How to develop abstract thinking in order to create, not get up. Development of thinking

In order to comprehend abstract concepts, the child must be distracted from the material reality associated with them, and objects that are directly significant for these concepts. He needs to isolate and turn into an independent object of consideration a separate side, property or state of what he is now thinking about. For example, if, after listening to Shel Silverstein's The Generous Tree, a child concludes that the tale is about selfishness, then he is able to extract and transfer the main theme of the work of art into his world.

All significant types of learning require abstract thinking. Young children can and should separate concepts, abstract them from their world. The child learns to think abstractly through meaningful games and learning to interact, finding new ways to represent objects and generalizing the impressions received. This skill allows him to build theories about his world.

Abstract thinking and numbers

The development of abstract thinking goes hand in hand with your child's developing math skills. Over time, children develop more abstract ideas about numbers and counting. Almost from birth, babies are sensitive to the concept of quantity. Between the ages of eight months and one year, children, for example, can determine which of two very small piles is larger than the other. They begin a long learning process. complex ideas about numbers and counting.

Significant development occurs in a child about two years of age when he becomes acquainted with symbolic or role playing: in them he begins to connect thoughts with relationships and mentally represent quantity. For example, a child might say to a friend, "I'll be a dad, you'll be a sister, and this rock will be a dog." Playing this way, he can put two plates on the table: one for himself ("daddy") and one for his girlfriend ("sister"). Then he takes two spoons - automatically without counting - and puts one on each plate. The child abstracts from thinking about numbers by playing with specific objects.

It is also very important to develop an understanding of words denoting numbers. These words help children understand the concept of numbers and understand how quantities can be classified. For example, a three-year-old girl sits with her dog on a bench and another dog approaches them. The girl says to her mother: “Mom, look, two dogs!” and asks her mother for two treats. She then gives one treat to each of them. This is an important abstraction because the very idea of ​​the number two is an abstract concept. The girl was able to use the word "two" to describe the number of dogs she saw.

Your child builds on these early math ideas as they learn to count. Understanding number words and counting skills together allows children to construct abstract number comparisons. For example, over the age of three and a half, most children can accurately compare the quantities in two groups of dissimilar items, such as a pile of cubes and a pile of chips. They can also accurately compare groups that cannot be seen, such as a bunch of marbles and a sequence drum roll. Between the ages of four and four and a half, children can compare groups of objects, each consisting of different objects. This shows that they view numbering as a more abstract idea that is independent of the size and nature of the items to be counted.

The child also develops abstract thoughts about counting through writing. Preschoolers understand that written signs on paper can convey information about quantity. For example, three- and four-year-olds can draw sticks on paper to show how many items they have counted.

Understanding Forms

For children, understanding the concept of "shape" is another way to make sense of the world and another step in developing abstract thinking skills. This understanding lies in the ability to make generalizations about the everyday environment. Young children may learn more about shapes than we think. First, they learn about forms in the "whole"; for example, identifying rectangular objects because "they look like a door". When your child can separate the form from the background, notice it and distinguish it from other objects, he will abstract this form.

Later, after many experiments with shapes, your child will be able to recognize, say, triangles of various sizes and orientations. He may find that a certain form may vary. For example, a shape might be "long and thin" but it's still a triangle. Color, thickness, and other characteristics are now treated as ideas outside of form. The child abstracts the idea from the form. At the same time, the child begins to consider another important abstraction: he mentally "extracts" the individual parts of the form. For example, he begins to see a triangle not only as a shape that looks a certain way, but also as having three sides and three angles. In working with young children, experts have found that this ability gives them a sense of their own ability to understand something, a sense of their intellectual power. The child may say: “It is very sharp and very long, but I know it is a triangle. Look: one, two, three straight sides!

Ways to develop abstract thinking

You can help your child develop abstract thinking skills every day by talking about his experiences and helping him make sense of them. Try the following activities.

