Development of thinking in preschool children. How a person will grow up, what character qualities he will have, how active his thought process will be - is laid down in childhood. The preschool period is especially important. At this time, the body is undergoing intensive development, physical and mental, and the foundation of the individual is being laid.
Features of the development of thinking in a preschool child
Development of thinking in preschool children. During the preschool period, different types of thinking arise, and one becomes the basis for the emergence of another. The peculiarities of thinking depend on the acquired experience and knowledge that the child acquires on the path of growing up.
Thus, the prerequisites for thinking and understanding are laid from the very first months of life. The first rattle in a child’s life, the first actions with objects surrounding the baby - everything matters in establishing connections between a person and an object. Random actions can generate interest and attempts to repeat these actions again. For example, after hearing a rattle make sounds, your baby will shake it again to repeat the process.
In a small child, thinking cannot be conscious; it simply occurs as a consequence of the perception of reality. And only when the child begins to walk, gains motor activity, and thinking also actively develops. This stage begins when the child turns two years old. Moreover, initially thinking becomes a consequence of practical action. Without conscious brain function. Intelligence begins to develop when a child gets the opportunity to create something through games and educational, cognitive activities. As the child gains more and more knowledge, he learns to perform mental operations, and by the age of five he can analyze, compare, and generalize.
Types of mental activity in preschool children ↑
At preschool age, children are able to acquire knowledge about the world around them. The more they know the synonyms and characteristics of objects, the more developed they are. For children at the preschool stage of development, the ability to generalize and establish connections between objects is the norm. At 5–7 years old, they are more inquisitive, which leads to numerous questions, as well as independent actions to discover new knowledge.
Types of thinking characteristic of children before school:
- visually effective – predominates at the age of 3–4 years;
- figurative – becomes active in children over 4 years old;
- logical – mastered by children aged 5–6 years.
Visual-effective thinking assumes that the child visually observes different situations. Based on this experience, he chooses the desired action. At 2 years old, the baby’s actions happen almost immediately; he goes by trial and error. At 4 years old, he thinks first and then acts. The situation with opening doors can be used as an example. A two-year-old baby will knock on the door and try to find the mechanism for opening it. Usually he manages to carry out an action by accident. At 4 years old, the baby will carefully examine the door, remember what they are like, try to find the handle and open it. These are different levels of mastering visual-effective thinking.
It is important in preschool age to especially actively develop thinking based on images. In this case, children acquire the ability to perform tasks assigned to them without having an object in front of their eyes. They compare the situation with those models and schemes that they have encountered before. In this case, children:
- highlight the main features and characteristics that characterize the subject;
- remember the correlation of an object with others;
- are able to draw a diagram of an object or describe it in words.
Subsequently, the ability to identify only those features of an object that are needed in a specific situation develops. You can verify this by offering your little one tasks like “remove the unnecessary things.”
Before school, a child can, using only concepts, reason, draw conclusions, and characterize subjects and objects. This age period is characterized by:
- start of experiments;
- the desire to transfer the acquired experience to other objects;
- searching for relationships between phenomena;
- active generalization of one's own experience.
Types of thinking: stages of child development
Development of thinking in preschool children. The following types of thinking dominate in a preschooler:
- objective-active, which develops spurred by the child’s imagination; typical for children aged 1 to 2 years.
- visual-figurative, which develops on the basis of the child’s existing knowledge; typical for children aged 3 to 4 years.
- verbal-logical, since speech begins to play an important role in achieving any goal of the child; typical for children of older preschool age - 5-7 years.
Subject-effective thinking
The youngest preschoolers love to break toys. They are not aggressors releasing negative energy, they are explorers. The objects that surround the child are interesting to him, he wants to touch them and take them apart. One action follows another. Speech is not important here, and the little ones do not yet have the ability to speak and explain their actions. The child thinks with his hands, exploring the properties of each object.
Visual-figurative type of thinking
When a child turns three or four years old, he already owns certain images that he actively uses in play. At the same time, objective-active thinking occurs; visual-figurative thinking simply becomes its continuation.
Verbal and logical thinking
At the age of five, preschoolers are already actively chatting, can analyze information, and give a detailed answer. They use speech in play and in everyday life; children remember that with the help of speech it is easier to achieve the desired result.
Abstract-symbolic
With this thinking, the child can separate the essential properties, signs of an object from the unimportant. The baby understands that a specific object can be replaced by another if it has the same characteristic features.
Creative thinking (creativity)
Creativity knows no boundaries or age differences. Whether at two or six years old, a child can enthusiastically build castles with blocks, knead plasticine, or move a brush with paint over a sheet of paper. At the same time, the child makes or draws what he wants, showing imagination. The child also sings, plays music, and dances with his soul.
