity itself becomes the main factor in the formation of thought processes. Both phases of this process are intertwined and mutually influence each other.
So, at the initial stages, practical action is a powerful means of developing thinking. Later, with developed thinking, thought becomes a means of organizing action, a preceding factor, performing a programming and regulatory function. At the same time, practical action does not lose its significance and continues to serve as one of the main means of improving thought.
Thinking is divided into types depending on the means used, the nature of the problems being solved, the degree of deployment and awareness of the operations performed, the goals pursued and the quality of the result obtained.
Theoretical thinking is aimed at understanding the most general laws and rules. It operates with the most general categories and concepts. All kinds of scientific concepts, theories, methodological foundations of science are the product of this type of thinking. Theoretical thinking is the basis of scientific creativity.
The main task of practical thinking is the preparation of physical transformations of reality, that is, setting a goal, creating a plan, project, scheme of actions and transformations. Its ability lies in the fact that it is often deployed in conditions of time shortage, and also in the fact that in the conditions of practical activity its subject has disabilities to test hypotheses. After you and your mushrooms have fallen into the river from an incorrectly designed and constructed floating device, it is pointless to make a plan for crossing the river.
Theoretical and empirical thinking differ from each other in the nature of the concepts with which thinking operates. Theoretical thinking operates with as precisely defined concepts as possible, regarding which the degree of people's agreement is quite high. Empirical thinking is thinking with intuitively and situationally determined concepts, in addition, in this case, there may be a low degree of consistency between the concepts used by different people.
Productive thinking generates new knowledge, new material or ideal results. Productive, for example, is the thinking of a scientist making a new discovery, a writer creating a new work, an artist painting a new picture. Reproductive is thinking that rediscovers already known knowledge or recreates something that was once created by someone. Reproductive thinking is typical for people who repeatedly solve typical problems. In this type of thinking, a person follows a known, well-trodden path, which is why this type of thinking is also called uncreative.
There is also a distinction between intuitive and analytical thinking. Analytical thinking is developed in time, has more or less clearly defined stages, and the thinking process itself is sufficiently conscious. Unlike analytical intuitive thinking collapsed in time, sometimes the solution to a problem is carried out at lightning speed, there are no stages in it, and finally, its process is realized to a minimal extent.
From the point of view of the adaptive functions of thinking, it is very important to divide it into realistic and autistic. Realistic thinking is based on real knowledge about the world, is aimed at achieving goals determined by vital needs and circumstances, it is regulated by logical laws, and its flow is consciously controlled and directed. Autistic thinking is based on arbitrary, irrational assumptions while ignoring real facts. Its main driving and guiding force is poorly realized or unconscious desires or fears. It is poorly controlled by consciousness.
The following simplest and somewhat conventional classification of types of thinking is also common: 1) visual-effective; 2) visual-figurative; 3) abstract (theoretical); 4) verbal-logical thinking.
Visual-effective is thinking that comes down to real, practical actions of a person in a clearly perceived situation (setting). Here, internal, mental actions are reduced to a minimum, and the task is mainly solved through external, practical actions with real material objects. This type of thinking can be observed already in young children, starting from the 6-8th month of life.
Visual-figurative thinking is thinking in which problems are solved not by manipulating real, material objects, but by means of internal actions with images of these objects.
On the basis of practical and visual-sensory experience, children of school age develop - first in the simplest forms - abstract thinking, that is, in the form of abstract concepts. Thinking appears here in the form of abstract concepts and reasoning.
Verbal-logical thinking is the highest type of human thinking, dealing with concepts about objects and phenomena, and not with the objects, phenomena or their images themselves. This type occurs entirely in the internal, mental plane.
Individual characteristics of thinking in different people are manifested in the fact that they have different relationships between different and complementary types and forms of mental activity. TO individual characteristics thinking also includes other qualities of cognitive activity: independence, flexibility and speed of thought.
The rational content of the thinking process is clothed in historically developed logical forms. The main forms in which thinking arose, develops and is carried out are concepts, judgments and inferences.
A concept is knowledge of the essential, general in objects and phenomena of reality. In the process of cognition, the content of concepts expands, deepens and changes.
A concept is a thought that reflects general, essential properties and connections of objects and phenomena. Concepts not only reflect the general, but also dissect things, group, classify them in accordance with their differences.
Unlike sensations, perceptions and ideas, concepts lack clarity or sensitivity. Perception reflects trees, and the concept reflects trees in general. That is why relatively few concepts cover countless things, properties and relationships.
Concepts arise and exist in a person’s head only in a certain connection, in the form of judgments. To think means to judge something, to identify certain connections and relationships between different aspects of an object or between objects.
Judgment is a form of thinking that contains the affirmation or denial of some position. Judgments are where we find affirmation or negation, falsity or truth, as well as something conjectural.
If only ideas flashed in our consciousness, concepts themselves were present and there was no logical “coupling” of them, then there could be no process of thinking. It is known that the life of a word is real only in speech, in a sentence. Similarly, concepts “live” only in the context of judgments.
Thinking is not just judgment. In the real process of thinking, concepts and judgments do not stand alone. They are included as links in a chain of more complex mental actions - in reasoning. A relatively complete unit of reasoning is an inference. From existing judgments it forms a new one - a conclusion. It is the derivation of new judgments that is characteristic of inference as a logical operation. The propositions from which the conclusion is drawn are premises. Inference is a thinking operation during which a new judgment is derived from a comparison of a number of premises.
Inference is a complex mental activity during which a person, by comparing and analyzing various judgments, comes to new general and particular conclusions. A person uses two types of inferences: inductive (a method of reasoning from particular judgments to a general one) and deductive (a method of reasoning from a general judgment to a particular one).
In cognition, as in reality itself, everything is mediated, and, of course, to varying degrees. Inference is a higher level of logical mediation than judgment, and historically it arose much later.
Thus, thinking is a socially conditioned, inextricably linked with speech, mental process of searching and discovering something essentially new, a process of indirect and generalized reflection of reality in the course of its analysis and synthesis. Thinking arises on the basis of practical activity from sensory knowledge and goes beyond its limits.
1.2 Stages of development of children's thinking
One of the most famous theories of the formation and development of human thinking is the theory developed by J. Piaget. The famous Swiss psychologist was the first to explore the content of ideas about the world and physical causality.
J. Piaget considered the central characteristic of children's thinking to be egocentrism. When solving any problems, the starting point for the child is himself. A preschooler is not able to clearly separate his existence and his capabilities from the outside world.
J. Piaget considered syncretism to be one of the consequences of egocentrism in thinking: when, instead of explaining, a child connects “everything with everything” and gives not arguments, but a description of the situation. He discovered that many preschool children lack the ability to perform mental operations.
Piaget came up with a series of experimental problems and came to the conclusion that in its development, children's thinking goes through the following four stages.
1. Stage of sensorimotor intelligence. It covers the period of life from birth to 2 years. At this stage, visual and effective thinking is presented in the most elementary forms. Thanks to this thinking, the child gets the opportunity to understand the world around him in its invariants, stable properties.
2. Stage of pre-operational thinking. At this stage there are children from 2 to 6-7 years old. At this time, children develop speech and the process of connecting it with thinking begins. Here there is an internalization of external actions with objects, that is, the transformation of any process or phenomenon from external, in relation to a person, into internal. For example, a joint activity shared between several people into an internal, psychological process. However, the child is not yet able to perform operations.
3. Stage of specific operations. At this stage there are children aged 7-8 years to 11-12 years. They can perform operations with specific objects, and the actions included in such operations become reversible. However, children of this age are not yet able to perform operations with abstract concepts.
4. Stage of formal operations. It includes children aged 11-12 years to 14-15 years. These children are able to perform full-fledged mental, reversible operations with concepts, acting according to the laws of logic. The mental operations of children at this stage represent a structurally organized, internally consistent system.
L. S. Vygotsky studied the process of concept development in children in approximately the same age range with which J. Piaget dealt. Vygotsky identified the following four stages of concept formation in children.
1. Stage of syncretic thinking. Children at this stage cannot cope with the task of forming concepts, and instead of searching for essential signs of a concept, they select objects on a random basis (a syncret is a random, unordered set of objects).
2. Stage of complex thinking. Objects at this stage are combined by children into groups based on common objective features. However, these signs are random and insignificant for the items being compared. In addition, the features identified by children can vary randomly in the same experiment: first, the child selects objects based on one feature, then on another, etc.
