Formation of figurative thinking in preschool children. Thinking: forms, properties, types, methods of development in children

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INTRODUCTION

CONCLUSION

APPS

INTRODUCTION

Perhaps no other phenomenon in developmental psychology has received as much attention as thinking and speech. This can be explained by the fact that speech and thinking form the basis of intelligence, and the problem of its development is of interest to scientists in particular in order to determine the correct approach to intellectual education. The development of this problem was carried out by such prominent psychologists and teachers as Vygotsky L.S., Leontiev A.N., Elkonin D.B., J. Piaget, Rubinstein S.L., Zak A.Z., Lyublinskaya A.A. , Brushlinsky A.V., Blonsky P.P. and many others.

Thinking is the basis of learning, therefore the development of various types of thinking and mental operations is traditionally regarded as the preparation of the foundation. learning activities.

For before school age the predominance of figurative forms of thinking (visual-effective and visual-figurative) is characteristic. At this time, the foundation of intelligence is laid. Conceptual thinking also begins to develop.

However, domestic psychologists assign the leading role in the cognitive activity of a preschooler to visual-figurative thinking. The level of development of visual-figurative thinking, achieved in preschool age, is essential for the entire subsequent life of a person. Visual-figurative thinking, being a psychological neoplasm of older preschool age, is the main contribution that preschool childhood makes to the overall process of mental development. The degree of formation of visual-figurative thinking largely determines the success of the child's further education at school and determines the readiness for the development of verbal-logical thinking.

So, the relevance of the problem of studying, timely formation and development of visual-figurative thinking of preschoolers is beyond doubt.

The relevance of this problem determined the choice of the topic of the course research and identified the following tasks:

1. To analyze the psychological and pedagogical literature on the problem of the development of visual-figurative thinking of preschoolers.

2. To study the features of visual-figurative thinking of preschoolers.

3. Select methods and diagnose the level of development of visual-figurative thinking in children.

The purpose of the study: to study the features of visual-figurative thinking of preschoolers and the possibilities of its development.

Object of study: visual-figurative thinking of preschool children.

Subject of study: features of the development of visual-figurative thinking of preschoolers.

Hypothesis: with purposeful, systematic work on the development of visual-figurative thinking, the level of thinking of preschool children increases.

Research methods: theoretical analysis of literary sources on the problem under study; observation, conversation, testing; psychological and pedagogical experiment, statistical data processing.

1. ANALYSIS OF PSYCHOLOGICAL AND PEDAGOGICAL LITERATURE ON THE PROBLEM OF THE DEVELOPMENT OF VISUAL-FIGURE THINKING IN PRESCHOOL CHILDREN

1.1 general characteristics concepts of "thinking": types, operations, forms of thinking

Man not only perceives the world but wants to understand it. To understand means to penetrate into the essence of objects and phenomena, to know the most important, essential in them. Understanding is provided by the most complex cognitive mental process, which is called thinking.

The ability to think is the crown of evolutionary and historical development human cognitive processes. Thanks to conceptual thinking, a person infinitely expanded the boundaries of his being, outlined by the possibilities of cognitive processes of a "lower" level - sensations, perceptions and ideas.

So, our knowledge of objective reality begins with sensations and perceptions. But, beginning with sensations and perception, knowledge of reality does not end with them. From sensation and perception it passes to thinking. Thinking correlates the data of sensations and perceptions - compares, compares, distinguishes, reveals relationships, mediations, and through the relationship between directly sensually given properties of things and phenomena reveals new, directly sensually given abstract properties; revealing the interconnections and comprehending reality in its interconnections, thinking more deeply cognizes its essence. Thinking reflects being in its connections and relationships, in its diverse mediations.

Thinking is a socially conditioned, cognitive mental process inextricably linked with speech, characterized by a generalized and indirect reflection of the connections and relations between objects in the surrounding reality.

Thinking is the most complex and multifaceted mental activity, therefore, the selection of types of thinking is carried out for various reasons.

First, depending on the extent to which the thought process is based on perception, representation or concept, there are three main types of thinking:

subject-effective (or visual-effective) - for children early age to think about objects means to act, to manipulate them;

visual-figurative - typical for preschoolers and partly for junior schoolchildren;

verbal-logical (abstract) - characterizes older students and adults.