Conditions for the development of logical thinking in children of senior preschool age
At the age of 3 to 7 years, the foundations of a future personality are laid in a child, the prerequisites for mental, physical, and moral development are formed. The path of learning that a child goes through during this period of life is enormous. During all this time, the child learns a lot about the world around him. The child’s consciousness is not just filled with individual images and ideas, but is characterized by some holistic perception and understanding of the reality around him.
In preschool age, a child’s thinking is based on ideas. The child may think about things that he does not perceive at the moment, but that he knows from his past experience. Operating with images and ideas makes the preschooler’s thinking extra-situational, going beyond the limits of the perceived situation, and significantly expands the boundaries of cognition.
The development of thinking in children does not occur by itself, not spontaneously. It is led by adults, raising and teaching the child. Based on the experience of the child, adults pass on knowledge to him, inform him of concepts that he could not have thought of on his own and which have developed as a result of work experience and scientific research of many generations.
When organizing appropriate educational work, the preschooler’s area of knowledge of the environment expands significantly. He acquires a number of elementary concepts about a wide range of natural phenomena and social life. The preschooler’s knowledge becomes not only more extensive, but also deeper. The preschooler begins to become interested in the internal properties of things, the hidden causes of certain phenomena.
Domestic scientist A.V. Zaporozhets writes in his works that “the goal of preschool education should be amplification, that is, enrichment, maximum development of those valuable qualities to which this age is most susceptible” [3, p. 82]. This goal can be achieved by developing logical thinking in preschool children. So, thinking is “a process of cognitive activity of an individual, characterized by a generalized and indirect reflection of reality” [3, p. 68].
The development of thinking in children does not occur by itself, not spontaneously. It is led by adults, raising and teaching the child. Based on the child’s experience, adults pass on knowledge to him, inform him of concepts that he could not have thought of on his own and which have developed as a result of work experience and scientific research of many generations.
The relevance of this topic is explained by the fact that the process of developing logical thinking is the central task of raising children through solving various kinds of classic logical riddles and extraordinary puzzles. Logical thinking in children should develop simultaneously with the intellectual formation and development of imagination. The development of logic in children should begin from preschool age. This is due, first of all, to its social significance.
Logical thinking is defined as “a type of thinking, the essence of which is to operate with concepts, judgments and conclusions using the laws of logic” [5, p. 86].
The prerequisites for the development of logical thinking in preschool age are the mastery of mental operations and the assimilation of actions with words, numbers as signs that notice real objects and situations, which are formed at the end of early childhood, when the child’s sign function of consciousness begins to form. It is also known that during preschool age the predominance of figurative forms of thinking (visual-effective and visual-figurative) is characteristic. At this time, the foundation of intelligence is laid.
The main didactic techniques for the development of logical thinking in preschool age are: analysis, synthesis, comparison, abstraction, generalization, concretization, classification, semantic correlations, patterns, etc. Thus, preschool children experience intensive development of thinking. The child acquires a number of new knowledge about the surrounding reality and at the same time learns to analyze, synthesize, compare, generalize his observations, that is, to perform the simplest mental operations.
In psychology, there are many studies devoted to the study of children’s thinking, the process of assimilation of knowledge, and the establishment of psychological patterns of this process. J. Piaget and L. S. Vygotsky made a great contribution to the study of children’s thinking [2, p. 21].
Thus, thinking is the basis of learning, and therefore the development of various types of thinking and mental operations is traditionally considered as preparing the foundation of educational activity.
The problem of the development of thinking in preschool children has been the subject of special study by many researchers:
‒ study of the thinking of preschool children (J. Piaget, L. S. Vygotsky);
- the psychological foundations, essence, factors and methods of development of logical thinking were studied in the works of P. P. Blonsky, D. N. Bogoyavlensky, A. V. Brushlinsky, L. I. Bozhovich, L. M. Wekker, JI. S. Vygotsky, K. F. Lebedinskaya, N. A. Menchinskaya, S. L. Rubinstein and others;
‒ pedagogical concepts for the development of thinking E. S. Ermakova, N. V. Kvach, T. A. Sidorchuk, E. A. Alyabyeva, L. N. Vakhrusheva, T. P. Tryasorukova, E. G. Samsonova, A. K Bolotova, G. M. Ugarova.
Summarizing the above, the conclusion follows that thinking is a process of cognitive activity, characterized by a generalized and indirect reflection of reality (O. K. Tikhomirov) [1, p. 58]. That is, it is a socially conditioned, mental process of searching and discovering something essentially new, a process of indirect and generalized reflection of reality in the course of its analysis and synthesis. Thinking arises on the basis of practical activity from sensory knowledge and goes beyond its limits.