3. Stage of pseudo-concepts. At this stage, children seem to act correctly, selecting objects according to their essential characteristics. It seems that they understand what the corresponding concept means. However, these definitions do not highlight the essential features of the relevant items.
4. Stage of present concepts. At this stage, children not only act correctly, but also give correct verbal definitions of concepts, highlighting in them the most general and essential features of the corresponding objects.
P. Ya. Galperin proposed another theory of the development of thinking, which he called the theory of planned (stage-by-stage) development of mental actions. This theory represents and scientifically substantiates the process of gradual transformation of external, practical actions with material objects into internal, mental actions with concepts. This process naturally goes through the following stages.
1. The stage of forming an indicative basis for action. At this stage, the person who must form a new mental action becomes familiar with the action, its composition and the requirements for it, that is, orients himself in it.
2. The stage of performing an action in an external, expanded form, with real material objects. At this stage, the corresponding action is practically performed in its entirety on real, material objects and is carefully practiced.
3. The stage of performing actions in terms of loud speech. Here the action worked out at the previous stage is spoken out loud from beginning to end, but is practically not performed.
4. The stage of performing the action in terms of speech “to oneself”. At this stage, the action is spoken by the person to himself, that is, with the help of so-called silent speech. A person’s vocal cords are working, but people around him cannot hear him.
5. The stage of performing an action in terms of inner speech. This is the final stage in the formation of a mental action, at which it becomes completely internal, is associated with inner speech, is performed quickly and automatically, so that it seems that the person instantly, without hesitation, gives the answer to the question posed.
Modern researchers identify several stages in the development of thinking, corresponding to the stages of human development.
1. Visual-effective (practical) thinking is genetically the earliest form of thinking observed in a child from one to three years old, before he masters active speech. The child already understands words, but for him they are closely connected with how he perceives an object, sees, hears, touches it. For example, with the word “key” he means all shiny objects. In one word he can name a stuffed dog, a fur coat and a live cat, classifying them according to the presence of fur.
In the first months of life, the child’s mental actions are mainly spontaneous, unrelated to each other, and intellect does not manifest itself in almost anything. The infant's thinking is limited to his immediate environment. Further, his behavior gradually becomes purposeful and by the end of the first year of life, working memory is “turned on”, and the opportunity to imitate the movements and actions of adults appears.
The beginning of understanding words is the most important event on which a multiple increase in the efficiency of thinking depends. By the age of one and a half years, working memory, visual and auditory perception become more mature. Voluntary movements make it possible to control entire processes consisting of 2-3 sequential and repeating actions. At the same time, a sense of humor appears.
By the age of 3, a child’s knowledge, skills, vocabulary, and working memory capacity increase. As a result, thought processes acquire a new quality. Awareness of oneself and others generates role-playing games. Direct, purposeful activities are developing successfully. By the end of the third year, it becomes possible to talk with the child about himself, his loved ones, and toys. He understands the meanings of several prepositions, correctly classifies objects into certain classes, and has an understanding of people of different genders, ages, and professions. This is the time when logical thinking begins.
Between the ages of 3 and 7 years, children begin to form concepts and use symbols. These concepts are limited to their personal direct experience. Children learn about the world mainly through their own actions and do not make generalizations about the whole class of objects.
According to E.E. Kravtsova, “a child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish cause-and-effect relationships and dependencies.”
As the famous psychologist A. A. Lyublinskaya points out, “the first means of solving problems for a small child is his practical action.” So, for example, having received a toy helicopter in the hands of which the propeller and wings suddenly stop rotating, or a box closed with a latch, a child of 3-5 years old does not think about ways and means of solving this problem.
Not getting the desired result, he turns to an adult for help or even refuses further tests. This kind of thinking is called visual-effective, or practical: the problem is given visually and is solved by hand, that is, by practical action. “Thinking with your hands” does not disappear as you grow up, but remains in reserve even in adults, when they cannot solve some new problem in their minds and begin to act through trial and error.
To master the operation of comparison, a child must learn to see similarities in different things and different things in similar things. This, as A. A. Lyublinskaya points out, requires a clearly directed analysis of the objects being compared, a constant comparison of the distinguished features in order to find homogeneous and different ones. It is necessary to compare form with form, the purpose of an object with the same quality of another object, external features, color, size of an object with similar sides of another object.
As V.S. Mukhina writes, by older preschool age, tasks of a new type appear, where the result of an action will not be direct, but indirect, and in order to achieve it, the child will need to take into account the connections between two or more phenomena occurring simultaneously or sequentially. For example, such problems arise in games with mechanical toys (if you place a ball in a certain place on the playing field and pull the lever in a certain way, the ball will end up in the right place), in construction (its stability depends on the size of the base of the building), etc. .
2. Visual-figurative thinking is typical for children 4-6 years old. In their minds, the image of an object and its name are no longer associated with any specific object; he understands that the “girl” is not only his sister, but also the creature from the next door, and the girl’s drawing in the book. But in order to think and talk about this, it is very important for him to see the subject of the conversation. It is known that the easiest way for a preschooler to explain something is by drawing or showing it. Inferences about the properties of an object are made based on their senses.
When solving similar problems with indirect results, four- to five-year-old children begin to move from external actions with objects to actions with images of these objects, performed in the mind. This is how visual-figurative thinking develops, which is based on images: the child does not have to take the object in his hands, it is enough to clearly imagine it. In the process of visual-figurative thinking, visual representations are compared, as a result of which the problem is solved.
The ability to solve problems in the mind arises due to the fact that the images used by the child acquire a generalized character. That is, they do not display all the features of an object, but only those that are essential for solving a specific problem. That is, schemes and models arise in the child’s mind. Model-shaped forms of thinking develop and manifest themselves especially clearly in drawing, design and other types of productive activities.
In his studies, J. Piaget points out that the child’s thinking at the beginning of schooling is characterized by egocentrism, a special mental position due to the lack of knowledge necessary for the right decision certain problem situations. Thus, the child himself does not discover in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight and others.
A child's thinking is connected with his knowledge. N. N. Poddyakov discovered such trends in the development of knowledge in children. The first is that in the process of mental activity there is an expansion of the volume and deepening of clear, clear knowledge about the world around us. This stable knowledge forms the core of the child’s cognitive sphere. The second trend suggests that at the same time a circle of vague, not entirely clear knowledge appears and grows, appearing in the form of guesses, assumptions, and questions. For the development of children's thinking, it is very important that, along with the formation of a core of stable knowledge, there is a continuous growth of uncertain, unclear knowledge, which is a powerful stimulus for the mental activity of children.
Poddyakov showed that at the age of 5-6 years there is an intensive development of skills and abilities that contribute to children’s study of the external environment, analysis of the properties of objects, influencing them in order to change them. This level of mental development, that is, visually effective thinking, is, as it were, preparatory. It contributes to the accumulation of facts, information about the world around us, and the creation of a basis for the formation of ideas and concepts. In the process of visual-effective thinking, the prerequisites for the formation of visual-figurative thinking appear, which are characterized by the fact that the child resolves a problem situation with the help of ideas, without the use of practical actions.
Psychologists characterize the end of the preschool period by the predominance of visual-figurative thinking or visual-schematic thinking. A reflection of a child’s achievement of this level of mental development is the schematism of a child’s drawing and the ability to use schematic images when solving problems.
Psychologists note that visual-figurative thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts. Figurative forms reveal their limitations when the child is faced with tasks that require the identification of properties and relationships that cannot be visually represented.
3. Verbal-logical thinking is carried out using logical operations with concepts, without relying on a real object or a specific image. For example, mental calculations or mental “playing out” of the development of a situation. This type of thinking is typical for adults, since it is faster and more convenient and does not require external surroundings. True, sometimes even an adult, in order to understand the design of something, needs to see an image or do some kind of action.
Verbal-logical thinking is the most complex; it operates not with specific images, but with complex abstract concepts expressed in words. In preschool age, we can only talk about the prerequisites for the development of this type of thinking.
By the age of three, the child begins to understand that an object can be denoted using another object, a drawing, or a word. When performing various actions, the child often accompanies them with words, and it may seem that he is thinking out loud. But in fact, at this stage, the child uses images, not words, in his mental actions. Speech plays a supporting role. Thus, four- to five-year-old preschoolers, when given specially damaged toys, in many cases correctly identified the cause of the breakdown and eliminated it. But they couldn’t tell why they did this, pointing to some secondary signs of the toy (V.S. Mukhina, ).