• Count everything around. Count with your child the steps of the stairs you are climbing; plates on the table; chocolate raisins and so on.
• Learn the rules of counting. Take a doll (call it, for example, Dunno) and let it count wrong, ask the child to correct Dunno. Ask to tell what exactly Dunno did wrong. For a more confident counting of the child, start with small numbers.
• Play with routes and maps. With very young children, discuss the sights you see while walking. The kid can create models of these sights with the help of toys. An older child might, for example, try to build a model of their room or start drawing simple maps. He can also play hidden object games at home with a simple map you drew. Emphasize that models and maps are smaller versions of the real space.
• Provide a large number of opportunities for practical experience. Counting material (details of the designer, sets of molds, connecting and simple cubes) and other objects (buttons, pebbles or beads) help the child build ideas about mathematical ideas. Young children often know numbers but fail to apply this knowledge; and such objects will help them in this.
• Build with various forms. Give your child a set of blocks (cubes) of various shapes to design and build. Find and show certain forms in everyday objects and try to recreate them with blocks.
• Encourage problem solving. Counting material such as cubes can be used for counting, arithmetic, modeling and creating geometric shapes. Encourage children to use these materials when solving various tasks and for subsequent reflection and evaluation of their decisions. This is an important step towards abstracting the ideas that counting material helps to develop.
• Classify items according to features. Sort and classify different items. Emphasize that for sorting we create and use different categories, features. When you clean a child's room, put pieces (cubes) of the same shape together or classify the pieces into those that can be rolled and those that cannot.
• Talk to your child. Discussion helps the child switch speech and thoughts to himself and recognize abstract concepts. Discuss events that happened somewhere far away and a long time ago. This will help the child learn to represent ideas, thoughts and operate with symbols in an abstract but to the point. Ask your child to think about his upcoming day and plan what he will do tomorrow. If he is trying to solve a problem, ask him to consider different ways of solving and approaches to it. Ask the child to present their thoughts and ideas different ways, for example, by speaking, singing, acting or drawing - all children's "languages".
• Ask questions: why? Why not? What if? These questions encourage the child to think about and describe features of mathematical objects, such as shapes. They also make you look at things from different points of view.
• Help your child learn to ask the right questions. Young children rarely ask for more information when they don't understand something, but if actively encouraged, they will learn it.
• Use information from math books. Read and discuss books that teach mathematical concepts, such as the score, the ratio of sizes, shapes, and so on.

We can observe daily how our children think in the abstract. They are wonderful thinkers and constantly reflect on their world. For example, a child loves to watch birds and once he sees a butterfly, he excitedly says: “Bird!”. So he uses abstract thinking to develop the theory that all creatures with wings, or anything that can fly and are larger than insects, are birds. Although his abstraction needs some work, his ability to think in this way will serve him well in the future. He works hard to make sense of his world. When we talk to our children and help them improve their abstractions, we help them learn.

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

Visualization exercises.

Task: you need to come up with as many associations as possible for each picture. The quantity and quality (originality) of the images are evaluated. It is good to carry out the exercise with a group of children in the form of a competition.

Exercise number 2. "Fill in the gap" task.

You can find additional tasks for the development of visualization and visual-figurative thinking in the "Diagnostics of the development of thinking" section.

After the process of visualization is sufficiently well mastered by children, one can proceed to the direct operation of images, i.e. to solving the simplest mental problems based on representations.

Exercise number 3. Game Cubes.

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

This game is mastered in stages.

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

The second stage is the development of ways to attach one part to another.

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

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

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

Exercise number 4. "Problems for composing a given figure from a certain number of sticks."

Problems for changing figures, for the solution of which it is necessary to remove the specified number of sticks. Given a figure of 6 squares. It is necessary to remove 2 sticks so that 4 squares remain.

"Given a figure that looks like an arrow. You need to shift 4 sticks so that you get 4 triangles."

"Make two different squares of 7 sticks."

Tasks, the solution of which is to shift the sticks in order to modify the figure.

"In the figure, shift 3 sticks so that you get 4 equal triangles."

"In a figure consisting of 4 squares, shift 3 sticks so that you get 3 of the same squares."

"Make a house of 6 sticks, and then shift 2 sticks so that you get a flag."

"Shift 6 sticks so that the ship turns into a tank."

"Shift 2 sticks so that the cow-like figure looks the other way."

"What is the least number of sticks you need to move to remove the garbage from the scoop?"

Exercises aimed at developing visual-figurative thinking.

Exercise number 5. "Continue the pattern."

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

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

"The artist drew part of the picture, but the second half did not finish. Finish the drawing for him. Remember that the second half must be exactly the same as the first."

Exercise number 6. "Handkerchief".

This exercise is similar to the previous one, but is a more difficult version of it, because. involves the reproduction of a pattern with respect to two axes - vertical and horizontal.

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

Patterns and options for tasks can be invented independently.