These are not only stages in the development of thinking, but also its various forms inherent in an adult and playing important role in mental activity. It is possible to accelerate and intensify the passage of certain stages of the development of thinking, but none of them can be bypassed without damage to the mental make-up of the personality as a whole.

Secondly, by the nature of the flow of the thinking process, we can talk about reasoning (or discursive) thinking, the result of which is achieved in the course of consistent reasoning, and intuitive thinking, where the final result is achieved without knowing or thinking through the intermediate stages.

Thirdly, if we take the nature of the results of thinking as a basis, then we can have reproductive thinking (when we clearly follow the course of thought of another person, for example, the proof of a mathematical theorem in a textbook, etc.) and creative thinking(if we create new ideas, objects, original solutions and proofs). Fourthly, thinking is divided according to the effectiveness of control into critical and non-critical. Teplov B.M. notes that thinking is a special kind of activity that has its own structure and types. He divides thinking into theoretical and practical. At the same time, in theoretical thinking he distinguishes conceptual and figurative thinking, and in practical - visual-figurative and visual-effective. The difference between theoretical and practical types of thinking, in his opinion, is only that “they are related to practice in different ways. The work of practical thinking is mainly aimed at solving particular specific problems, while the work of theoretical thinking is mainly aimed at finding general patterns.

Conceptual thinking is thinking in which certain concepts are used. At the same time, when solving certain mental problems, we do not turn to searching for any new information using special methods, but use ready-made knowledge obtained by other people and expressed in the form of concepts, judgments, and conclusions.

The conceptual content of thinking is formed in the process of the historical development of scientific knowledge on the basis of the development of social practice. Its development is a historical process, subject to historical laws.

Figurative thinking is a type of thought process in which images are used. These images are retrieved directly from memory or recreated by the imagination. In the course of solving mental problems, the corresponding images are mentally transformed in such a way that, as a result of manipulating them, we can find a solution to the problem of interest to us. It should be noted that conceptual and figurative thinking, being varieties of theoretical thinking, are in constant interaction in practice. They complement each other, revealing to us different aspects of life. Conceptual thinking provides the most accurate and generalized reflection of reality, but this reflection is abstract. In turn, figurative thinking allows us to obtain a specific subjective reflection of the reality around us. Thus, conceptual and figurative thinking complement each other and provide a deep and versatile reflection of reality.

Visual-figurative thinking is a type of thought process that is carried out directly with the perception of the surrounding reality and cannot be carried out without it. Thinking visually-figuratively, we are attached to reality, and the necessary images are presented in short-term and operative memory.

Visually- actionable thinking is a special kind of thinking, the essence of which lies in the practical transformative activities carried out with real objects.

All these types of thinking can be considered as levels of its development. Theoretical thinking is considered more perfect than practical, and conceptual is more high level development than figurative.

The mental activity of people is carried out with the help of the following mental operations:

Comparison - establishing relationships of similarity and difference;

analysis - mental division of the integral structure of the object of reflection into its constituent elements;

synthesis - reunification of elements into a coherent structure;

abstraction and generalization - highlighting common features;

· concretization and differentiation - a return to the fullness of the individual specificity of the object being comprehended.

All these operations, according to Rubinshtein S.L., are different sides of the main operation of thinking - mediation (that is, the disclosure of more and more significant connections and relationships).

There are three main forms of thinking: concept, judgment and inference. A judgment is a form of thinking that contains the assertion or denial of a position regarding objects, phenomena or their properties. Judgment as a form of existence of elementary thought is the starting point for two other logical forms of thinking - concepts and inferences.

Judgment reveals the content of concepts. To know any object or phenomenon means to be able to express a correct and meaningful judgment about it, i.e. be able to judge it. The truth of judgments is verified by the social practice of man.

A concept is a thought that reflects the most common, essential and distinctive features of objects and phenomena of reality.

Inference is a form of thinking, which is such a sequence of judgments, where, as a result of establishing relationships between them, a new judgment appears, which is different from the previous ones. Inference is the most developed form of thought, structural component which again acts as a judgment.

