Children's imaginative thinking

1. Issues of development of visual-figurative thinking of children of middle preschool age in modern psychological and pedagogical literature

The highest level of knowledge is thinking. Human thinking not only includes various operations (analysis, synthesis, comparison, abstraction, generalization), but also occurs at different levels, in different forms, which allows researchers to talk about the existence various types thinking. So, according to B.D. Karvasarsky, depending on the nature of the problem being solved, on what thought operates with, three types or levels of thinking are distinguished:

1. object-active, or manual, mental operations occur in actions with specific objects;
2. visual-figurative, in which the main unit of thinking is the image;
3. verbal-logical, or conceptual.

These types of thinking develop in the process of ontogenesis sequentially from the objective-active to the conceptual. The ontogenetic development of a child’s thinking is carried out in the course of his objective activity and communication, the development of social experience, and a special role is played by the targeted influence of an adult in the form of training and education.

In accordance with the transition of the leading type of thinking from the visual-effective to the visual-figurative level, in contrast to the period of early childhood, in preschool age thinking is based on ideas, when the child can think about what he does not perceive at the moment, but what what he knows from his past experience, and operating with images and ideas makes the preschooler’s thinking extra-situational, going beyond the boundaries of the perceived situation and significantly expanding the boundaries of knowledge.

Thus, according to the definition of Petrovsky A.V., visual-figurative thinking is a type of thinking associated with the presentation of situations and changes in them, with the help of which the whole variety of different actual characteristics of an object can be most fully recreated - the vision of the object can be simultaneously recorded in the image from several points of view.

Acting with images in his mind, the child imagines a real action with an object and its result, and in this way solves the problem facing him. In cases where the properties of objects that are essential for solving a problem turn out to be hidden, they cannot be represented, but can be indicated in words or other signs, the problem is solved with the help of abstract, logical thinking, which, according to the definition of Petrovsky A.V., is the latest stage of the historical and ontogenetic development of thinking, a type of thinking characterized by the use of concepts of logical constructions, functioning on the basis of linguistic means - verbal-logical thinking. According to J. Piaget (1969), L.S. Vygotsky (1982), mastering the signs of development of the sign-symbolic function is one of the main directions in the mental development of a child.

Studies of the level of development of visual-figurative thinking in mass diagnostic examinations of children annually (since 1979) conducted by a team of employees under the leadership of D.B. Elkonin have shown that children with a high level of imaginative thinking subsequently study successfully at school, their mental development in conditions schooling proceeds favorably, and for children with a low level of imaginative thinking, formalism in the acquisition of knowledge and methods of action was subsequently characteristic, and great difficulties were observed in the formation of logical thinking.

The role of figurative thinking is explained by the fact that it allows you to outline possible way actions based on the characteristics of a specific situation. With an insufficient level of development of figurative thinking, but a high level of logical thinking, the latter largely takes on orientation in a specific situation.

The preschooler's reasoning begins with posing a question, which indicates the problematic nature of thinking and acquires a cognitive character in the preschooler. Observation of certain phenomena and their own experience of operating with objects allow preschoolers to clarify their ideas about the causes of phenomena and to come through reasoning to a more correct understanding of them. On the basis of a visually effective form of thinking, children become capable of the first generalizations, based on the experience of their practical objective activity and fixed in words, then by the end of preschool age, due to the fact that the images used by the child acquire a generalized character, reflecting not all features subject, situation, and only those that are significant from the point of view of a particular task, it becomes possible to move on to solving the problem in the mind.

In preschool age, a child develops a primary picture of the world and the rudiments of a worldview, despite the fact that knowledge of reality occurs not in a conceptual, but in a visual-figurative form. It is the assimilation of forms of figurative cognition that leads the child to an understanding of the objective laws of logic and contributes to the development of verbal-logical (conceptual) thinking. The restructuring between mental and practical actions is ensured by the inclusion of speech, which begins to precede actions.

According to Kolominsky Ya.L., Panko E.A. as a result intellectual development preschoolers are the highest forms of visual-figurative thinking, relying on which the child gets the opportunity to isolate the most essential properties, the relationship between the objects of the surrounding reality, without much difficulty not only to understand schematic images, but also to successfully use them.