Exercise number 7. "Make a figure."

This exercise, like the previous one, is aimed at developing figurative thinking, geometric ideas, constructive spatial abilities of a practical plan.

We offer several options for this exercise (from the easiest to the most difficult).

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

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

If it is difficult for a child to focus on a schematic representation of a figure and its parts, then it is possible to make a paper layout and work with the child in a visual-active way, i.e. when he can manipulate the parts of the figure and thus compose the whole.

b) "Look carefully at the picture, there are two rows of figures. In the first row there are whole figures, and in the second row the same figures, but divided into several parts. Mentally connect the parts of the figures in the second row and the figure that you have this will work, find it in the first row. The figures of the first and second rows that fit together, connect with a line. "

c) "Look carefully at the pictures and choose where the details are located, from which you can make the figures shown on the black rectangles."

Exercise number 8. "Fold the figures."

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

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

According to the difficulty (the disguise of relations in form), the tasks are distributed in this way: when a larger figure is superimposed on a smaller figure, which provokes the child to not suggest covering a larger figure with a smaller one and chooses the result of mixing smaller and larger figures. Indeed, if a child finds it difficult to determine relationships, it is better to superimpose objects on each other not in a visual-figurative plan (mental imposition), but in a visual-effective one, i.e. direct imposition of geometric shapes.

Exercise number 9. "Find a pattern."

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

Instruction: "Look carefully at the pictures and fill in the empty cell without breaking the patterns."

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

Similar tasks can be created independently.

Exercise number 10. "Traffic light".

"Draw red, yellow and green circles in the cells so that there are no identical circles in each row and in each column."

Exercise number 11. "We play with cubes."

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

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

This exercise is very effective in terms of developing visual-figurative thinking. If the operation of images causes great difficulties for the child, we advise you to glue such cubes and carry out exercises with them, starting with the simplest - "find a correspondence between the picture shown and the same position of the cube."

Exercise number 12. "Game with hoops".

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

After the arrangement of the figures, it is necessary to ask the child: "What figures lie inside the hoop? What figures are outside the hoop? What do you think the objects lying in the circle have in common? outside the circle?" It is very important to teach the child to designate the property of the classified figures.

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

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

"Game with two hoops".

Formation of a logical operation of classification by two properties.

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

Then the rule for classification is reported: "It is necessary to arrange the figures so that all the shaded figures are inside the hoop of the black line, and all the charcoal ones are inside the circle of the dashed line."

The difficulties encountered in completing this task lie in the fact that some children, starting to fill out inner part dotted line circles, place the shaded charcoal figures outside the black line hoop. And then all the other shaded shapes outside the broken line hoop. As a result, the common part (intersection) remains empty. It is important to bring the child to the understanding that there are figures that have both properties at the same time. To this end, questions are asked: "What figures lie inside the black line hoop? outside it? What figures lie inside the dashed line hoop? outside it? inside both hoops?" etc.

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

For the game, not only figures, but also subject pictures can be used. In this case, the variant of the game may be as follows: "Arrange the pictures so that in a circle of black lines there are pictures of wild animals, and in a hoop of broken lines - all small animals, etc."

"Game with three hoops" (classification according to three properties).

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

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

A set of figures.

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

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

Exercise number 13. "Classification".

Just like the previous exercise, this is aimed at developing the ability to classify according to a certain attribute. The difference lies in the fact that when performing this task, the rule is not given. The child needs to independently choose how to divide the proposed figures into groups.

Instruction: "There are a number of figures (objects) in front of you. If it were necessary to divide them into groups, how can this be done?"

A set of figures.

It is important that the child, completing this task, find as many reasons for classification as possible. For example, it can be a classification by shape, color, size; division into 3 groups: round, triangles, quadrilaterals, or 2 groups: white and non-white, etc.

Exercise number 14. "Traveling Animals".

The main purpose of this exercise is to use it to form the ability to consider different ways or options to achieve the goal. By operating with objects mentally, imagining different options for their possible changes, you can quickly find the best solution.

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

"Today we will play in a very interesting game. This is a game about a squirrel that can jump from one square to another. Let's see what squares-houses we have drawn: this square is with an asterisk, this one is with a mushroom, this one is with an arrow, etc.

Knowing what the squares are called, we can say which of them are next to each other, and which are one after the other. Tell me, which squares are next to the Christmas tree, and which are one through from it? How are the squares with a flower and the sun, a house and a bell, next to each other or through one?