A person uses mainly two types of reasoning - inductive and deductive. Induction is a method of reasoning from particular judgments to a general judgment, establishing general laws and rules based on the study of individual facts and phenomena. Deduction is a way of reasoning from a general judgment to a particular judgment, the knowledge of individual facts and phenomena based on knowledge of general laws and rules.

Thus, a judgment is a universal structural form of thought that genetically precedes a concept and is included as an integral part of a conclusion.

Human thinking is most clearly manifested in solving problems.

Any mental activity begins with a question that a person poses to himself, without having a ready answer to it. Sometimes this question is posed by other people (for example, a teacher), but always the act of thinking begins with the formulation of a question that needs to be answered, a problem that needs to be solved, with the realization of something unknown that needs to be understood, clarified. The teacher must keep in mind that the student sometimes does not realize the problem, the question, even when the corresponding task is set before him by the teacher. The question, the problem must be clearly understood, otherwise the student will have nothing to think about.

The solution of a mental problem begins with a thorough analysis of the data, an understanding of what is given, what a person has. These data are compared with each other and with the question, correlate with the previous knowledge and experience of the person. A person tries to draw on principles that have been successfully applied earlier in solving a problem similar to a new one. On this basis, a hypothesis (assumption) arises, a method of action, a solution path is outlined. A practical test of the hypothesis can show the fallacy of the planned actions. Then they look for a new hypothesis, a different mode of action, and here it is important to carefully understand the reasons for the previous failure, to draw appropriate conclusions from it.

When looking for a solution, it is important to rethink the initial data of the problem, to try to visualize the situation of the problem, to rely on visual images. The latter is very important not only for preschoolers, whose thinking generally needs to be based on visual representations, but also for younger schoolchildren and adolescent schoolchildren. The solution of the problem is completed by checking, comparing the obtained result with the initial data.

1.2 Features of thinking of preschoolers

In accordance with the accepted age classification in the mental development of a child, it is customary to distinguish three stages: infancy (from 0 to 1 year), early childhood (from 1 to 3 years) and preschool age (from 3 to 7 years). Each of these stages of the mental development of the child is characterized by its own characteristics. The change of leading activity marks the transition of the child from one stage to another. According to Vygotsky L.S., the leading activity of preschoolers is the game, as a means of versatile development of the child, which forms the fundamental basis for further mental development, including visual-figurative thinking.

Preschool age is an important period in the development of all mental functions: speech, thinking, emotions, mechanisms for controlling voluntary movements, for which the higher structures of the brain are responsible - this is the cortex. All this is related to the game. The mental development of preschoolers is characterized by the formation of figurative thinking, which allows him to think about objects, compare them in his mind even when he does not see them. However logical thinking not yet formed. This is hindered by egocentrism and the inability to focus on changes in the object.

The problem of the emergence and development of thinking in a child has been discussed in psychology more than once and from the most diverse points of view. However, for recent times the most common was the idea of the genesis of thinking as a path from its more primitive forms to more and more perfect, which is verbal-logical (discursive) thinking.

The idea of other previous forms in different psychological systems is different, as well as the idea of the dynamics of their development and distinguishing features transition from the initial, more primitive to more and more perfect. In Soviet psychology, the concept of L.S. Vygotsky, in which the genesis of thinking was traced from visual-active to visual-figurative and further logical, was most widely used. At the same time, the greatest achievement of this approach was the idea of children's thinking as an adequate way of orienting themselves in reality. This position differs from the concept of J. Piaget, in which the initial forms of thinking are transductive in nature.

Modern psychologists, following L. S. Vygotsky, distinguish three main stages in the development of a child’s thinking: visual-effective, visual-figurative and conceptual thinking. Visual-effective thinking is inherent mainly in children of the 1st, 2nd, 3rd year of life. However, already in the third year, visual-figurative thinking begins to form, and then the first concepts appear in older preschoolers, thinking becomes more and more abstract.