Poddyakov N.N., Govorkova A.F. summarizing a series of experimental studies of the development of the plan of ideas of preschoolers in age dynamics, we came to the conclusion that in the conditions of specially organized imitative activity during 2-3 lessons, all preschool children developed the ability to imagine the hidden movements of an object and, on their basis, orient their practical actions, and some (especially at the age of 4-5 years) experienced rapid leaps in the development of this ability - from the inability to solve even the most elementary two-step problems in terms of visual-figurative thinking to the right decision tasks with a volume of 5 actions. Researchers have also identified the prerequisites underlying the development of children’s conceptualizations as mastering such relationships as “part-whole” and “model-original.”

Poddyakov N.N. and Govorkova A.F. came to the conclusion that thanks to specially organized imitative and modeling activities in all age groups In preschoolers, the volume of actions in the internal plane significantly increases, which allowed them to take this volume as a measure (criterion) of the formation of imaginative thinking /25.115/.

Thus, we can draw a conclusion, following numerous aspects of scientific researchers, about the need for the emergence and development in preschool age of a visual-figurative form of thinking, which ensures the child’s knowledge of reality in the present and the formation in the future of a higher - verbal-logical (conceptual) form of thinking.

According to Uruntaeva G.A., by updating the ability to think and solve problematic problems in figurative terms, the child expands the boundaries of his knowledge: he learns to understand the objective laws of logic, posing problematic questions, building and testing his own theories. In practical activities, the child begins to identify and use connections and relationships between objects, phenomena, and actions. From highlighting simple connections, he moves on to more complex ones, reflecting the relationships of cause and effect. The child’s experiences lead him to conclusions and generalized ideas.

Speech begins to precede action. Mastering speech leads to the development of reasoning as a way of solving mental problems, and an understanding of the causality of phenomena arises.

Research has shown that the ability to operate with specific images of objects appears at 4-5 years of age, and in the conditions of specially organized imitative and modeling activities, these abilities become available to younger schoolchildren (2 years 6 months - 3 years).

As many researchers have noted important feature visual-figurative thinking is the ability to imagine other situations related to the original problem, and to establish unusual and incredible combinations figurative representations of objects and their properties, which includes in the process of thinking and imagination, opening up the prospects of creative creative thinking.

By the end of preschool age, the assimilation of forms of figurative cognition forms the child’s primary picture of the world and the rudiments of a worldview. In addition to participating in the formation of the foundations of a child’s personality, by the end of preschool age, visual-figurative thinking itself develops and reaches its highest form - visual-schematic thinking, a means for the child to create a generalized model. various items and phenomena.

2. Conditions for the development of visual-figurative thinking in children of middle preschool age during classes in paper construction (origami)

In the process of developing the child’s sensorimotor (visual-effective) intelligence, sensorimotor schemes are formed that provide a reflection of the essential properties of surrounding objects and phenomena, thereby creating the prerequisites for the transition to visual-figurative thinking. The leading role in the formation of such a possibility is given to internal imitative activity, imitation. Playful and imitative activities play a leading role in the formation of imaginative thinking. For the formation of visual-figurative thinking, orientation to the essential connections of the situation is of great importance - the assimilation of knowledge about the spatial relationships of things.

The ability to identify the most significant aspects of reality for solving a problem and to establish between them certain connections and relationships necessary for the development of thinking is formed in the process of mastering the actions of visual-figurative modeling, the source of which is the modeling nature of design, play, drawing, application and other types of activities.

Children's attitude towards design changes significantly when it becomes clear to them that certain toys can be made from paper, and by folding paper like origami, they can get various crafts of animals, birds, flowers, and objects. By constructing from paper, children create models of objects and objects of reality, displaying them characteristic features in a generalized form, abstracting from minor features and highlighting the most striking and attractive details. This way the image acquires new features, an original interpretation, which is expressed in a somewhat conventional, angular form. This is due to the specifics of processing the material (paper) using bending techniques and folding parts in a certain sequence. Despite the fact that crafts often only vaguely resemble certain objects, this does not prevent the child from recognizing them, completing the missing details in his imagination.

Through various actions with paper, in the process of processing it, using different methods and techniques, children learn to comprehend the images of familiar objects, transfer them into visual arts, emphasizing the beauty and colorfulness appearance in transformed form.