The word begins to be used as an independent means of thinking as the child masters the concepts developed by humanity - knowledge about the general and essential features of objects and phenomena of reality, enshrined in words. Adults often make the mistake of believing that words have the same meaning for them and preschoolers. For a child, the words used are representation words. For example, the word “flower” may be strongly associated in the child’s mind with the image of a specific flower (for example, a rose), and the presented cactus is not considered as a flower. During preschool age, the child gradually moves from individual concepts to general ones.
By the age of six, children’s concepts become deeper, more complete, more generalized, and they include more and more essential features of an object or phenomenon. In order for words to turn into concepts, specially organized teaching of the child by an adult is required. Systematic mastery of concepts begins in the process of schooling. However, specially organized classes with older preschoolers allow them to master some concepts.
For example, when forming concepts about the quantitative characteristics and relationships of things, children are taught to use such a tool as a measure. Let's say, with the help of a colored rope of a certain length, used as a measure, a child, together with an adult, measures objects of different sizes, comparing them with each other. Using a measure, the value is determined objectively, regardless of appearance. The child can see that a high cabinet and a low table can be the same length. Later, without the external support of a measure (colored string), the child can mentally draw correct conclusions about the size of objects.
In older preschool age, children begin to master operations with numbers and mathematical symbols. It is important to manage this and strive to form in children an abstract concept of number as a characteristic of any objects, mathematical operations, without relying on images. Otherwise, it will cause difficulties in school learning. At preschool age, the child masters some abstract concepts: about temporal relations, cause and effect, space, etc. At the same time, concepts about concrete objects are formed, of course, easier and faster.
Although logical thinking makes it possible to solve a wider range of problems and master scientific knowledge, there is no need to rush to form this type of thinking in a preschooler as early as possible. First, it is important to create a solid foundation in the form of developed figurative forms. It is imaginative thinking that allows the child to find solutions based on a specific situation.
Extreme generalization and sketchiness of logical thinking often turns into weakness, giving rise to a phenomenon called “formalism of thinking.” The child’s consciousness operates with dry schemes, not capturing the richness and fullness of life’s phenomena, and therefore turns out to be incapable of adequately solving developmental problems. The development of imaginative thinking is facilitated by games, design, applications, drawing, listening to fairy tales, dramatization and other children's productive activities.
During preschool age, forms of mental activity such as judgment and inference also develop. In child psychology, there has long been debate regarding children's ability to engage in these forms of thinking. There is no reason to equate children's judgments and conclusions with adults. But we can’t talk about children’s lack of logic. The child tries to explain what is observed, but cannot draw the correct conclusion due to limited experience.
Preschool age is a time of endless children's questions. As noted by Ya. L. Kolominsky and E. A. Panko, questions caused by curiosity predominate among children of primary preschool age. At four or five years old, the child begins to show interest in a more “distant” reality (questions about school, professions), and questions arise about his birth. At the age of five or six, questions prompted by curiosity are increasingly heard, expressing a causal relationship in the form of “Why?” The questions of a six- or seven-year-old child are no longer caused so much by curiosity as by the need to be convinced of the truth.
From the point of view of D. B. Elkonin, the study of children's questions shows that children's thought is aimed at differentiating and generalizing objects and phenomena of the surrounding world. The distinction between living and nonliving, good and evil, past and present, etc. is the basis for a child’s penetration into the essence of different spheres of life. On the basis of this, the first generalizations of ideas about the world arise, the outline of the future worldview.
Thus, in the course of the child’s objective activity and communication with others, and his mastering of social experience, thinking develops. First, the child must accumulate a certain amount of knowledge and skills, and then he can learn to manage them.
1.3 Peculiarities of thinking of preschoolers
The path of knowledge that a child goes through from 3 to 7 years old is enormous. During this time, he learns a lot about the world around him. His consciousness is not just filled with individual images and ideas, but is characterized by some holistic perception and understanding of the reality around him.
Psychological research indicates that during preschool childhood, a child already develops self-esteem. Of course, not the same as in older children, but not the same as in young children. In preschoolers, their emerging self-esteem is based on their taking into account the success of their actions, the assessments of others, and the approval of their parents. The thinking of a young child, although inextricably linked with speech, is still of a visual and effective nature.
The second feature of children's thinking in the early stages of its development is the peculiar nature of the first generalizations. Observing the surrounding reality, the child primarily distinguishes the external signs of objects and phenomena and generalizes them by their external similarity. The child cannot yet understand the internal, essential features of objects and judges them only by their external qualities, by their appearance.
L.N. Tolstoy wrote about a small child: “The quality in a thing that first struck him, he accepts as the general quality of the whole thing. In relation to people, the child forms ideas about them based on the first external impression. If the face makes a funny impression on him, then he will not even think about the good qualities that can be combined with this funny side; but the whole totality of a person’s qualities already constitutes the worst concept.”
A characteristic feature of children's first generalizations is that they are based on external similarities between objects and phenomena. Thus, already in early childhood the child begins to develop the rudiments of thinking. However, the content of thinking in preschool age is still very limited, and its forms are very imperfect. Further development of the child’s mental activity occurs in the preschool period. In preschool age, the child’s thinking rises to a new, higher level of development. The content of children's thinking is enriched.
As A.V. Zaporozhets points out in his works, the knowledge of the surrounding reality in a young child is limited to a rather narrow range of objects and phenomena that he directly encounters at home and in the nursery in the process of his play and practical activities.
In contrast, the area of cognition of a preschool child expands significantly. It goes beyond what happens at home or in kindergarten, and covers a wider range of natural and social phenomena that a child becomes familiar with on walks, during excursions, or from the stories of adults, from a book read to him, etc.
The development of a preschool child’s thinking is inextricably linked with the development of his speech, with his learning native language. In the mental education of a preschooler, an increasingly important role is played, along with visual demonstration, by verbal instructions and explanations from parents and educators, concerning not only what the child perceives at the moment, but also objects and phenomena that the child first learns about with the help of words. It is necessary, however, to keep in mind that verbal explanations and instructions are understood by the child (and not assimilated mechanically) only if they are supported by his practical experience, if they find support in the direct perception of those objects and phenomena that the teacher talks about, or in representations of previously perceived, similar objects and phenomena.
Here it is necessary to remember the instructions of I.P. Pavlov regarding the fact that the second signaling system, which forms the physiological basis of thinking, successfully functions and develops only in close interaction with the first signaling system.
At preschool age, children can learn known information about physical phenomena (the transformation of water into ice and vice versa, the floating of bodies, etc.), also get acquainted with the life of plants and animals (germination of seeds, plant growth, life and habits of animals), learn the simplest facts of social life. life (some types of human labor).
When organizing appropriate educational work, the preschooler’s area of knowledge of the environment expands significantly. He acquires a number of elementary concepts about a wide range of natural phenomena and social life. The knowledge of a preschooler becomes not only more extensive than that of a young child, but also deeper. The preschooler begins to become interested in the internal properties of things, the hidden causes of certain phenomena.
A.V. Zaporozhets believes that, within the range of phenomena known to him, a preschooler can understand some dependencies between phenomena: the reasons underlying the simplest physical phenomena; developmental processes underlying plant and animal life; social purposes of human actions. In connection with this change in the content of thinking, the nature of children's generalizations changes.
Young children in their generalizations proceed mainly from the external similarity between things. In contrast, preschoolers begin to generalize objects and phenomena not only according to external, but also internal, essential features and characteristics.
Children of primary preschool age often make their assumptions about weight based on such external features as the shape and size of an object, while middle-aged and especially older preschoolers are increasingly focused on such an essential feature of the object in this case as material, from which it was made. As the content of a preschooler’s thinking becomes more complex, the forms of mental activity are also restructured.
The thinking of a young child occurs in the form of separate mental processes and operations included in play or practical activities. In contrast, the preschooler gradually learns to think about things that he does not directly perceive, with which he is not currently acting. The child begins to perform various mental operations, relying not only on perception, but also on ideas about previously perceived objects and phenomena.
In a preschooler, thinking acquires the character of coherent reasoning, relatively independent of direct actions with objects. Now you can set cognitive, mental tasks for the child (explain a phenomenon, guess a riddle, solve a puzzle).