In the period of time from 3 to 7 years, under the influence of design, artistic activity, the child develops the ability to mentally divide a visible object into parts, and then combine them into a single whole. Children learn to distinguish the structure of objects, their spatial features, the ratio of parts. The development of perception occurs in stages. At the first stage, perceptual actions are formed directly as a result of playing with various objects. At the second stage, children get acquainted with the spatial properties of objects with the help of orienting-exploratory movements of the hand and eye. At the third stage, children get the opportunity to quickly learn the properties of objects of interest, while the external action turns into a mental one.

At preschool age, the child's thinking enters a new phase of development, namely: there is an increase in the range of ideas of children and an expansion of mental horizons, there is a restructuring of mental activity itself. In a child of seven years of age, the simplest forms of logical thinking begin to take shape for the first time.

By the senior preschool age, tasks of a new type appear, where the result of the action will not be direct, but indirect, and in order to achieve it, the child will need to take into account the connections between two or more phenomena occurring simultaneously or sequentially. For example, such problems arise in games with mechanical toys (if you place a ball in a certain place on the playing field and pull the lever in a certain way, the ball will be in the right place), in construction (its stability depends on the size of the base of the building), etc.

When solving such problems with an indirect result, children of four or five years old begin to move from external actions with objects to actions with images of these objects, performed in the mind. This is how visual-figurative thinking develops, which is based on images: the child does not have to pick up an object, it is enough to clearly imagine it. In the process of visual-figurative thinking, visual representations are compared, as a result of which the problem is solved.

The possibility of solving problems in the mind arises due to the fact that the images used by the child acquire a generalized character. That is, they do not display all the features of the subject, but only those that are essential for solving a specific problem. That is, schemes, models arise in the mind of the child. Especially vividly model-shaped forms of thinking develop and manifest themselves in drawing, designing and other types of productive activity.

Thus, children's drawings in most cases are a diagram in which the connection of the main parts of the depicted object is conveyed and its individual features are absent. For example, when drawing a house, the drawing shows the base and the roof, while the location, shape of windows, doors, and some interior details are not taken into account.

For example, from the age of five, a child can find a hidden object in a room, using a mark on the plan, choose the right path in an extensive system of paths, based on a scheme such as a geographical map.

Mastering models brings to a new level the ways in which children acquire knowledge. If, with a verbal explanation, a child cannot always understand, say, some primary mathematical operations, the sound composition of a word, then based on a model, he will do it easily.

Figurative forms reveal their limitations when the child faces tasks that require the identification of properties and relationships that cannot be visualized. This type of tasks was described by the famous Swiss psychologist J. Piaget and called them "tasks for the conservation of the amount of matter."

For example, a child is presented with two identical plasticine balls. One of them turns into a cake in front of the child's eyes. The child is asked where there is more plasticine: in a ball or a cake. The preschooler answers that in a tortilla.

When solving such problems, the child cannot independently consider the changes that are visually occurring with the object (for example, a change in area) and the amount of substance remaining constant. After all, this requires a transition from judgments based on images to judgments based on verbal concepts.

Bityanova M.T. and Barchuk O.A. characterize the thinking of preschoolers as follows:

the child solves mental problems, imagining their conditions, thinking becomes out of situation;

mastering speech leads to the development of reasoning as a way of solving mental problems, an understanding of the causality of phenomena arises;

children's questions are an indicator of the development of curiosity and speak of the problematic thinking of the child;

a new correlation of mental and practical activity appears, when practical actions arise on the basis of preliminary reasoning; the planned thinking increases;

the child moves from using ready-made connections and relationships to “discovering” more complex ones;

There are attempts to explain phenomena and processes;

experimentation arises as a way to help understand hidden connections and relationships, apply existing knowledge, try your hand;

· the preconditions for such qualities of the mind as independence, flexibility, inquisitiveness are formed.

But the development of thinking does not happen in isolation. This is due to the general changes in the life of the child. His relationship with the surrounding reality is changing, the child is preparing for schooling, the transition of play activity to learning.

Leontiev A.N. emphasizes that preschool childhood is the period of the initial actual folding of the personality, the period of development of personal "mechanisms" of behavior. In the preschool years of a child's development, the first knots are tied, the first connections and relationships are established, which form a new, higher unity of the subject - the unity of the personality. It is precisely because the period of preschool childhood is the period of such an actual folding of the psychological mechanisms of the personality that it is so important.