To identify the level of development of logical thinking in children of senior preschool age, the following methods of ascertaining experiment are used: the “Domino” method developed by E. G. Samsonova and improved by T. N. Ovchinnikova, the “Missing Details” method (A. K. Bolotova) and the “Find the same one”, developed by G. M. Ugarova. Consequently, based on the results of all methods, the overall level of development of logical thinking in children of senior preschool age is assessed [4, p. 34].
Having analyzed these author’s methods aimed at developing cognitive processes and logical thinking in preschoolers, it follows that one of the necessary conditions for their successful development and learning is consistency, i.e. a system of special games and exercises with consistently developing content, with didactic tasks, game actions and rules.
An individual approach to conducting classes makes it possible not only to help children master the program material, but also to develop their interest in these classes, to ensure the active participation of all children in the overall work, which leads to the development of their mental abilities, attention, and prevents intellectual passivity in some children, fosters perseverance, determination and other strong-willed qualities.
Analysis of the methods of the ascertaining stage of the study made it possible to identify the levels of development of logical thinking in children of senior preschool age. The predominant level of development of logical thinking in children of senior preschool age is at an average level: in the experimental group 50%, in the control group 40% and low level: in the experimental group 50%, in the control group 50%. The results of the study showed that a larger number of children in both groups are at a low and medium level of development of logical thinking; at a high level, the percentage of children did not exceed 10%. Thus, having analyzed and generalized the results of experimental work, it can be argued that children of senior preschool age at the ascertaining stage of the study, both in the experimental group and in the control group, are practically at the same level of development of logical thinking.
Analysis of the ascertaining experiment indicates the significance of the influence of didactic games and exercises on the development of logical thinking in children of senior preschool age. The purpose of the formative experiment is to create conditions for the development of logical thinking in children of senior preschool age.
A comparative diagnostic was carried out, the purpose of which was to compare the level of development of logical thinking of preschool children in the experimental group, in which developmental classes were held, with children in the control group, in which classes were not held.
In order to study the process of formation of logical thinking in preschool children, a practical study was conducted. The goal was to investigate how special didactic games and exercises affect the level of logical thinking. During the experimental work, didactic games and exercises were selected that contain mental tasks, and practical tasks were tested to develop the logical thinking of children of senior preschool age.
Thus, the results of the control experiment indicate that purposeful work on the formation of logical thinking in older preschool children through play activities is effective and contributed to the formation of logical thinking in children of older preschool age.
The formation and improvement of thinking in preschoolers depends on the development of the child’s imagination. The main lines of development of thinking in preschool childhood can be outlined as follows: improvement of visual and effective thinking on the basis of developing imagination; improvement of visual-figurative thinking based on voluntary and indirect memory; the beginning of the active formation of verbal-logical thinking through the use of speech as a means of setting and solving intellectual problems.
The practical significance of the study is to determine the characteristics of the influence of didactic games and exercises on the development of thinking in children of senior preschool age. The data obtained in the study can be used within the framework of the practical activities of specialists - teachers, psychologists within the framework of activities in a preschool educational institution.
Literature:
- Brushlinsky A.V. Subject: thinking, teaching, imagination. — M.: Publishing house “Institute of Practical Psychology”; Voronezh: NPO "Modek", 1996. - 392 p.
- Vygotsky L. S. Thinking and speech. Ed. 5, rev. - Publishing house "Labyrinth", M., 1999. - 352 p.
- Zaporozhets A.V. Development of logical thinking in preschool children // Issues of psychology of a preschool child. - M.-L., 1958. - 91 p.
- Ivanova O. V. Development of logical thinking in preschool children through didactic games [Text] // Current issues of modern pedagogy: materials of the IV international. scientific conf. (Ufa, November 2013). - Ufa: Summer, 2013. - 52 p.
- Piaget J. Selected psychological works. - M.: Pedagogy, 1969. - 372 p.
Exercises and games to develop thinking in preschool children
In order for thinking to actively develop, you need to constantly work with your child. To help parents and educators there will be didactic, educational and entertainment classes, excursions, meetings with specialists, as well as regular games with children.
Development of imaginative thinking in a preschooler
To develop imaginative thinking, games that involve “gray cells” are suitable. For example, an adult invites a child to look at a picture that shows various objects, but they can all be called in one word. These can be dishes, various animals, items of clothing, furniture, and transport.
Another good option is puzzles. To assemble a picture from many elements, you need to present it as a whole, pay attention to individual details, look for common features in the illustration in order to obtain the integrity of the image.
You can offer to play the game “Everything on the shelves”. In this game, from a bunch of completely different objects, you need to find only those that correspond to specific characteristics.
Development of logical thinking in preschool children
Both oral games and the use of visual materials will help to develop logical thinking.
Good oral games such as:
- "Let's make up a fairy tale"
In this game, the adult starts the story, and the child’s task is to finish it.
- "Yes and no"
A game with leading questions to which the second player answers: “Yes” or “No.” The task is to eventually guess the item conceived by the first player.