In the process of solving such problems, the child begins to connect his judgments with each other and come to certain conclusions or conclusions. Thus, the simplest forms of inductive and deductive reasoning arise. At the early stages of development in younger preschoolers, due to their limited experience and insufficient ability to use mental operations, reasoning often turns out to be very naive and does not correspond to reality.
However, getting acquainted with new facts, in particular with facts that do not coincide with his conclusions, listening to the instructions of an adult, the preschooler gradually rebuilds his reasoning in accordance with reality, learns to substantiate them more correctly.
Getting acquainted with new facts, in accordance with the phenomena of reality, a preschool child learns to reason more or less consistently, avoiding mistakes and contradictions.
A characteristic feature of the thinking of preschoolers is its concrete, figurative nature. Although a preschooler can already think about things that he does not directly perceive and with which he practically does not act at the moment, in his reasoning he does not rely on abstract, abstract concepts, but on visual images of specific, individual objects and phenomena.
Due to the clarity and figurative thinking, it is very difficult for a preschool child to solve a problem given in an abstract, abstract form. For example, younger schoolchildren easily solve problems with abstract numbers (like 5-3), without thinking particularly about what the numbers were 5 and 3 - houses, apples or cars. But for a preschooler, such a task becomes accessible only when it is given a concrete form, when, for example, he is told that five birds were sitting on a tree, and three more flew to them, or when he is shown a picture that clearly depicts this event. Under these conditions, he begins to understand the problem and perform the appropriate arithmetic operations.
When organizing the mental activity of a preschool child, when imparting new knowledge to him, it is necessary to take into account this specific, visual nature of children's thinking. However, it should be noted that with the organization of appropriate educational work, by the end of preschool age a child can achieve great success in the ability to abstract, in the ability to think abstractly. These successes are revealed, in particular, in the fact that a child of senior preschool age can acquire not only specific, but also generic concepts, accurately correlating them with each other.
The formation of general concepts in children of senior preschool age is important for the further development of thinking at school age. By the end of preschool age, the child already becomes able to recognize himself and the position that he currently occupies in life. Consciousness of one’s social “I” and the emergence on this basis of internal positions, i.e. a holistic attitude towards the environment and oneself, gives rise to corresponding needs and aspirations, on which their new needs arise, but they already know what they want and what they are striving for.
As a result, by the end of this period the game ceases to satisfy him. He has a need to go beyond his childhood lifestyle, take a new place accessible to him and carry out real, serious, socially significant activities. The inability to realize this need gives rise to a crisis of 7 years.
A change in self-awareness leads to a reassessment of values. The main thing becomes everything that is related to educational activities (primarily grades). During a crisis period, changes occur in terms of experiences. Conscious experiences form stable affective complexes. Subsequently, these affective formations change as other experiences accumulate. Experiences acquire a new meaning for the child, connections are established between them, and a struggle between experiences becomes possible.
Thus, preschool children experience intensive development of thinking. The child acquires a number of new knowledge about the surrounding reality and at the same time learns to analyze, synthesize, compare, generalize his observations, that is, to perform the simplest mental operations.
Education and training play the most important role in the mental development of a child. The teacher introduces the child to the surrounding reality, imparts to him a number of basic knowledge about natural phenomena and social life, without which the development of thinking would be impossible. However, it should be pointed out that simple memorization of individual facts and passive assimilation of imparted knowledge cannot yet ensure the correct development of children's thinking.
In order for a child to begin to think, he must be given a new task, in the process of solving which he could use previously acquired knowledge in relation to new circumstances. Therefore, the organization of games and activities that would develop the child’s mental interests, set him certain cognitive tasks, and force him to independently perform certain mental operations to achieve the desired result is of great importance in the mental education of a child. This is achieved through questions asked by the teacher during classes, walks and excursions, didactic games of an educational nature, all kinds of riddles and puzzles specifically designed to stimulate the child’s mental activity.
Further development of thinking occurs at school age. In order for a child to study well at school, it is necessary that during preschool childhood his thinking reaches a certain level of development.
2. PEDAGOGICAL CONDITIONS FOR THE FORMATION OF LOGICAL THINKING IN SENIOR PRESCHOOL CHILDREN
2.1. Conditions and techniques used for the experimental study
Studying the features of meaning formation, psychologist V.K. Viliunas discovered that personal meanings exist in two forms: emotionally direct and verbalized (verbal).
The verbalized form is an awareness, a designation of what gives meaning to a situation; emotionally-immediate - her emotional living. The verbalized form of comprehension is practically inaccessible to preschool children.
The only possible form, thanks to which children understand the meaning of activities, including cognitive ones, is the emotional experience of various cognitive situations - situations of solving cognitive problems. The need for a child’s positive attitude towards a cognitive task is a condition for the development of his logical thinking. In this regard, the teacher needs to set a goal - to develop cognitive motivation and cognitive interests of children. To do this, the teacher must create a situation in which a cognitive task is included, comprehended by the child, and create conditions for a positive emotional attitude towards it.
It is very important that the emotional attitude is connected with the cognitive task through an imaginary situation that arises as a result of playful or symbolic designation. To do this, it is advisable to conduct educational games-activities with the inclusion of problem situations, riddle tasks, some kind of fairy-tale or educational material connected by one plot, which includes tasks for the development of imagination, memory, and thinking.
For example, when studying the topic “Domestic and wild animals,” you can present children with the situation that Dunno is confused and cannot distinguish between them. Therefore, when offering a task for the development of thinking, children are given a card with 5-6 windows, where there are schematically depicted signs of wild animals, and here among them in any window there is one extra circle, relating to a domestic animal. Children need to cover up an extra, unnecessary sign.
In a situation that requires the use of new methods to solve it, children, experiencing dissatisfaction due to emerging contradictions, direct themselves to search. Finding a way or answer to a question leads to a positive emotion, which can be called cognitive and lead to the emergence of cognitive interest. Consequently, educational games and activities are aimed at developing the child’s logical thinking, and not at imparting to him the amount of knowledge, skills and abilities.
L.S. Vygotsky wrote that if a schoolchild is trained according to a program offered to him by adults, then the preschooler accepts this program to the extent that it becomes his own. How to ensure that a child makes the developmental program his own? There is one way to do this - using those types of activities that attract the child and are appropriate for his age. Therefore, the teacher needs to determine the types of activities in which the formation of logical thinking abilities occurs.
In preschool childhood, such activities are playing, listening to stories, fairy tales and poems, drawing, modeling, appliqué, and constructing from building materials. And the point is not only that the child plays, builds, and draws with pleasure, but also that “children’s” activities, even without special training in our program, include moments that contribute to its implementation, i.e. development of the child’s perception, thinking, and imagination. Thus, children learn to recognize the various properties of objects by assembling a matryoshka doll, building a tower from cubes, drawing a car or an uncle. After all, you can’t assemble a nesting doll if you can’t understand the diagram of its structure and take into account the relationship of the parts in size, the tower will not work without selecting parts of the building material of the required size and shape and their correct location in space, and the machine will not look like a machine at all, not having a rectangular body and round wheels.
The use of substitutes appears in a role-playing game: isn’t a machine built from cubes a model of a real machine, conveying the spatial relationship of its main parts? And a child’s drawing looks much more like a diagram than a “letter”, photographic image.
The teacher’s task is not to teach the child something extraordinary, but, on the contrary, to expand and deepen aspects of development that are natural for his age. And this can be done by skillfully guiding the usual activities for an older preschooler, contributing in every possible way to their improvement and emphasizing in them the points that are especially important from the point of view of the formation of logical abilities.
Next, we studied existing methods for diagnosing logical thinking. We settled on three of them - this is the “Domino” technique, developed by E. G. Samsonova and improved by T. N. Ovchinnikova, the “Missing Details” technique (A. K. Bolotova) and the “Find the same” technique, developed by G. Ugarova .M. .
1. Description of the Domino technique
The Domino technique can be used to diagnose a child’s cognitive abilities and develop abstract thinking in preschoolers.
Goal: diagnostics of the child’s intellectual development, development of abstract thinking, understanding of the conventionality of situations, and the ability to classify objects according to certain criteria.
Guidelines: Test subjects must combine pictures based on similar features, indicating the similarities found.
Experimental material: a set of cards measuring 4x8, each card depicts two objects (like a children's domino). 29 cards depict 58 different objects: plants, people, animals, etc. The pictures are in color.