So, summarizing the features of the development of thinking of a preschooler, we can conclude that at this age stage:

c the child is distinguished by a fairly high level of mental development, including dissected perception, generalized forms of thinking, semantic memorization;

up to seven years, various types of thinking are formed: visual-effective, visual-figurative, abstract, which are based on associative processes, the ability to build a system of generalizations.

visual figurative thinking preschooler

1.3 The problem of the development of visual-figurative thinking of preschool children

The development of visual-figurative thinking in preschool age plays a special role.

This is due to the fact that in a study conducted under the scientific supervision of Elkonin D.B. in the 80s, scientists came to the conclusion that for the successful education of children, the formation of figurative, rather than logical thinking is of the greatest importance. It is figurative thinking that allows the child to outline a method of action, based on the characteristics of a particular situation or task. If this function is transferred to logical thinking, then it is difficult for the child to take into account the many particular features of the situation. The extreme generalization of logical thinking, according to scientists, turns into a weakness for a six-year-old student, giving rise to a well-known phenomenon - the formalism of thinking.

In world psychology, two opposite approaches to solving the problem of learning and development are known today: according to J. Piaget, learning success is determined by the level of mental development of the child, who assimilates the content of learning in accordance with his prevailing given time intellectual structure. According to L.S. Vygotsky, on the contrary, development processes follow the learning processes that create the zone of proximal development.

Consider the views of the Swiss psychologist Jean Piaget on the process of intellectual development of the child.

According to Piaget, the intellect is not a blank slate on which knowledge can be written. If the information about the world received by a person corresponds to the structure of his intellect, then these information, images and experiences are “understood” or, in Piaget's terminology, assimilated. If the information does not correspond to the structure of the intellect, it is either rejected, or the person adapts to the new information, changing his mental (intellectual) structures, in Piaget's terms, accommodation occurs.

Assimilation is the process of incorporating new information as an integral part of an individual's already existing representations. Accommodation is a change in our thought processes, when a new idea, information does not fit into existing ideas about the world.

Piaget argues that the intellect always strives to establish a balance between assimilation and accommodation, to eliminate inconsistencies or discrepancies between reality and its reflection created in the mind. He calls this process balancing.

Research allowed Piaget to distinguish the stages of development of intelligence:

sensorimotor stage - from birth to 1.5-2 years. Cognition is carried out through actions: grasping, sucking, biting, looking, etc.;

preoperative - from 2 to 7 years. Using language, the child builds judgments on the basis of personal direct experience, lacks understanding of conservation, has difficulty in classifying objects or events;

Stage of specific operations - from 7 to 11-12 years. There are elementary logical reasoning about specific objects and phenomena;

Stage of formal operations - from 12 years onwards. Adolescents are able to solve abstract mental problems in the mind, put forward and test hypotheses.

What factors are responsible for the transition from one stage to another? Piaget believes that this factor is education and upbringing. But the leading role in development is played by biological maturation, which provides opportunities for development. Thus, according to Piaget, maturation, development "goes" ahead of learning. The success of learning depends on the level of development already achieved by the child. Vygotsky, on the other hand, argues that learning “leads” development, i.e. children develop by engaging in activities slightly beyond their capacity, with help from adults. He introduced the concept of "zone of proximal development" - this is what children still cannot do on their own, but can do with the help of adults. The zone of proximal development corresponds to the difference between the current level of the child and his potential level, determined by the tasks that he solves under the guidance of adults.

The point of view of Vygotsky L.S. to this problem in modern science is leading.

With the beginning of training, thinking moves to the center of the child's mental development and becomes decisive in the system of other mental functions, which, under its influence, become intellectualized and acquire an arbitrary character.

By the time a child enters school, a child of 6-7 years old should already have formed visual-active thinking, which is the necessary basic education for the development of visual-figurative thinking, which forms the basis of successful learning in primary school. In addition, children of this age should have elements of logical thinking.

What is formed visual-effective thinking? A child with a high level of development of visual-effective thinking copes well with any kind of productive activity, where the ability to work according to a visual model, to correlate the sizes and shapes of objects (constructor blocks, mechanism parts) is required to solve the task.