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

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

"In an empty cell, we fill in the same pattern as on the cell through which the squirrel jumps." For example, in order for it to get from a cell with an asterisk into a cell with a window, the squirrel must first jump into the cell with an arrow looking to the right, and we draw it in an empty square. But the squirrel could jump in another way: first into a cage with a tree, and then into a cage with a window, then in an empty cage you need to draw a tree.

Next, the adult offers the child various options tasks in which you need to guess how the squirrel can get into the right cell by jumping according to its own rule. In this case, tasks can consist of two, three or more moves.

Task options.

You can come up with options for tasks on your own, outlining the first and final point of the journey, at which it is possible to comply with the rule. It is very important that when thinking through the moves, the child can find several ways to get from one square to another.

Animal Journey exercise using this game board can be modified different ways. For another lesson, an adult offers a game with another animal (this is a bunny, a grasshopper, a neuk, etc.) and according to a different rule, for example:

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

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

An alphanumeric field is used for work in the same way as a picture field. You can train on it according to the same rules or according to others invented by yourself. In addition, these may include the following rules:

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

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

Verbal-logical thinking.

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

Exercise number 15. "Systematization".

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

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

Presentation words - cabbage, strawberry, apple, pear, currant, raspberry, carrot, strawberry, potato, dill, blueberry, lingonberry, plum, cranberry, apricot, zucchini, orange.

"Now I will name the words, if you hear a word related to berries, clap once, if to fruits - twice." (Words can be used the same, you can come up with others.)

As a basis for systematization, there may be a topic - tools, furniture, clothes, flowers, etc.

"Tell me, how are they similar in taste? Color? Size?
lemon and pear
raspberries and strawberries
apple and plum
currant and gooseberry
How are they different in taste? color? size?"

Exercise number 16. "Divide into groups."

"What groups do you think these words can be divided into? Sasha, Kolya, Lena, Olya, Igor, Natasha. What groups can be made up of these words: dove, sparrow, carp, tit, pike, bullfinch, pike perch."

Exercise number 17. "Choose the words."

1) "Pick up as many words as possible that can be attributed to the group wild animals (pets, fish, flowers, weather conditions, seasons, instruments, etc.)".

2) Another version of the same task. We write two columns of words that can be attributed to several groups of concepts. Task: Use arrows to match the words that make sense.

Such tasks develop the child's ability to distinguish generic and specific concepts, form inductive speech thinking.

Exercise number 18. "Find a common word."

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

What is the common word for the following words:

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

Words for finding a generalizing concept can be selected from any groups, more or less specific. For example, the word " spring months", or maybe "months of the year", etc.

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

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

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

The following exercise is very effective in terms of developing a generalizing function.

Exercise number 19. "Unusual Domino".

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

Empirically, three spheres of such signs are distinguished.

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

The second area is a generalization on a situational basis (more high level). Transitional to this area is the generalization of objects on the basis of "property - action", i.e. child identifies as common property action taken by objects.

For example, "A frog approaches a squirrel because they can jump." In addition, this area includes generalizations on the situation of using "pears and carrots, because both are eaten ..."; situations of place and time of stay - "a cat and a mouse, because they live in the same house"; situations of communication, games - "a puppy and a hedgehog, because they play together ...".

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

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

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

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

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

Each player is dealt the same number of cards. After that, the right of the first move is played.

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

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

"At the same time, you must explain why such a choice was made, say what is common between the selected pictures. The next of you will again select a picture for one of the two at stake, explaining your choice."

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

Points are awarded for each move. If the generalization was made on an attributive property - 0 points, on a situational basis - 1 point, on a categorical basis - 2 points. The one with the most points wins.

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

Logic tasks.

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

Logical tasks involve the implementation of a thought process associated with the use of concepts, logical structures that exist on the basis of language tools.

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

As S. L. Rubinshtein noted, "in the conclusion... knowledge is obtained indirectly through knowledge without any borrowing in each individual case from direct experience."

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

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

Tasks to solve.

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

2. Masha and Nina looked at the pictures. One girl was looking at pictures in a magazine, and the other girl was looking at pictures in a book. Where did Nina look at the pictures if Masha did not look at the pictures in the magazine?