Progress of the study: Two test children participate in the experiment. They sit down at the table, one opposite the other. In front of each of them, 14 cards are laid out (one set). The subject must, for some object depicted in the picture, select from among the pictures he has an object that is somewhat similar to the first one and justify his choice.
Instructions from the experimenter before starting the game: “In front of you, guys, there is a card on which two pictures are drawn (a tractor and a fawn). You must match any of these two pictures with any of the ones you have in your set. Moreover, you need to choose so that the picture you choose and the picture on the line have something in common, similar, the same. At the same time, you must explain why such a choice was made.
You have to take turns walking. The next one of you will match your card to the two outermost pictures on the line (the explanation, for greater clarity, is accompanied by a demonstration).
If one of you does not find the desired picture or cannot explain his choice, then he will have to skip his turn. The first one to lay out all his cards wins.”
Conclusions from the experiment:
The following were identified as the main categories used by children when comparing objects:
− “external similarity” - the child points out the commonality of color, shape, etc.; sometimes the size of an object is indicated as such a sign;
− functional sign - when either a similar functional sign is identified in comparable objects (“the tree grows and the flower grows”), or the compared objects are linked to each other through the specified action (“water is kept in a teapot and in a mug”);
− categorical correlation - when comparison of objects is made by assigning them to one group, category (“these are plants”, “they are living”), etc.
2. Description of the “Missing Details” technique
Goal: successful completion of the test depends mainly on the development of logical thinking, as well as the child’s concentration.
Guide: The test contains 15 drawings of objects, each object is missing some detail. The child must notice in 15 seconds which element is missing. All subjects are known to children, but the last of them are constructed in such a way that they require logical conclusions and knowledge to be solved.
Instructions before starting the experiment: “I will now show you several pictures that lack details. I want you to look at each one carefully and tell me what’s missing.”
Test conditions:
1. Each picture must be presented with the question: “What is missing in this picture?”
2. You can help if the subject cannot cope with the task in the first or second picture.
3. There is no need to help on the third!
4. If some unimportant detail is pointed out, say: “Yes, but what more important part is not here?”
Each picture is presented for 15 seconds.
Conclusions from the experiment:
The answer is considered correct even if the subject does not know the correct name of the missing part, but uses synonyms or correctly describes it.
Stopping the test: 4 incorrect answers in a row.
Summing up: 1 point for each correct answer, maximum score 15 points.
Evaluation of results:
low level - 0-4 points;
average level- 5-9 points;
high level - 10-15 points.
Test material:
Picture/Answer
1. Comb/Tooth
2. Table / Leg
3. Table/Ear
4. Girl / Mouth
5. Cat/Whiskers
6. Door/Hinge
7. Hand/Nail
8. Map/Sign
9. Scissors/Screw
10. Coat/Loop
11. Fish / Fin
12. Screw/Slot
13. Fly / Antennae
14. Rooster/Spur
15. Facial profile / Eyebrow
3. Description of the “Find the same” technique
Purpose: The technique is aimed at identifying the level of development of logical thinking.
Stimulus material: the child is presented with a card showing 7 different vases. The task is to find two identical vases among many vases that differ in shape and ornament.
Rice. 1. Stimulus material for the “Find the same” technique
Experimental conditions
The time it takes the child to make a choice, as well as its correctness, is recorded. It is not recommended to take the card from the child immediately after receiving an answer. It is necessary to give him a few more seconds to look at the card and see what he will do with it next. Some children immediately put the card aside, considering the work finished. However, there are cases when children continue to look at the picture and find a mistake if they made one.
Evaluation of results:
− low level of development of logical thinking - more than 50 seconds;
− average level of development of logical thinking - 30-50 seconds;
− high level of development of logical thinking - less than 30 seconds.
Next, we conducted an experimental study.
2.2. Experimental study
Together with the teacher, based on preliminary research and observations, we developed long-term plan classes on the development of logical thinking in preschoolers (see Appendix 1). In total we conducted 9 lessons.
To conduct classes, we compiled special detailed notes, depending on the topic (see Appendix 2).
We used the following methods for diagnosis:
− “Domino” technique;
− “Missing details” technique;
− “Find the same” technique.
The following presents the results of studies using all three methods.
Results of the study using the Domino method
When conducting diagnostics in experimental group We noted the following results.
Vitya S. - Intellectual level is average; can only indicate the external similarity of objects; abstract thinking is underdeveloped.
Kolya T. - The intellectual level is high; abstract thinking is developed.
Vova K. - High intellectual level; comparison of objects is conscious, quickly finds similarities and differences.
Misha A. - Intellectual level of development is average; comparisons are not always correct, making it difficult to select items.
Katya B. - The intellectual level is average, comparisons are not always correct, she mainly uses only external similarities.
Luda E. - Average level of intellectual development; finds it difficult to compare and contrast objects independently.
Lena O. - High level of intellectual development; knows how to classify objects; find similarities and differences.
Anton V. - Average level of intellectual development; mainly uses the external similarity of objects; abstract thinking is underdeveloped.
Olya D. - Average level of intellectual development; can compare and classify objects only with the help of the teacher's prompts.
Kesha I. - Abstract thinking is well developed, understands the conventionality of the situation; knows how to compare and classify.
Nikita K. - The intellectual level of development is very high, abstract thinking is developed.
Polina K. - Average level of intellectual development; finds it difficult to compare and contrast objects independently.
Masha S. - Intellectual level of development is average; comparisons are not always correct, making it difficult to select items.
Lisa T. - The intellectual level is average, comparisons are not always correct, she mainly uses only external similarities.
Nastya P. - The intellectual level is high; abstract thinking is developed.
Quantitative results are given in table. 1.
Table 1
according to the Domino method
1. Vitya S. 17
2. Kolya T. 18
3. Vova K. 18
4. Misha A. 17
5. Katya B. 17
6. Luda E. 16
7. Lena O. 19
8. Anton V. 17
9. Olya D. 17
10. Kesha I. 18
11. Nikita K. 19
12. Polina K. 16
13. Masha S. 17
14. Lisa T. 16
15. Nastya P. 19
Average score 17.4
Thus, according to the level of development of logical thinking, the experimental group of children can be divided as follows:
− very high level (18 or more points) - 6 children;
− high level (17 points) - 6 children;
− average level (16 points) - 3 children;
− low level (15) - no.
We carried out the same diagnostics in the control group to compare the results obtained (Table 2).
table 2
according to the Domino method
No. Child’s name Number of points
1. Lilia I. 17
2. Kirill L. 16
3. Igor S. 16
4. Ainura A. 17
5. Zhenya A. 18
6. Sergey L. 16
7. Olya B. 15
8. Artem K. 16
9. Maxim K 16
10. Andrey Y. 18
11. Misha Sh. 17
12. Olya R. 16
13. Marina M. 17
14. Roma P. 16
15. Dmitry S. 16
Average score 16.4
Thus, according to the level of development of logical thinking, the control group of children can be divided as follows:
− very high level (18 or more points) - 2 children;
− high level (17 points) - 3 children;
− average level (16 points) - 9 children;
− low level (15) - 1 child.
A graphical comparison of the results obtained is shown in Fig. 1.
Rice. 1 Diagnostic results in the experimental and control groups using the Domino method
Thus, we can conclude that the level of development of logical thinking in the experimental group is quite high, the level of children with high and very high development of thinking reaches 80%, while in the control group it is only 33%, where the majority of children have an average level of development (60%).
Results of the study using the “Missing Details” method
The results of the study of logical thinking using the “Missing Details” method are presented in the following table.
Table 3
Diagnostic results for preschool children in the experimental group
1. Vitya S. 11 high
2. Kolya T. 7 medium
3. Vova K. 3 low
4. Misha A. 12 tall
5. Katya B. 10 tall
6. Luda E. 9 average
7. Lena O. 4 low
8. Anton V. 5 average
9. Olya D. 13 tall
10. Kesha I. 7 average
11. Nikita K. 8 average
12. Polina K. 2 low
13. Masha S. 9 average
14. Lisa T. 11 high
15. Nastya P. 5 average
Average score 7.4
Thus, based on the test results, we see that 5 children (33.3%) showed a high result; 7 children (46.7%) have an average score, 3 children (20%) have a low score.
The results obtained with the second method were slightly different from the first method, but overall the differences were small. Many subjects behaved in the same way as when testing using the first method: children who showed high results were very quickly able to switch from one drawing to another, looking for inaccuracies in the image. The task was completed quickly and correctly.