Designing with paper presents some difficulties for a preschooler, since paper, a flat material, must be converted into three-dimensional forms. Therefore, from the very beginning, you need to teach children the simplest folding techniques. Reproducing actions shown by adults is not a simple mechanical operation for a child. He has to constantly think, measure his movements, make sure that when bending, the opposite sides and angles coincide, which requires a certain volitional and mental effort. To achieve the greatest expressiveness of crafts, you should vary the color and size of the squares. It must be remembered that the quality of products is influenced not only by the choice of workpiece, but, first of all, by the care, precision and accuracy of folding and smoothing the folds. Therefore, first of all, you need to teach children how to fold a square.

Many figures known in origami begin to fold the same way up to a certain point. Identical blanks are basic forms, the ability to fold which is the key to success in achieving results. Crafts for middle preschool children are based on basic forms“triangle”, “envelope”, “kite”.

In order to arouse children's interest in design (origami) and emotionally attune them to it as a creative productive activity, which needs to be included in semantic fields, that is, cultural and semantic contexts (“packaging”) - fields for the production of activity products for games and cognitive activity, creating collections, creating models, making jewelry-souvenirs, making items for the “theater”. It is advisable to frame all developmental tasks for engaging in productive activities interesting business. Also, input game characters creates play motivation, causing emotions to spread throughout the entire situation and task. That is, the necessary emotional attitude is created

The development of a preschooler’s thinking is facilitated by all types of activities available to him, and conditions must be organized that promote in-depth knowledge of a particular object. A necessary condition development creative thinking is the inclusion of children in activities.

3. List of references

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4. Bulycheva A. Solving cognitive problems: possible forms of classes // Preschool education, 1996 - No. 4 - p.69-72.

5. Wenger L.A., Mukhina V.S. Development of thinking of a preschooler // Preschool education - 1979- 3 7 - p. 20-37.

6. Galiguzova L. Early age: development of procedural play.//Preschool education. - 1993 - No. 4 - p.41-47

7. Galperin P.Ya. Formation of mental actions // Reader on general psychology6 Psychology of thinking - M., 1981

8. Davidchuk A.N. Development of constructive creativity in preschoolers - M., 1976.

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10. Karvasarsky B.D. Clinical psychology - St. Petersburg: Peter, 2007 - 959 p.

11. Kolominsky Ya.L., Panko E.A. To the teacher about the psychology of six-year-old children: A book for teachers. - M.: Education, 1988-190s.

12. Komarova T.S. Visual activities in kindergarten - education and creativity - M., 1990.

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By thinking we understand the human ability to reason, reflecting reality through words, concepts, judgments, and ideas. Based on its form, the following types are distinguished: visual-figurative, visual-effective, abstract-logical.

The first of them is more typical for people of creative professions. Its essence is psychological relationships and connections with people, objects, events, circumstances, processes.

Creative thinking This is a process of cognition in which a mental image is formed in the human mind, reflecting the perceived object of the environment. Imaginative thinking is realized on the basis of ideas of what a person perceived before. In this case, images are extracted from memory or created by imagination. In the course of solving mental problems, these images can undergo changes that lead to finding new, unexpected, extraordinary, creative solutions to complex problems.

How do we use imaginative thinking?

Thanks to imaginative thinking, you can learn to find a way out difficult situations, solve difficult problems. For example, you can use the following visualization technique for this purpose:

1. Present your problem in the form of a picture-image. For example, you have problems in business. Imagine it as a withering tree.

2. Come up with and draw images that reflect the cause of what is happening and “rescuer” images that will help you find a solution. For example, an excess of sun (too many outdated, oppressive, previously made decisions that interfere with creative thinking. An excess of sun can also represent, for example, increased competition). Think about what is needed to save the plant: watering (new ideas and solutions), or sun protection, or inviting a specialist gardener, or fertilizing the soil, or something else?

3. Don’t rush yourself, rethinking does not come instantly, but soon it will certainly come in the form of insight.

Visual thinking can help us calm down, providing psychological protection from an unnerving situation or unpleasant person. We tend to take what is happening to heart, and therefore need to protect our psyche from overload. The most commonly used technique is to present the offender in an absurd or comical form. For example, you were hurt and offended by someone’s stinginess. Don't be offended, it's better to imagine a thrifty hamster with huge, stuffed cheeks. Well, he can’t live without supplies, that’s how it’s designed. Is it worth being offended? Better smile. Imagine a merciless satrap completely naked - it’s funny and absurd, and his scream will no longer have power over you.