- "Association"
In this exercise you are asked to select words by association: Dress - summer, fur coat... (winter);
squirrel - hollow, bear... (den), etc.
Using visual materials:
- Make shapes from counting sticks.
- Play the “labyrinth” in the picture, helping the character along the path.
- Use the illustrations to create a story.
Development of creative thinking
Creative thinking is impossible without the child’s imagination and ability to operate with images. You can offer your child the following games and exercises:
- find familiar images in the blot,
- create an object from several different parts,
- find the same signs in different pictures,
- guess what an object is based on an oral description.
- draw using unconventional drawing.
Development of spatial thinking
In order for a child to navigate the world around him, he needs to develop spatial skills. Games suitable for this:
- with matches, when you need to build new ones from created figures,
- with drawings, when the child is invited, for example, to play a pirate and find a treasure, following the plan,
- exercise “Farther - Closer”, when the child is asked to move objects to close and far distances at the request of a parent or teacher,
- With your eyes closed, following the teacher’s instructions, you need to draw a line on a piece of paper.
Basic forms of thinking of preschoolers
The famous researcher of child intelligence, Jean Piaget, defined the entire preschool age as a stage of specific operations. However, this stage does not end with the child entering school, but continues until the age of 11.
While living through this stage, children first gain the ability to build mental representations of objects and phenomena through actions. Then they discover the ability to imagine images and act with them internally. And almost on the threshold of school, they discover the ability to think logically.
Accordingly, from an early age until entering school, one can observe how the types of thinking in preschoolers consistently develop with the dominance of the most characteristic of their age:
- Visually effective
- Visual-figurative
- Verbal-logical
Each subsequent form of thinking does not displace the previous one. At each age level, the child thinks both in the way he is accustomed to and adds new approaches.
Visual-effective thinking
Once again, we emphasize that the development of a child’s thinking is triggered by action. “I do - I observe what I do - I begin to understand something” - this is how the mechanism of the simplest thought processes works. Therefore, it is called visual-effective thinking.
The baby’s mental attempts are tied to visual situations and reflect direct relationships between objects. For example, when scooping porridge with a spoon, almost every child intentionally or accidentally turns the spoon over so that the contents fall onto the table. This simple experiment allows him to understand how to use such cutlery.
The next discovery will be the shape of the spoon. It turns out that you can’t do without the concavity of this tool if you want to eat soup.
Thinking for a 3-4 year old child means performing certain actions and observing what is happening, and not remembering and reflecting.
Thus, gradually, visually effective thinking is formed as the discovery of subject connections - between the components and characteristics of one object, between different objects, etc. Thanks to the accumulated experience, the child’s type of thinking acquires important characteristics:
- abstraction
- generality
Distraction is manifested in the fact that the child identifies an important feature and begins to use objects variably. For example, a plastic disk has just served as the steering wheel of an imaginary car, and now a preschooler is using it as a plate from which he feeds a doll. In this case, the shape of the object tells the child how to use it.
Generalization of thinking lies in the use of the same object for different purposes. For example, a younger preschooler can put small toys in a bucket, and then shake everything out and try it on as a headdress or use it as a chair.
Visual-figurative form
Experience in practical actions is an indispensable step for the development of the next type - visually imaginative thinking.
Productive activities are especially useful for developing creative thinking. When intending to build, sculpt or draw something, a child at least vaguely imagines the result. This already contains an intellectual task: “I want to do it... But how can I implement it?”
What features should you focus on to draw an apple? Probably on its round shape. And to make it even more similar to the original, you should add a ponytail with a leaf.
The preschooler draws models of the objects he sees around him. And this is only possible if he notices important characteristics of objects, analyzes, establishes differences and similarities with other objects.
An important feature of visual figurative thinking is that a child can imagine a certain object and come up with its image using memories and using imagination.
This implies the main properties of the figurative form of thinking:
- mobility
- structural organization
Thanks to the mobility of thinking, a preschooler is able to supplement his ideas. It is enough to show the baby the long ears of the toy, and he will immediately recognize the hare. This property extends to the child’s recognition of any objects familiar to him by visible elements.
The structural organization of mental activity is clearly manifested in design. To build a model from structural parts, the child thinks about the relative position of the parts and determines the sequence of connections. Thinking, he looks for ways to create an image that would correspond to the plan.
Role-playing games effectively develop children's imaginative thinking. It is in such games that preschoolers try to create typical images, analyze and mentally imagine situations that truthfully reflect real life or correspond to fantastic plots.
Visual-effective and visual-figurative thinking are closely intertwined. The child is driven by cognitive activity. He experiments, and thanks to actions and images, he discovers relationships, signs, characteristics, features in the world around him. These types of thinking bring the preschooler closer to understanding objective logical laws.