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

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

5. Kolya, Vanya and Seryozha read books. One boy read about travel, another about the war, the third about sports. Who read about anything if Kolya did not read about the war and about sports, and Vanya did not read about sports?

6. Zina, Liza and Larisa embroidered. One girl embroidered leaves, another - birds, the third - flowers. Who embroidered what, if Lisa did not embroider leaves and birds, and Zina did not embroider leaves?

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

8. Girls Asya, Tanya, Ira and Larisa went in for sports. Some of them played volleyball, some swam, some ran, some played chess. What sport was each girl fond of if Asya did not play volleyball, chess and did not run, Ira did not run and did not play chess, and Tanya did not run?

These eight tasks have three degrees of difficulty. Tasks 1-3 are the simplest; to solve them, it is enough to operate with one judgment. Tasks 4-6 are of the second degree of complexity, since when solving them, it is necessary to compare two judgments. Tasks 7 and 8 are the most difficult, because To solve them, you need to correlate three judgments.

Typically, the difficulties that arise in solving problems 4 through 8 are associated with the inability to keep internal plan, in the presentation, all the circumstances indicated in the text, and they are confused, because they do not try to reason, but strive to see, to present the correct answer. In this case, a technique is effective when the child has the opportunity to rely on visual representations that help him keep all the textual circumstances.

For example, an adult can make pictures of houses (task 4). And then, relying on them, conduct a reasoning of the following type: “If Alik and Borya lived in different houses, then in which of the drawn ones could they live? And why not in the first two? Etc.

For tasks 7 and 8, it is more convenient to make a table that will be filled in as you reason.

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

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

The next version of the problem contains the following starting point: if three objects and two features are given, one of which is possessed by two objects, and the other by one, then, knowing which two objects differ from the third in terms of the specified features, it is easy to determine which feature the first two have. . When solving problems of this type, the child learns to perform the following mental operations:

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

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

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

Tasks to solve.

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

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

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

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

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

6. Ira, Natasha, Olya and Oksana embroidered different pictures. Two girls embroidered a flower, two - a house. What did Natasha embroider if Ira with Natasha and Natasha with Olya embroidered different pictures, and Oksana embroidered a house?

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

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

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

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

Comparison tasks.

This type of problem is based on such a property of the ratio of object sizes as transitivity, which consists in the fact that if the first member of the relation is comparable with the second, and the second with the third, then the first is comparable with the third.

You can start learning to solve such problems with the simplest ones, in which you need to answer one question and which are based on visual representations.

1. "Galya is more fun than Olya, and Olya is more fun than Ira. Draw Ira's mouth. Color the mouth of the most cheerful girl with a red pencil.

Which girl is the saddest?

2. "Inna's hair is darker than Olya's. Olya's hair is darker than Anya's. Color each girl's hair. Sign their names. Answer the question, who is the lightest of all?"

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

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

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

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

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

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

The conditions of the tasks differ not only in the amount of information that needs to be sorted out, but also in its observable features: types of relationships, different names, a different question. Of particular importance are "fabulous" problems, in which the relationships between quantities are built in a way that does not happen in life. It is important that the child be able to distract himself from life experience and use the conditions that are given in the task.

Task options.

1. Sasha is sadder than Tolik. Tolik is sadder than Alik. Who is the funniest of all?

2. Ira is neater than Lisa. Lisa is neater than Natasha. Who is the most careful?

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

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

5. A fox is slower than a turtle. The fox is faster than the deer. Who is the fastest?

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

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

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

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

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

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

12. Natasha is more fun than Larisa. Nadia is sadder than Natasha. Who is the saddest?

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

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

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

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

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

In addition to the tasks that were indicated above, it is advisable to offer the child tasks in which some of the necessary data is missing or, conversely, there are unnecessary data. You can also use the method of self-composing tasks by analogy with this one, but with different names and a different attribute (if the task has the attribute "age", then it can be a task about "growth", etc.), as well as tasks with missing and redundant data. It makes sense to turn direct problems into inverse ones and vice versa. For example, a direct task: "Ira is higher than Masha, Masha is higher than Olya, who is higher than everyone?"; in the inverse problem the question is: "Who is the lowest of all?".

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

Exercise number 20. "Anagram".

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

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

After the child learns the principle of composing words from letter combinations, complicate the task. To this end, enter a new condition: "Decipher what words are hidden here, and say which word from the data is superfluous."

The task can be of another type: "Decipher the words and say what common word they can be combined with."