There is an assumption that the ability to visualize the future increases the chances of its realization. The more colorful and detailed the visualization, the better. However, there is a caveat: as with all good things, moderation should be observed in this visualization. Main principle- "do no harm".

The use of imaginative thinking makes life more interesting, and communication and self-realization more complete.

Development of imaginative thinking

How to develop imaginative thinking?

Here are some exercises that can help with this:

- Look at any selected item. Consider it for some time. With your eyes closed, visualize it in detail. Open your eyes, check how completely and accurately you presented everything and what you “overlooked.”

- Remember what the thing you put on (shoes) looks like yesterday. Describe it in detail, try not to miss a single detail.

- Imagine some animal (fish, bird, insect) and think about what benefit or harm it can bring. All work must be done mentally. You need to “see” the animal and clearly imagine everything that is associated with it. For example, a dog. See how she greets you, how happily she waves her tail, licks her hands, looks into her eyes, plays with her child, protects you in the yard from offenders... All events should happen as in a movie. Give free rein to your imagination. This exercise can be done different ways: using unrelated associations or like a film with a sequential plot with a logical continuation.

Imaginative thinking in children

Children easily imagine both objects and circumstances in their imagination; it is as natural for them as breathing. In childhood, imagination so merges with thinking that they cannot be separated. The development of a child’s thinking occurs during games, drawing, modeling, and design. All these activities force you to imagine this or that in your mind, which becomes the basis for imaginative thinking. On this basis, verbal and logical thinking will subsequently be formed, which are indispensable in school classes.

Children's perception of the world through images contributes to the development of imagination, fantasy, and also becomes the basis for the development of creative potential, which is so important for achieving success in any business.

What exercises help develop creative thinking in children?

1. We read or tell fairy tales with facial expressions, gestures, and emotions.

2. We play, transforming. We play together with the children, change roles and images. We encourage children to play with transformation.

3. We draw - and remember, and compose, and invent more. Let the child remember a character from a fairy tale or cartoon character he recently read. And then let him draw a new friend or just a new character for him. Did it turn out to be a “baby sketch”? Finish it so that something new or something recognizable comes out.

4. Composing. You can start yourself - about what you see: about this small sprout that has made its way between the stones, about this tireless ant pulling a load three times its size, about this grasshopper... Compose together, do not be afraid to fantasize and encourage the child’s imagination.

5. Riddles are a real find. You can make them up along the way, you can invent them. They force us to consider objects and phenomena with different sides, think outside the box and don't give up.

6. We observe and notice: what or who does this cloud, this pebble, this snag look like?

Thinking games will greatly help your child gain new knowledge, compare, remember, reveal relationships between phenomena, explore the world and develop.

Imaginative thinking in adults

There is a simple test that allows you to understand whether your imaginative thinking is well developed. To do this, you need to choose any picture (don’t try to take complex images right away, start with simple ones), look at it for some time (about a minute), trying to take into account all the nuances - the location of lines and objects, color and shades, plot and other nuances. After you feel that you have noticed everything, close your eyes and mentally achieve a detailed reproduction. See it with your eyes closed clearly and clearly. Happened? Great! This means that you only need to maintain your existing level of imaginative thinking. But if the pictures didn’t work out, if there were mistakes or vague shapes, practice doing this exercise.

A more complicated option is visualization of abstract pictures. You can draw one yourself using dots, broken lines, patterns, using different colors and shapes, and then remember it. Pay attention to details and individual signs. Games for developing thinking are easy to find on the Internet, on sites dedicated to self-development. Developmental simulators also help with this. For example, in the game “Pyramidstroy”, imaginative thinking coupled with imagination will help you remember completely unrelated words by connecting them into unbelievable story. Training and games for the development of thinking are very helpful in maintaining brain activity in good shape; they should be given attention throughout your life.

The development of imaginative thinking improves Creative skills, favors the manifestation of creativity and the generation of new ideas. In addition, thanks to the development of imaginative thinking, memorization improves, learning new things becomes easier, intuition improves, and flexibility of thinking appears.

We wish you confidence in your abilities and successful self-development!

Imaginative thinking has a number of features that turn it into a universal tool that anyone can and should use in their life.

In this article we will talk about how to develop imaginative thinking in children.