Visual-figurative thinking is characterized by the ability to solve a problem, first of all in terms of representation, and only then - on a specific subject basis. Logical thinking implies that the child has the ability to perform basic logical operations: generalization, analysis, comparison, classification. The condition for the emergence and development of a child's thinking, according to A.V. Zaporozhets, is a change in the types and contents of children's activities. The simple accumulation of knowledge does not automatically lead to the development of thinking.

The peculiarity of the development of the child lies in the active mastery of the child by methods of practical and cognitive activity that have a social origin. Mastery of such methods plays a significant role in shaping not only complex types abstract, verbal-logical thinking, but also visual-figurative thinking, characteristic of preschool children.

Zaporozhets A.V. notes that the forms of children's thinking (visual-effective, visual-figurative, verbal-logical) do not represent the age stages of its development. These are, rather, stages of mastering some content, some aspects of reality.

Therefore, although they generally correspond to certain age groups and although visual-active thinking appears earlier than visual-figurative thinking, these forms are not uniquely associated with age. The transition from visual-active to visual-figurative and verbal thinking occurs on the basis of a change in the nature of orienting-exploratory activity, due to the replacement of orientation based on trial and error with a more purposeful motor, then visual and, finally, mental orientation.

All types of activities available to him can contribute to the development of thinking of a preschool child. At the same time, Kolominsky Ya.L. and Panko E.A., it is necessary to organize conditions conducive to in-depth knowledge of an object.

Dubrovina I.V. emphasizes in this regard that preschool childhood is one of the most important stages in a child's life: without a fully lived, comprehensively filled childhood, his entire subsequent life will be flawed. The extremely high rate of mental, personal and physical development during this period allows the child to quickly go from a helpless creature to a person who owns all the basic principles of human culture. He does not follow this path alone, adults are constantly next to him - parents, educators, psychologists. Competent interaction of adults in the process of raising a child ensures the maximum realization of all the possibilities available to him, will help to avoid many difficulties and deviations in the course of his mental and personal development. Plastic, fast maturing nervous system preschooler requires careful attitude. When creating new intensive programs of developmental work with a child, it is necessary to keep in mind not only what he can achieve, but also what physical and neuropsychic costs it will cost him. Any attempts to shorten the preschool period of life as "preliminary", "fake" violate the course of the individual development of the child, do not allow him to use all the opportunities that this age provides for the flourishing of his psyche and personality.

In the development of the thinking of a preschooler, an essential role is played by children's mastery of methods of visual modeling of certain phenomena. Visual models, in which the essential connections and relations of objects and events are reproduced, are the most important means of developing the child's abilities and the most important condition for the formation of an internal, ideal plan of mental activity. The emergence of a plan of visual representations of reality and the ability to act in terms of images (internal plan) constitute, according to Zaporozhets A.V., the first, “ground floor” of the general building of human thinking. It is laid in various types of children's activities - in the game, design, fine arts and others. So, the most effective way to develop visual-figurative thinking is object-tool activity, which is most fully embodied in the design activity, and all kinds of didactic games aimed at developing thinking.

In addition, the following types of tasks contribute to the development of this type of thinking: drawing, passing labyrinths, working with designers, but not according to a visual model, but according to verbal instructions, as well as according to the child’s own plan, when he must first come up with an object of construction, and then implement it yourself.

Thus, after analyzing the psychological and pedagogical literature on the problem of the development of visual-figurative thinking of preschoolers, we come to the following conclusions:

1. Thinking is the highest cognitive mental process, as a result of which new knowledge is generated based on the creative reflection and transformation of reality by a person. Distinguish between theoretical and practical thinking. At the same time, in theoretical thinking he distinguishes conceptual and figurative thinking, and in practical - visual-figurative and visual-effective. The mental activity of people is carried out with the help of mental operations: comparison, analysis and synthesis, abstraction, generalization and concretization. There are three main forms of thinking: concept, judgment and inference.