Some children received results much lower than with the first method. It seems to us that this can be explained by fatigue. At this age, children are quite active and do not like to perform “routine” tasks. Two children who had lower scores according to the first method had higher results in this case. Switching attention from one type of activity to another is better developed in these children. They showed a certain interest in the work and tried hard to complete the task.
We carried out the same diagnostics in the control group to compare the results obtained (Table 4).
Table 4
Diagnostic results for preschoolers in the control group
using the “Missing Piece” method
No. Full name Number of points Evaluation of results
1. Liliya I. 9 average
2. Kirill L. 6 low
3. Igor S. 3 low
4. Ainura A. 8 average
5. Zhenya A. 12 tall
6. Sergey L. 5 low
7. Olya B. 4 low
8. Artem K. 8 average
9. Maxim K 5 low
10. Andrey Ya. 12 tall
11. Misha Sh. 7 average
12. Olya R. 2 low
13. Marina M. 10 high
14. Roma P. 6 low
15. Dmitry S. 5 low
Average score 6.8
Thus, based on the test results, we see that 3 children (20%) showed a high result; 4 children (23%) have an average score, 8 children (57%) have a low score.
Thus, we can draw the following conclusion: this technique also showed that the level of development of logical thinking in the experimental group is higher (the level of children with high and average development of thinking reaches 33% and 47%, respectively) than in the control group (only 20% and 27%, respectively), where the majority of children have a low level of thinking development (53%).
Results of the study using the “Find the same” method
The results of the study are shown in the following table.
Table 5
Diagnostic results for preschool children in the experimental group
using the “Find the same” method
1. Vitya S. 25 sec high
2. Kolya T. 1 min 3 sec low
3. Vova K. 53 sec low
4. Misha A. 17 sec high
5. Katya B. 35 sec average
6. Luda E. 49 sec average
7. Lena O. 41 sec average
8. Anton V. 57 sec low
9. Olya D. 27 sec high
10. Kesha I. 28 sec high
11. Nikita K. 34 sec average
12. Polina K. 1 min 10 sec low
13. Masha S. 32 sec average
14. Lisa T. 22 sec high
15. Nastya P. 42 sec average
Average time 39 sec
Thus, according to the diagnostic results, we see that 5 children (33%) showed a high result; 6 children (40%) have an average score, 4 children (27%) have a low score.
During the study, almost all children took a very responsible approach to completing the task, which they found interesting. However, two of them became distracted after the first 10 seconds of work.
A very high level of thinking when performing the test was observed in two children - Misha A. and Lisa T. They carefully and responsibly completed the task and completed it in the shortest time. We didn’t get distracted, we tried to do everything correctly and quickly.
Three more children - Viti S., Olya D. and Kesha I. also have a good result: the level of development of logical thinking is high.
Katya B. and Nikita K took the task quite responsibly. They tried to complete the tasks correctly, and throughout the entire task they were not distracted. Lena O. was slightly less productive. Nastya P. also had good results. She tried not to be distracted all the time and worked quickly.
We carried out the same diagnostics in the control group to compare the results obtained (Table 6).
Table 6
Diagnostic results for preschoolers in the control group
using the “Find the same” method
No. Full name Time Evaluation of results
1. Liliya I. 45 sec average
2. Kirill L. 57 sec low
3. Igor S. 43 sec average
4. Ainura A. 58 sec low
5. Zhenya A. 27 sec high
6. Sergey L. 1 min 02 sec low
7. Olya B. 47 sec average
8. Artem K. 44 sec average
9. Maxim K. 55 sec low
10. Andrey Ya. 1 min 05 sec low
11. Misha Sh. 1 min 12 sec low
12. Olya R. 49 sec average
13. Marina M. 29 sec high
14. Roma P. 1 min 03 sec low
15. Dmitry S. 42 sec average
Average time sec
Thus, to summarize, we see that 2 children (13%) showed a high result; 6 children (40%) have an average score, 7 children (47%) have a low score.
A graphical comparison of the results obtained is shown in Fig. 2.
Rice. 2 Diagnostic results in the experimental and control groups using the “Missing Piece” method
Thus, according to the diagnostic results using the third method, it is clear that the level of development of logical thinking in the experimental group exceeds the level of development in the control group.
CONCLUSION
The properties of the surrounding world discovered by thinking are very important, as they allow a person to successfully adapt to it. Thanks to thinking, we can foresee certain facts and events, because thinking every time, as it were, produces knowledge that is common to a whole class of phenomena, and not just for one particular case.
Active interaction, transformation of objects, various human actions are an essential feature of thinking, because only in the course of actions with objects are discrepancies between the sensually given, cognizable in sensations and perception, and the unobservable, hidden, revealed. These discrepancies between the phenomenon and the essence cause a search and mental activity of a person, as a result of which knowledge is achieved, the discovery of something essentially new.
In preschool children, visual-figurative thinking predominates, relying on visual representations and images. With the beginning of schooling, a new type of thinking begins to form in the child - verbal-logical. Education at school is primarily aimed at developing this particular type of thinking. All operations with symbols (letters, numbers) are carried out using verbal-logical, abstract thinking.
The development and improvement of thinking depends on the development of the child’s imagination. The main lines of development of thinking in preschool childhood can be outlined as follows: improvement of visual and effective thinking on the basis of developing imagination; improvement of visual-figurative thinking based on voluntary and indirect memory; the beginning of the active formation of verbal-logical thinking through the use of speech as a means of setting and solving intellectual problems.
In order to study the process of formation of logical thinking in preschoolers, we resorted to practical research. Our goal was to investigate how conducting special developmental classes affects the level of logical thinking.
The experimental study was carried out on the basis of the preparatory group of preschool educational institution No. 1 “Pchelka” (Yoshkar-Ola). The number of children in the experimental group is 15. The number of children in the control group is 15. Age is 6-7 years. The study was conducted in February 2009.
Together with the teacher, based on preliminary research and observations, we developed a long-term lesson plan for the development of logical thinking in preschoolers and conducted 9 lessons in the experimental group.
After completing the cycle of classes, we conducted a comparative diagnostic, the purpose of which was to compare the level of development of logical thinking of preschoolers in the experimental group, in which we conducted developmental classes, with the children of the control group, in which classes were not held.
To conduct the experimental study, we used the following techniques: the “Domino” technique, developed by E. G. Samsonova and improved by T. N. Ovchinnikova, the “Missing Details” technique (A. K. Bolotova) and the “Find the Same One” technique, developed by Ugarova G.M.
Based on the results of the study using the Domino method, we came to the conclusion that the level of development of logical thinking in the experimental group is quite high, the level of children with high and very high development of thinking reaches 80%, while in the control group it is only 33%, there, the majority of children have an average level of development (60%).
The “Missing Detail” technique also showed that the level of development of logical thinking in the experimental group is higher (the level of children with high and average development of thinking reaches 33% and 47%, respectively) than in the control group (only 20% and 27%, respectively) , where the majority of children have a low level of thinking development (53%).
Based on the diagnostic results using the third method, it is clear that the level of development of logical thinking in the experimental group exceeds the level of development in the control group.
In general, we came to the conclusion that conducting special training and developmental classes has a positive effect on the level of development of logical thinking in older preschoolers.
LIST OF REFERENCES USED
1. Bozhovich L. I. Personality and its formation in childhood. - M.: Education, 1968. - 328 p.
2. Bolotova A.K., Makarova I.V., Ugarova G.M. Applied psychology. - M.: Aspect-Press, 2001. - 383 p.
3. Wenger L. A. Mental development of preschoolers. - M., 1974. - 275 p.
4. Vilyunas V.K. Development of thinking and imagination in children. - Yaroslavl: “Academy of Development”, 1996. - 239 p.
5. Vygotsky L. S. Questions of child psychology // Collection. Op. T. 4. - M.: Pedagogy, 1984. - P. 243-426.
6. Vygotsky L. S. Education and development in preschool age. - M., 1956. - 540 p.
7. Galperin P. Ya. Psychology of thinking and the doctrine of the phased formation of mental actions // Research of thinking in Soviet psychology. - M., 1956. - P. 236-278.
8. Diagnostics of mental development of preschool children / Ed. L. A. Wenger and V. V. Kholmovskaya. - M.: Pedagogy, 1978. - 237 p.
9. Zaporozhets A.V. Development of logical thinking in preschool children // Issues of psychology of a preschool child. - M.-L., 1958. - P. 81-91.