Another version of the task with anagrams: "Decipher the words and say what groups they can be divided into."

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

Of course, the rebus is the same combinatorial task that can be effectively used to develop verbal and logical thinking: crossword puzzles teach the child to focus on the definition of a concept according to the characteristics described, tasks with numbers - to establish patterns, tasks with letters - to analyze and synthesize various combinations. Let's take another similar exercise.

Exercise number 21. "Twin Words"

This exercise is connected with such a phenomenon of the Russian language as homonymy, i.e. when words have different meaning but are spelled the same. What word means the same as the words:

1) a spring and what opens the door;
2) the girl's hair and a grass cutter;
3) a branch of grapes and a tool for drawing.

Come up with words that are the same in sound but different in meaning.

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

Abstract-logical thinking.

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

Exercise number 22. "Formation of concepts on the basis of abstraction and selection of essential properties of specific objects".

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

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

Exercise number 23. "Formation of the ability to separate the form of a concept from its content."

“Now I will speak words to you, and you will answer me, which is more, which is less, which is longer, which is shorter.
- Pencil or pencil? Which one is shorter? Why?
- Cat or whale? Which one is more? Why?
- A boa constrictor or a worm? Which one is longer? Why?
- Tail or ponytail? Which one is shorter? Why?"

The teacher can come up with his own questions, focusing on the above.

Exercise number 24. "Formation of the ability to establish relationships between concepts."

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

Exercise number 25. "Formation of the ability to identify essential features to maintain the logic of judgments when solving a long series of similar tasks."

An adult says to the children: “Now I will read you a series of words. Of these words, you will have to choose only two, denoting the main features of the main word, that is, without which this subject cannot be.

Other words are also related to the main word, but they are not the main ones. You need to find the most important words. For example, a garden ... What do you think, which of these words are the main ones: plants, gardener, dog, fence, earth, i.e. without which there can be no garden? Can there be a garden without plants? Why?.. Without a gardener... a dog... a fence... land?.. Why?"

Each of the proposed words is analyzed in detail. The main thing is that children understand why this or that word is the main, essential feature of this concept.

Sample tasks:

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

This exercise allows you to purposefully direct the search for a solution, activate thinking, create a certain level of abstraction.

Work on the formation in children of the ability to highlight the essential features of concepts, to establish various relationships prepares fertile ground for the development of abilities to form judgments as a higher level in the development of abstract-logical thinking. The purposefulness of judgments, the degree of their depth depend on the child's ability to operate with meaning, to understand figurative sense. For this work, you can use various literary material, proverbs, sayings, containing the possibilities of verbalization and transformation of the text.

Exercise number 26. "Formation of the ability to operate with meaning."

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

Measure seven times, cut once

a) If he himself cut off incorrectly, then you should not blame the scissors

b) Before doing, you need to think carefully

c) The seller measured seven meters of fabric and cut

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

Sample tasks:

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

2. Hurry - make people laugh.
a) The clown makes people laugh.
b) To do a job better, you need to think about it well.
c) Haste can lead to ridiculous results.

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

4. There is nothing to blame on the mirror if the face is crooked.
a) You should not blame the cause of failures on circumstances, if the matter is in yourself.
b) Good quality mirrors do not depend on the frame, but on the glass itself.
c) The mirror hangs crooked.

5. The hut is not red with corners, but with pies.
a) You can’t eat only pies, you have to eat rye bread.
6) The case is judged by the results.
c) One delicious cake is worth ten bad ones.

In psychology, thinking is called a cognitive process in which reality is generally and indirectly reflected. Indirectly - means, knowing some properties through others, the unknown - through the known.

In the process of development of the psyche, a person goes through a difficult path, moving from concrete thinking to more and more abstract, from objective to internal, classifying thinking according to form. In psychology, there are:

- visually effective

— Visual-figurative

- figurative

— Abstract-logical thinking.

This is a kind of stage of human development.

The child learns the world by examining objects by touch, taste, taking apart, breaking, scattering, throwing, observing, etc., that is, through practical actions. These are manifestations of visual-effective thinking, its period is approximately from 1 year to 3 years.

In the future, visual-figurative thinking is connected, which is still based on practical research reality, but already uses the images that it creates and stores. These images may not be based on specific sensations (for example, fairy-tale heroes). This is thinking, presented in the form of images and representations based on visual, tactile, auditory perception. The peak of visual-figurative thinking falls on the age of about 4 to 7 years, but it also persists in adults.