2. Modern psychologists distinguish three main stages in the development of a child's thinking: visual-effective, visual-figurative and conceptual thinking. Visual-effective thinking is inherent mainly in children of 1-3 years of age. However, already in the third year, visual-figurative thinking begins to form, and then the first concepts appear in older preschoolers, thinking becomes more and more abstract.

3. The problem of developing and improving the thinking of preschoolers is one of the most important in psychological and pedagogical practice. The main way to solve it is rational organization the entire educational process. The most effective way to develop visual-figurative thinking is object-tool activity, which is most fully embodied in the design activity, all kinds of didactic games aimed at developing thinking, drawing, passing labyrinths.

2. EXPERIMENTAL STUDY OF THE PROBLEM OF THE DEVELOPMENT OF VISUAL-FIGURE THINKING IN PRESCHOOL CHILDREN

2.1 Experiment procedure

In the course of an experimental study of the problem of the development of visual-figurative thinking in preschoolers, we conducted a psychological and pedagogical experiment. To do this, we selected methods and conducted a diagnostic examination aimed at identifying the level of development of visual-figurative thinking of preschoolers of the middle and older groups. kindergarten and then compared and analyzed the results.

1. Select methods and diagnose the level of development of visual-figurative thinking in children.

2. Compare the results obtained and draw a conclusion about the possibility of developing visual-figurative thinking of preschool children in the educational process.

The experimental base of our study was kindergarten No. 24 in Brest.

The study involved 20 children of the experimental group (middle kindergarten group) and 16 preschool children of the control group (senior group).

2.2 Description of the methods used

Diagnostics as a specific type pedagogical activity is an indispensable condition for the effectiveness of the educational process. This is a real art - to find in a child what is hidden from others. Via diagnostic techniques teacher can approach with greater confidence corrective work, to correct the identified gaps and shortcomings, acting as feedback as an important component of the learning process.

Diagnostics of the level of development of visual-figurative thinking of preschoolers was carried out by us according to the following methods:

Method "How to patch the rug?" .

This technique uses the pictures presented in Appendix 1. Before showing the child, they are told that this picture shows two rugs, as well as pieces of matter that can be used to patch the holes on the rugs so that the patterns of the rug and the patch do not were different. In order to solve the problem, from several pieces of matter presented in the lower part of the figure, it is necessary to choose one that is most suitable for the pattern of the rug.

Evaluation of results:

10 points - the child completed the task in less than 20 seconds;

8-9 points - the child solved all the problems correctly in 21 to 30 seconds;

6-7 points - the child spent from 31 to 40 seconds to complete the task;

4-5 points - the child spent on the task from 41 to 50 seconds;

2-3 points - the time the child worked on the task took from 51 to 60 seconds;

0-1 point - the child did not cope with the task for more than 60 seconds.

Conclusions about the level of development:

2-3 points - low level;

· 0-1 point - very low.

Method "Find out who it is."

Before applying this technique, the child is explained that he will be shown parts, fragments of some drawing, according to which it will be necessary to determine the whole to which these parts belong, i.e. restore the whole drawing by part or fragment.

A psychodiagnostic examination using this technique is carried out as follows: the child is shown a drawing (Appendix 2), in which all fragments are covered with a piece of paper, with the exception of fragment “a”. Based on this fragment, the child is invited to say what general drawing the depicted part belongs to. You have 10 seconds to solve this problem. If during this time the child was not able to correctly answer the question, then for the same time - 10 seconds. - he is shown the next one, a little more full drawing"b", and so on until the child finally guesses what is shown in this picture.

The time taken by the child in general to solve the problem and the number of fragments of the drawing that he had to look at before making a final decision are taken into account.

Evaluation of results:

10 points - the child was able to correctly determine from the fragment of the image "a" in less than 10 seconds that the whole picture depicts a dog;

7-9 points - the child determined that this picture shows a dog, only by the fragment of the image "b", spending on this in general from 11 to 20 seconds;

4-6 points - the child determined that it was a dog only by the fragment "c", spending from 21 to 30 seconds to solve the problem;

2-3 points - the child guessed that it was a dog only by the fragment "d", spending from 31 to 40 seconds;

0-1 point - the child for more than 50 seconds could not guess at all what kind of animal it was, looking through all three fragments "a", "b" and "c".