In classes that are conducted with preschool children - games, drawing, construction from various objects, cubes - new tasks constantly arise for the preschooler, which require him to imagine something in his mind. This is why the child begins to develop imaginative thinking. Such thinking becomes the basis for creating logical, verbal thinking, which will later be needed for the successful mastery of most school disciplines.

The world that surrounds a child presents with each new year more and more complex tasks, and to solve such problems, it is no longer enough to just hear, see, feel, but it is very important to highlight certain connections and relationships between certain phenomena.
Showing curiosity becomes a normal part of a child's growing up process. To independently answer many questions, a child needs to turn to the work of thinking. It is with the help of thinking that you gain different knowledge, the kind that our senses do not give us.

Thinking can be attributed to these sensations and perceptions that compare, distinguish and reveal the relationships between ongoing environmental phenomena. The final result of thinking is a thought that is expressed in words.

A child’s thinking, just like other cognitive processes, has its own characteristics. For example, on a walk near a river, a child of middle preschool age can be asked the following questions:
- Vitya, why do leaves float on the water?
- Because the leaves are light and small.

Preschoolers of this age cannot yet identify significant connections in phenomena and objects and draw general conclusions from this. Throughout this age, the child’s thinking is constantly changing. This, of course, is expressed primarily in the fact that the baby masters more and more new and convenient ways of thinking, as well as mental actions. Its development occurs in stages, and each previous level is simply necessary for the next stage. Thinking develops, moving from the visually effective to the figurative. After this, based on the already created figurative thinking, figurative-schematic thinking gradually begins to develop, which is represented by an intermediate stage between such thinking as figurative and logical. With the help of figurative and schematic thinking, you can establish relationships and connections between objects, as well as their properties.

As a rule, by the time a child enters school, his imaginative thinking reaches a fairly high level. But this does not mean that you no longer have to worry about its further development. It's not finished yet. Classes conducted with preschoolers will be useful at school.

Development of logical thinking in preschoolers

Many of us believe that creative thinking is a gift and something you have to be born with. If you do not have such an innate gift, you can develop it. Here are some possibilities:

Get rid of the stereotype: “creative people are born that way.” This is the first and main step.

Do something creative. The simplest thing is a photo. Buy a camera or mobile phone with it and shoot everything you find interesting.

Before going to bed, don’t weigh your head down with pressing problems, imagine: travel to the future, come up with some stories. It's like writing books, only in your imagination (although you can write it down, but only after you get enough sleep :))

Beauty has a very good effect on creativity. Draw it for yourself everywhere. You can see beauty even in the trash lying around. Difficult? Squint - now the outlines of objects are hard to see, and instead of garbage you can imagine flowers growing on the ground :)

Draw, even if you're bad at it.

Don't cook the same thing, don't use recipes - create your own dishes. It's interesting and most likely delicious. This process can be a lot of fun.

Be interested in everything, go to new places. A variety of information and experiences expands the horizons of your creativity.

When watching movies and reading books, come up with a sequel as you go.

Develop your creative abilities, and then the world will become more beautiful and interesting for you.

Critical thinking is the kind of thinking that was created in the Byzantine universities by Christian theologians. Prove any thought, confirm, reinforce any basis, verify any thesis.

The development of a child's thinking occurs gradually. At first, it is largely determined by the development of object manipulation. Manipulation, which at first has no meaning, then begins to be determined by the object at which it is directed and acquires a meaningful character.

The intellectual development of a child is carried out in the course of his objective activity and communication, in the course of mastering social experience. Visual-effective, visual-figurative and verbal-logical thinking are successive stages of intellectual development. Genetically, the earliest form of thinking is visual-effective thinking, the first manifestations of which in a child can be observed at the end of the first - beginning of the second year of life, even before he masters active speech. Primitive sensory abstraction, in which the child highlights some aspects and is distracted from others, leads to the first elementary generalization. As a result, the first unstable groupings of objects into classes and bizarre classifications are created.

Free thinking games will help your child learn to highlight the main points, summarize information and draw appropriate conclusions. Gradually, our logic games will help develop in a child the ability to reason sensibly independently, which is important for full development. Don't forget that in addition to the educational benefits, you'll have a great time playing!

Development of thinking in children

Critical thinking is the examination of a subject or problem with an open mind. The process begins with defining what is to be learned. Then you should begin to freely identify facts and consider options, and finally move on to evidence-based reflection. The motivations, biases and prejudices of both the student and the professionals are then compared and a basis for one's own judgment is developed.