The next step is figurative thinking. At this stage, images are born with the help of imagination or are retrieved from memory. In the case of using figurative thinking, the right hemisphere of the brain is involved. Unlike visual-figurative thinking, verbal constructions and abstract concepts are widely used in figurative thinking.

Finally, in abstract-logical thinking, symbols, numbers and abstract concepts are used that are not perceived by our senses.

Abstract thinking

Abstract thinking is engaged in the search and establishment of general patterns inherent in nature and human society. Its purpose is to reflect through concepts and broad categories of certain general connections and relations. In this process, images and representations are secondary, they only help a more accurate reflection.

Thanks to the development of abstract thinking, we can perceive a general, holistic picture of phenomena and events, without focusing on the details, abstracting from them. Going this way, you can go beyond the usual rules and make a breakthrough by discovering something new.

The development of abstract thinking was largely facilitated by the creation of a language system. Words were assigned to objects, abstractions and phenomena. The meaning inherent in the words became possible to reproduce regardless of the situations associated with these objects and their properties. Speech made it possible to turn on the imagination, imagine this or that in the mind and consolidate the skills of reproduction.

Abstract thinking reflects reality in the form of concepts, judgments and conclusions.

The concept reflects and unites objects, phenomena and processes through some essential features. It has become the primary and predominant form of mental abstract reflection of events. Examples of concepts: "wolf", "1st year student", "tall young man".

Judgments either deny or confirm phenomena, objects, situations, etc., reveal the presence or absence of any connections or interactions between them. They are simple and complex. An example of a simple one: "a girl plays ball", a complex one - "the moon came out from behind the clouds, the clearing lit up."

Inference is a thought process that allows you to draw completely new conclusions from an existing proposition (or from propositions). For example: “All birches shed their leaves in autumn, I planted a birch, therefore, it will also shed leaves in autumn.” Or the classic: "All people die, I am a man, therefore, I will die too."

Abstract-logical thinking through logical operations with concepts reflects the relationship, the relationship between objects and phenomena in the world that surrounds us. It favors the search for unusual solutions to a variety of problems, adaptation to constantly changing conditions.

There are some features inherent in abstract-logical thinking:

— Knowledge of concepts and criteria, both existing and only presumably existing in real world and the ability to use them.

- Ability to analyze, summarize and systematize information.

- The ability to identify the patterns of the surrounding world, even without direct interaction with it.

- Ability to form cause-and-effect relationships.

Abstract-logical thinking is the basis of the learning process, and it is applicable in any conscious activity, both in science and in everyday life.

The development of abstract thinking occurs in childhood, and it is very important to pay due attention to it. In one of the following articles, we will talk about how to develop abstract-logical thinking in a preschool child.

The flexible mind and receptivity of the child in early age make this period the most optimal for classes. However, an adult can also develop his abilities, logical skills, improve ingenuity and ingenuity. Abstract-logical thinking is helped to develop exercises to identify patterns, combine words based on common feature, any logical tasks.

It has been proven that until old age we can develop the abilities of our brain, improving its functions such as thinking, attention, memory, perception. Classes can be carried out in a fun way, with the help of.

We wish you success in self-development!

Teachers have to deal with different levels of intellectual development of children. Some of them are “stuck” at the stage of visual-effective thinking. Therefore, in teaching, they can only use cramming and a relatively accurate reproduction of the information received from the teacher. This is a considerable fault of parents who do not want to be enlightened in matters of child development. We cannot reconcile ourselves to such a situation, and therefore we submit our judgments about COGNIZATION to the judgment of readers.

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Abstract thinking - highlighting some features and distracting from others, insignificant in this moment or for this person. Without the development of this type of thinking, it is impossible to become a successful person.

Here, success is understood as a personal feeling that a person manages to build his life according to his goals and on his own for the benefit of himself and people. Do not confuse success with prestige. Prestige is a socially conditioned idea of ​​a worthy life. It may conflict with a person's spiritual needs. The right to choose is up to the individual.

Abstract thinking in creativity involves going beyond real data, finding new connections and relationships between objects, a broad but purposeful mobilization of knowledge and experience.

Stages of the formation of a child's thinking:

Visual and effective (up to 3 years),
- visual-figurative (up to 9 years),
- verbal-logical (abstract) (by the age of 14).