10. Kravtsova E.E. Preschooler thinking. - M.: Pedagogy, 1977. - 276 p.
11. Brief psychological dictionary /Under general. ed. A.V. Petrovsky, M.G. Yaroshevsky. - Rostov n/d.: Phoenix, 1999. - 560 p.
12. Leontyev A. N. Selected psychological works. - In 2 vols. - M.: Pedagogy, 1983. - 427 p.
13. Lyublinskaya A. A. Mental abilities and age. - M.: Pedagogy, 1971. - 218 p.
14. Methods for studying and diagnosing the mental development of a child / Ed. Y. L. Kolominsky, E. A. Panko. - M.: Pedagogy, 1975. - 319 p.
15. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. - M., 2000. - P.164.
16. Ovchinnikova T. N. Personality and thinking of a child: diagnosis and correction. - M.: Academic project; Ekaterinburg: Business book, 2000. - 208 p.
17. Features of the mental development of children 6-7 years of age / Ed. D. B. Elkonin, L. A. Venger. - M.: Pedagogy, 1988. - 346 p.
18. Piaget J. Selected psychological works. - M.: Pedagogy, 1969. - 372 p.
19. Development of cognitive abilities in the process of preschool education /L. A. Wenger, E. L. Agaeva, N. B. Wenger and others - Ed. L.A. Wenger. - M.: Pedagogy, 1986. - 223 p.
20. Rubinshtein S.L. Psychology. - M.: Education, 1991. - 790 p.
21. Smirnova E. O. Psychology of a child from birth to 7 years. - M.: School press, 1997. - 381 p.
22. Mental education of preschool children / Ed. N. N. Poddyakova. - M.: Pedagogy, 1972. - 341 p.
23. Philosophical Dictionary / Ed. prof. A.G. Smirnova. - M.: Encyclopedia, 1996. - 560 p.
APPLICATIONS
Annex 1
Brief lesson notes
on the development of logical thinking of children in the preparatory group
1 lesson.
Lesson topic: Flowers
Objectives: To consolidate the ability to form a whole from parts. Exercise children in finding objects based on the same color. Learn to count to 6. Cultivate the desire to make a beautiful bouquet for mom.
Material: Watering can, cut into 6 equal parts, 3 hoops: blue, red, yellow, flowers cut for flannelgraph (different)
Stages. Description of the stages.
Stage 1. “Assemble the watering can”
In order to grow flowers, they need to be watered, but what are they watered from? (from a watering can). Invite the children to assemble a watering can from 6 identical parts.
Stage 2. “The flowers bloomed in the flowerbed.”
Place 3 hoops in different places and invite the children to plant only red flowers in the red flower bed, yellow flowers in the yellow flower bed, and blue flowers in the blue flower bed. Then find out what shape and size the flowers bloomed.
Stage 3. “Make a bouquet for mom”
Children are offered flowers. They collect a bouquet for mom and then ask her to count how many flowers are in the bouquet.
Lesson 2.
Topic of the lesson: In the garden.
Objectives: To teach children to use given substitutes for objects and arrange them in space in accordance with the location of the substitutes.
Material: A set of geometric shapes, a matryoshka doll, Dienesh logic blocks, task cards, 2 baskets of different sizes.
Stages. Description of the stages.
Stage 1. “Let’s dig up the beds”
Children are given a set of geometric shapes and are asked to arrange the beds as the matryoshka - gardener - asks (on the left - a circle, on the right - a rectangle).
Stage 2. “Plant a vegetable garden”
The teacher shows a card with 2 yellow circles (turnips) in circles; and in the rectangle - 2 red ones (tomato). Then the cards are removed, and the children must complete the task from memory on the tables. The number of beds and tasks can be increased to 5.
Stage 3. “Gather the Harvest”
Matryoshka the gardener brought us 2 baskets. In a large basket, she asked to collect all the round-shaped vegetables (turnips, onions, etc.). Small – triangular (carrot, etc.)
Lesson 3.
Topic: “In the autumn forest”
Objectives: Teach children to find differences in the images of objects. Strengthen the ability to select objects based on one characteristic (color). Exercise children in making a whole from parts.
Materials: 2 landscapes with 10 differences, Dienesh logic blocks, 1 basket, leaf cut into 6 pieces of the same size.
Stages. Description of the stages.
Stage 1. “How are the landscapes different?”
Children are offered 2 pictures on autumn theme with 10 differences. Children must find as many differences as possible.
Stage 2. “Arrange the mushrooms”
Invite the children to put all the mushrooms with red caps into a yellow basket. Find out what shape the mushroom caps are, their size and thickness.
Stage 3. “Fold the leaf”
Offer the children a leaf cut into 6 pieces. You need to fold a leaf and guess from which tree it fell.
Lesson 4.
Topic: “Journey to the Poultry Yard”
Objectives: To develop constructive skills and the child’s memory (memorization exercise). Teach counting and comparison.
Material: pencil cases with geometric shapes, Dienesh logic blocks, 2 hoops different color, 3 groups of toys of 7 pieces.
Stages. Description of the stages.
Stage 1. “Build a vehicle that you can use to travel.”
Children build vehicles from geometric shapes. Then examine the structures and find out who built what, what color, shape, size.
Stage 2. “Trouble”
I am Aunt Dasha, the owner of the poultry yard. I want to let the geese, ducks, and chickens out for a walk for the first time today, but I’m afraid that they will run away and won’t find their homes. Will you help me catch up with them? A screen opens: there are 2 hoops in red - geese live (all red figures), and in green - chickens (all round figures), and who lives inside the red and green house (hoops), what figures are they indicated by? After which I mix all the blocks, and the children lay them out as they were.
Stage 3. “Find an equal number of toys”
Offer children 3 groups of toys for quantitative counting. We count and compare.
Lesson 5.
Topic: “Teremok”
Objectives: Teach children to combine, generalize, transform. Develop attention and memory. Intelligence, analytical perception.
Material: Mongolian game, logic blocks of Dienesh.
Stages. Description of the stages.
Stage 1. “Mongolian game”
Invite children to assemble a “teremok” from parts of the game, determine the shape of the walls, roof, and windows.
Stage 2. “Resettlement of animals in Teremok”
It is proposed to arrange the logical blocks so that all large and fat animals are placed on the 1st floor, small, fat ones on the 2nd floor, small thin animals on the 3rd floor, etc.
Stage 3. "What changed?"
We swap the blocks in the “Teremka” (on the floors), and the children must guess what has changed.
Lesson 6.
Topic: “For a holiday in kindergarten”
Objectives: Develop the ability to find objects with given properties. Teach children to analyze a complex structure and recreate it from elements.
Materials: figures of different shapes, colors and sizes, cards with the beginning of beads, 2 sheets of paper, each depicting 2 dolls, whose dresses are decorated with colored geometric patterns. The colors of the ornament on one sheet (from top to bottom) are red, orange, yellow. On the other - yellow, green, blue.
Stages. Description of the stages.
Stage 1. “Who will collect the beads sooner?”
Each of the children receives pencil cases with geometric shapes and a card with the beginning of the beads, where, for example, one bead is round, blue, and large. The other is small, triangular, yellow; the third is rectangular, large, red. We need to continue the series. The best beads will be those that turn out to be the longest. A certain time is allotted.
Stage 2. “Let’s decorate the doll’s dress”
The dolls were at the Model House for a demonstration of new dresses. They liked dresses decorated with colorful geometric patterns. Invite the children to decorate dresses with geometric patterns and give them to the girls. (Preview samples)
Stage 3. “Place the children correctly in the dance”
On the stage of blue color children are dancing in yellow dresses, and on the stage, green ones are wearing triangular dresses. Arrange the children correctly and tell me who can dance on both stages (in yellow, triangular dresses)?
Lesson 7.
Topic: “Housewarming”
Objectives: Mastering the ability to navigate on a plane. Continue learning to classify sets according to two properties: color and shape, size and shape. Develop spatial imagination.
Material: flannelgraph, houses of different sizes and colors (made of cardboard), hoops, Dienesh logic blocks, paper mats with patterns of geometric shapes.
Stages. Description of the stages.
Stage 1. “A story about the location of houses”
Tell us how the houses were located in the microdistrict (houses of different heights and colors are located on the carpet; in the center and in the corners). Children tell the location of the houses.