The development of thinking is expressed in the gradual expansion of the content of thought, in the consistent emergence of forms and methods of mental activity and their change as the overall formation of the personality occurs. At the same time, the child’s motivation for mental activity—cognitive interests—increases. Thinking develops throughout a person’s life in the process of his activity. At each age stage, thinking has its own characteristics.

Logical thinking must be constantly trained, best of all from early childhood, in order to avoid stereotypical thinking which is typical for the majority of people. With the help of logical thinking, you will be able to separate the essential from the secondary, find relationships between objects and phenomena, create conclusions, search for and find confirmations and refutations.

Technology for developing critical thinking in children

Critical thinking is the search for common sense: how to reason and act logically, taking into account both your point of view and other opinions, it is the ability to abandon your own prejudices. Critical thinking, the ability to come up with new ideas and see new possibilities, is essential in problem solving. What is important: identify biases; transfer knowledge to each other; the impact of this knowledge on solving this problem.

In preschool age, the development of an effective form of thinking continues. It does not disappear, but improves, moving to more high level, which is characterized by the following features.

The development of logical thinking is one of the main tasks of the comprehensive development of children, which should be given serious attention. Thinking is the highest form of human cognitive activity, the process of searching and discovering something essentially new. Developed thinking enables the child to understand the laws of the material world, cause-and-effect relationships in nature, public life and interpersonal relationships. Logical thinking is fundamental to achieving success in life. With its help, a person is able to analyze any situation and choose the best course of action under the current conditions.

By understanding how a child’s consciousness works, we can begin to develop his thinking. Our brain has two hemispheres. The left hemisphere is analytical, responsible for sound logical thinking. A person with a more developed left hemisphere is distinguished by consistency, algorithm of actions and abstract thinking. He poses a problem, chooses methods for solving it, comprehends the results and draws a conclusion. The right hemisphere is creative. It is responsible for a person’s fantasies and dreams, as a result of which we have music, poetry, painting. People with a developed right hemisphere love to read and write stories, novels and novels themselves. Experts believe that parents should try to develop both logic and creativity in young children, but during classes they should take a closer look at how the child thinks and what comes easier to him.

HOW TO DEVELOP A CHILD'S THINKING.

Human thinking is divided into 4 types. Let's look at them:

VISUAL-ACTIVE THINKING

It manifests itself in a baby when he pulls his hands - trying, touching everything, trying to break a car, tear a soft toy, tear off the hands of dolls. Up to 3 years of age, a child’s games are based precisely on this type of thinking. In adult life such a child becomes an auto mechanic, a designer, an adjuster; they say about him - “Jack of all trades!”

How to work with a child?

— Collect sorters and construction sets with your child, build cities and houses from cubes. You will see how an interested child will disassemble your structure and build it in his own way, or add new details the way he sees the object with his thinking. When dismantling your building, the baby analyzes and selects important and unnecessary parts. By combining them, he builds his house, thereby using another mental operation - synthesis.
- Sew the dolls soft toys different clothes. This is not a whim of little girls; it is by undressing and dressing his favorite toy that the child will thus develop visual and effective thinking. Comparing his dressed doll with its former appearance, the baby makes a generalization and draws a conclusion.

VISUAL-FIGURATORY THINKING.

After 3 years, a preschool child develops visual-figurative thinking. That is, by acquiring tactile skills, feeling objects and putting them into shapes, the child begins to remember their images and details. By composing, for example, a house from individual objects, the child establishes the relationship between them, highlights the main features - walls, roof and secondary features - window, door. The baby begins to think, operating with a system of images and embodying these images in drawing, modeling, and appliqué.

How to work with a child?

Draw objects familiar to your child and let him guess - what is it?
- Make shapes, a house, a tree from counting sticks and matches, show it to the child, mix the sticks and ask the child to put together this figure himself.
— Show the folded figure to the child, and then remove 1-3 sticks into different places. Ask your child to assemble the entire object.
— By playing with counting sticks, you can simultaneously introduce your child to the first geometric shapes– square, triangle, rectangle, rhombus. It’s good if the baby remembers the difference between a square and a rectangle.

LOGICAL THINKING.