The development of a child's thinking begins with information presented in the form of a question, a task. Parents will find a lot of reasons to communicate with the child in this regard, if they realize the importance of abstract thinking for the fate of the child.

Until the age of nine, children live in magical world, you can not rush them with the realization of reality, everything has its time. And this period is necessary for the development of imagination, fantasy - the basis creative activity person. The kid is very interested in “picking mushrooms on the pavement”, imagining that he is in the forest; “feed mom according to her order with different food from river sand” - his ideas will gush if his parents support him in his play activities.

By the way, a child under 9 years old is not yet ready for the freedom to choose his actions and responsibility for the choice. His actions are often impulsive or dictated by fear of punishment. If adults create such difficult circumstances for the child to choose, the child experiences psychological anxiety and insecurity.

The need for protection is strongest at this age, so the child needs “strong” parents to guide him.

For the development of a child’s thinking, an adult should not rush to answer some “why?” child, but to ask “What do you think?”, and direct his “thinking”. As a result, children preschool age they show an early interest in games that develop intelligence, like to solve riddles, answer tricky questions and compose them themselves.

It is not necessary to load the child with various information, it is better to teach him to think about what is available to him at his age. At this age, abstract thinking should be based on visual-figurative thinking, on the acquired life experience child.

Starting from the age of nine, it is already possible to directly ask about his moods, desires, teach him to correlate needs with the possibilities and consequences of their implementation - this is how the experience of freedom of choice is acquired.

Teenagers from 12 - 14 years old, it's time to ask what they think about any problem and what solutions they see. At this age, it is already possible to make decisions independently. It is only necessary to make it clear to the teenager that making mistakes is normal. By correcting them, a person becomes wiser. This is the norm of the mental development of the individual.

Ideal in knowledge - WISDOM , and not erudition, which is based, rather, on memory as a property of the natural mind. Wisdom combines all the spiritual qualities of a person (sometimes even in the absence of an official certificate of education).

Preschool children tend to think in images; visuals are extremely important for them. Closer to the age of 6, the child learns verbal-logical and abstract thinking. Those. he can operate with symbols that cannot be touched or seen.

Parents often learn about the difficulties with abstract thinking in a baby when they begin to learn the simplest mathematical operations. Plus and minus can be too confusing for a preschooler. First of all, he should not be scolded for this and forced to "think better."

You can understand how your kid knows abstract concepts by doing a simple test.

Fill two glasses with the same amount of water. Show the kid and tell me what you did. Now pour the contents of one glass into a narrow transparent bottle; another - in liter jar. Ask: Which container has more water?

If the child confidently points to the bottle, you should use the tips on the development of abstract thinking, since it is still working poorly for him. Did the child answer the question correctly? This indicates that he is ready to study mathematics.

All classes are carried out in the form of a game so that they do not bore the child. Change exercises day by day, and the baby will not even understand what they are doing with him! Let's start with the simplest ones.

Remove extra word

You name concepts, phenomena or objects, and one unrelated word.

For example

Crow, owl, stork, sparrow, mouse, dove. Over time, complicate the chains by setting "traps". For example so. Snow, ice, ice cream, cotton candy, icicle (everything is cold except cotton candy).

What is common and what is different?

At first, choose simple options, for example, “bush-tree”. The more the child tells about the similarities and differences, the better!

Idea

Participate actively in the game. After the child answers your question, let him give you a task. Choosing the right pair is also a workout!

Antonyms

The baby will easily pick up the opposite of the word "day" or "sun". But let him try to find an antonym for such words as “stand”, “ask for forgiveness”, “aroma”, “final” ... In this game, your assistant is a dictionary of antonyms. At the same time, teach your child how to use it.

Charging in reverse

This fun and moving exercise will also help your baby develop mindfulness. Ask the child to repeat your movements, not paying attention to the words. Raising your hands up, say: hands down. Lowering your hands down, say: hands to the sides. And so on. After that, vice versa. You're doing the wrong thing, but you're speaking the right thing.

Associations

This word game can be practiced on a walk, on the road. For example, you start: "car". The child must name a word that is somehow connected with the machine. Let there be a wheel. Your turn: circle. And now the baby can say at least “Earth”, at least “cup”. The main thing is to explain why his word is associated with the concept of "circle".

These activities are useful both for the development of thinking and attention, and for concentration. You yourself can come up with such games. And even better - invent together!