Stage 2. “We will resettle the city residents into houses”
Take 2 hoops and place them of different colors on top of each other so that you get 3 areas. It is necessary to place red residents in a red hoop, and all round residents in blue, etc.
Stage 3. “Carpet Workshop” game.
Children choose carpets for the residents of the neighborhood based on the description. The red figures would like to have a carpet like this: in the middle - a square, below - a rectangle, above - three triangles, on the left - an oval, on the right - two circles.
Lesson 8.
Topic: “Flight into space”
Objectives: To teach children to take an active part in recreating the silhouette in modeling games based on a model. Exercise children in counting by ear. Continue to teach children to generalize objects by shape, size, color. Foster a desire to help each other and those in trouble.
Material: Game “Fun circle, screen, hammer, numbers from 0 to 9, 3 hoops, “Dienesh’s logic blocks.”
Stages. Description of the stages.
Stage 1. “Let's fly into space on a rocket”
What do they use to fly into space? (on a rocket). Do we have a rocket? (No). But we have a circle cut into 10 parts. (geometric figures) Let's assemble rockets from these small figures (parts) (each for himself). To do this, place the samples in front of you and take out the elements of the “Merry Circle” game from the envelopes.
Stage 2. “Guessing the code”
Guys, our rockets won’t start unless we guess a special code, and this code is encrypted in riddles. You will solve the riddles if you sit quietly, listen carefully and count the blows of the hammer. And so, attention! We listen silently and count to ourselves. How many times did the hammer hit? (1) Please, Maxim, come to the table, find the number 1, and place it on the typesetting canvas, and so on the remaining numbers (3, 6, 2, 5, 8). How many digits does the code consist of? (6)
Stage 3. “Help Luntik”
Let's help Luntik clear the planet of stones. To do this, you need to put all the blue figures in the blue crater (hoop), and all the circles in the green one. We approach one by one, take the stone, name the color, shape, size and say where this stone should be placed.
Lesson 9.
Topic: “Shop”
Objectives: Develop the ability to distinguish objects by thickness, color, size. Be able to find an item by description. Practice quantitative calculations.
Material: logic blocks of Dienesh, squares one red, the other green, toys different in the number of children.
Stages. Description of the stages.
Stage 1. “Help me unpack the goods”
The store received cookies of different sizes, shapes, colors, and thicknesses. And everyone got him mixed up. In order to sell it, you need to disassemble it into boxes. We will put large cookies in the red box, and all the thick ones in the green box. What cookies will be inside the red box? (the task can be changed).
Stage 2. “Give me what I name”
In the toy department, for helping to sort out the goods, you will be given gifts, but for this you will have to tell about the toys so that the seller will guess what you want to receive as a gift.
Stage 3. “Let’s count how many toys they gave us”
You can first group the toys (soft toys, dolls, cars, etc.) and then invite the children to count how many toys are in which group? Which group has more (less)?
Appendix 2
Summary of the lesson “Flight into space”
PROGRESS OF THE CLASS
Host: A signal was received from the Moon to Earth: this is a request for help.
- “Guys, we have a problem, our planet is covered with stones. We cannot make out the rubble, because we do not know geometric shapes, we do not distinguish between color and size. Help me please! Luntik.”
- What are we going to do? What should I do?
- How can we help them? To do this you need to go into space.
- What do they use to fly into space? (on a rocket)
- Do we have a rocket? (No)
- But we have a circle cut into 10 parts. (geometric figures) Let's assemble rockets from these small figures (parts) (each for himself).
- To do this, place the samples in front of you and take out the elements of the “Merry Circle” game from the envelopes.
- Did you get it?
- Let's start collecting!
- Try to assemble correctly. Look at the sample. A rocket must be strong in order to reach another planet.
- These are great guys! We got a lot of rockets of different colors!
- Ira, what color rocket did you assemble? (Red)
- What color is Sonya’s rocket? (Yellow), etc. - That's right, well done!
Physical education minute:
One, two - there is a rocket (hands up, palms together)
Three, four - airplane (arms to the sides)
One, two - clap your hands (hereinafter in the text)
And then on every account.
One two three four.
And they walked around on the spot.
- Guys, our missiles won’t start unless we guess a special code, and this code is encrypted in riddles. You will solve the riddles if you sit quietly, listen carefully and count the blows of the hammer.
- So, attention! We listen silently and count to ourselves.
- How many times did the hammer hit? (1)
- Right! Well done!
- Please, Maxim, come to the table, find the number 1, and place it on the typesetting canvas, and so on the remaining numbers (3, 6, 2, 5, 8)
- So the code has been solved!
- How many digits does the code consist of? (6)
- Well done!
- The rocket is ready for launch. Let's fly! (children get up, and one after another leave the tables, and stand in a large circle, inside of which there are two hoops of different colors, “Dyenesh Logic Blocks” are scattered around)
- Here we are. We are on the Moon.
- Guys, a lot of stones coming from outer space are falling on this planet. These celestial stones are called meteorites. Look how many!
- What is the difference? (Color, shape, size, thickness)
- Well, guys, let's help Luntik clear the planet of stones. To do this, you need to put all the blue figures in the blue crater, and all the circles in the green one. We approach one by one, take the stone, name the color, shape, size and say where this stone should be placed.
- Ira (I take a large circle and put it in a green hoop, etc.)
- Look, was the task completed correctly? (Yes)
- Okay, now tell me what shape the stones are inside the blue crater (all the blue figures lie inside the blue crater, etc.)
- And the stones, what shape, color and size remained behind the craters (the children name them).
- In order to keep it clean, let’s remove all the stones that remain outside into the red crater. (All children clean up)
- That's all they removed. Now it's order! Well done!
- Guys, did you like our trip? (Yes)
- What we did during our trip (We helped Luntik clear the planet of stones).
- Well done!
- Luntik was very pleased. And he prepared a surprise for you, but already on Earth.
- We get into our rockets and go home to earth. We've landed! And here it is guys, for you! A crater with meteorites of different shapes, but these meteorites are very tasty and sweet.
- Thank you guys, this is for you, help yourself! Your Luntik!
In older preschool and primary school age, the child has a peak of cognitive activity, verbal and logical thinking moves to a new level.
Imagine your child:
- sincere interest in logical and mathematical problems;
- amazing cognitive abilities;
- he knows how to quickly work with information, easily identifies and remembers the essence;
- reasons logically correctly;
- makes decisions carefully.
Peak cognitive activity (5-10 years) is the best time to develop logic and teach your child to think!
It is important for parents to remember: thinking techniques are not formed in a child’s head on their own. It is necessary to teach the child purposefully and it is important not to miss the moment.
How to develop a student’s logical thinking?
After entering 1st grade, many parents breathe a sigh of relief and transfer their children’s education to the school’s shoulders. But should we count on the curriculum and school teachers in matters of logic development?
A capable child comes to school and... learns to count and solve standard problems.
Practicing teachers know: primary school students, and often teenagers, do not know how to think independently, reason and draw informed conclusions. Often, schoolchildren have difficulties in applying comparison methods, determining causes and deducing consequences.
Logical analysis skills, the ability to reason correctly, and find non-standard solutions - this is what distinguishes truly gifted and talented children from exemplary excellent students.
School programs direct primary school teachers to use mainly training-type tasks, which are based on imitation, performed by analogy, and therefore do not fully involve thinking. And the ability to make judgments, build logical chains and perform other logical actions must be developed and trained.
Teachers would be happy to diversify the learning process with riddles to develop logical thinking or puzzles with matches. This is a popular way to exercise the mind in preschools. But in most schools, the question of “warm-ups” comes down to the following: how to keep up with exercises for the eyes and hands?
Let's draw conclusions!
- It is not wise to shift responsibility onto school teachers.
- It is important to explain to the child: at school he receives fundamental knowledge that will help him develop further.
- Developing logic at home (outside of school) is an excellent addition to the main school curriculum.
What is especially important for preschoolers and first-graders?
The thinking of a preschooler is initially visual and figurative in nature and only during the educational process gradually develops into conceptual, verbal and logical. Any visual educational materials will be easier for preschoolers and schoolchildren to perceive and understand, and will complete tasks and solve problems with great interest and pleasure.
We figured out how to help parents and teachers, and most importantly, children!
We have created the LogicLike online educational platform especially for preschoolers and primary schoolchildren. The site includes everything necessary for the development of logical and critical thinking in children. The platform can be used for independent training (usually from 7-8 years old) and for classes with the whole family.