By the age of 5, preschoolers begin to develop verbal and logical thinking. Logical thinking implies analysis of facts, comparison, highlighting the main thing, generalization and conclusion. Thus, the verbal and logical development of a child consists of expressing the actions of logical thinking in words. If 3x summer baby ask, pointing to the car: “What kind of toy is this?”, he will answer: “This is a car, it drives.” A 5-year-old child will answer in a more detailed form: “This is a car, it has large wheels and a body, it carries firewood and sand.” This answer shows the children’s ability to analyze and highlight the main feature of the subject - one of the main mental operations of preschool children.

How to work with a child?

— Experts advise that the first time you work with your child, speak out loud your analysis, generalization and conclusion. For example, lay out your clothes and place your shoes next to them, explain: “There are things here, what do they have in common? A jacket is clothing, a dress is clothing, a jacket is clothing, and shoes are not clothing, they are shoes. They are superfluous here, they need to be removed.”
- Make a table and arrange items according to their purpose, color, geometric shape, animals, birds, fish, flowers. Add 1-2 elements to the line that do not match the rest. The child must find and explain how they differ. Or leave 1 cell free, let the child add a figure that should be in this line and explain why?
- Play opposite words with your child - antonyms: big - ... small, fat - ... thin, cheerful - ... sad, tall - ... short. Let the child tell where the animals live: a hare - ... a hole, a bird - ... a nest, a bear - ... a den. Name the actions that specialists perform: educator - ... educates, builder - ... builds, doctor - ... treats.
- Play with your child Board games, checkers, chess, the direct purpose of which is the development of logical thinking.

CREATIVE THINKING.

The development of creative thinking does not depend on the age and formed intellectual data of the child. This type of thinking is characterized by the ability to be creative - to propose new non-standard solutions old tasks. Fantasies and imaginations that every child possesses - prerequisites creative process. It is parents who should promote the development of creative thinking in children.

How to work with a child?

- Every time after a walk, invite your child to draw the park in which you walked - trees, flowers, paths, benches. Or draw an unusual, funny thing that surprised him on the street today. Let him explain why this struck him.
-When reading fairy tales, stories about animals, invite him to compose the ending of the hero’s story, give him hints, fantasize with him.
— Developing your child’s imagination, organize a Shadow Theater in the evening. Children love performances and actively participate in them. Turn on the lamp, pull up white fabric, use a set of cardboard figures to act out a fairy tale. Or show figures on your fingers that are projected in the form of a flying bird, a jumping hare, or a dog.
- Cutting New Year's snowflakes, origami, modeling, designing, coloring, fall crafts from pine cones and leaves - types of applied art that develop children's creative thinking.

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Train compliance. Matching games can enhance perceptual reasoning by developing children's ability to recognize and compare visual information. There are an almost endless number of ways to train compliance, but to get started, try:

• Color matching. Challenge the children to find as many blue things as possible, then as many red things as possible, and so on. You can ask them to find objects or things in the room that are the same color as their shirt or eyes.
• Matching shapes and sizes. Take cubes and blocks various shapes and sizes and ask the children to assemble them according to shape or size, and if the children are already quite developed, then according to two parameters at once.
• Write the letters on cards or paper and ask the children to find the matching ones. Once this skill is mastered, you can move on to short and longer words.
• Give the children the task of finding a match between the word and the picture. This game strengthens the connection between the written word and the visual image. There are similar cards and games on the market designed to develop this skill, but you can also make them yourself.
• Encourage children to find objects or things that start with a certain letter. This game strengthens the connections between a particular letter or sound and the objects and people whose names or names begin with it.
• Play memory training games. Memory games develop both matching and memory skills. For such games, paired cards with different symbols are usually used. The cards are turned face down (after they have been reviewed) and players must find matching ones in a new deck.

Work on your ability to spot differences. Part of imaginative thinking involves the ability to differentiate on the fly and determine what belongs to a certain group of objects and what does not. There are many simple activities that can help children develop these skills. For example:

• Try using "Find the odd one out" pictures. They are in magazines, books and on the Internet. The objects in the picture may be similar, but children need to look carefully and find those small differences between them.
• Encourage children to find objects that do not belong to them. Combine a group of items - say, three apples and a pencil - and ask which object does not belong to them. As you progress, you can come up with more challenging tasks: using an apple, an orange, a banana and a ball, for example, then an apple, an orange, a banana and a carrot.