Conclusions about the level of development:

10 points - very high level;

8-9 points - high level;

· 4-7 points - average level;

2-3 points - low level;

· 0-1 point - very low.

Method "Find a Pair".

The child is given a sheet with the image of 7 pairs of mittens scattered in random order (Appendix 3), and is offered to pick up a pair for each mitten according to 3 signs - the location and size of the pattern elements, the position of the thumb.

Instructions: Look, the guys mixed up their mittens. Help them figure it out and find all the pairs of mittens.

Evaluation of results:

10 points - the child correctly picked up 4-7 pairs;

7-9 points - correctly picked up 3 pairs;

4-6 points - correctly picked up 2 pairs;

2-3 points - correctly picked up 1 pair;

0-1 point - the child could not pick up a single pair.

Conclusions about the level of development:

10 points - very high level;

8-9 points - high level;

· 4-7 points - average level;

2-3 points - low level;

· 0-1 point - very low.

2.3 Description and analysis of the results obtained

In the course of a diagnostic examination aimed at identifying the level of development of visual-figurative thinking of children in the experimental group, we obtained the results listed in Table 1 (Appendix 4).

From this table it can be seen that preschoolers have different levels of development of visual-figurative thinking:

· most of children - 12 people, which is 60% - have an average level;

4 (20%) subjects have a high level of development of visual-figurative thinking;

3 (15%) children - low level;

1 (5%) preschooler scored only 1 point, which indicates a very low level of development of his visual-figurative thinking.

In addition, as a result of the diagnostics, we drew attention to the fact that the greatest difficulty for children was the “Find a Pair” technique.

The indicators of the level of development of visual-figurative thinking of preschoolers according to this method are the lowest. Therefore, diagnosing the level of thinking of children senior group we decided to follow this method. The results of the diagnosis of children in the control group are shown in Table 2 (Appendix 5).

Based on the analysis of this table, we can state the following:

2 (12.5%) preschoolers scored 10 points each, which indicates that their level of development of visual-figurative thinking is very high;

7 (43.7%) people scored 8-9 points - they have a high level of development of thinking;

6 (37.5%) of the test groups have an average level of development of visual-figurative thinking, because they scored from 4 to 6 points;

· Only 1 child, which is 6.3%, received 2.3 points - he has a low level of development of thinking.

Comparative analysis indicators of the levels of development of children in the experimental and control groups according to the results of diagnostics are presented by us in table 3.

Table 3 Comparative analysis of the experimental results

Development levels	Experimental group	Control group
Very tall



Very low

So, from Table 3 we see that the indicators of the level of development of visual-figurative thinking in children in the control group are much higher than in children in the experimental group.

A comparative analysis of the levels of development of visual-figurative thinking of children in the experimental and control groups is presented in diagram 1.

Diagram 1 Comparative analysis of the levels of development of visual-figurative thinking in children

Thus, the obtained results allow us to speak about the positive dynamics of the development of visual-figurative thinking of preschoolers of the older group in comparison with the level of development of children's thinking. middle group. So, these studies confirmed our hypothesis that with purposeful, systematic work on the development of thinking in the educational process, the level of thinking of children increases.

CONCLUSION

In the first part term paper On the basis of a theoretical analysis of psychological and pedagogical literature, we found out that thinking is the highest cognitive mental process, as a result of which new knowledge is generated based on the creative reflection and transformation of reality by a person. Distinguish between theoretical and practical thinking. At the same time, in theoretical thinking he distinguishes conceptual and figurative thinking, and in practical - visual-figurative and visual-effective. The mental activity of people is carried out with the help of mental operations: comparison, analysis and synthesis, abstraction, generalization and concretization. There are three main forms of thinking: concept, judgment and inference.

Modern psychologists distinguish three main stages in the development of a child's thinking: visual-effective, visual-figurative and conceptual thinking. Already in the third year of life, visual-figurative thinking begins to form in a child, and then the first concepts appear in older preschoolers, thinking becomes more and more abstract.

For the successful education of children, the formation of figurative, rather than logical thinking is of the greatest importance. It is figurative thinking that allows the child to outline a method of action, based on the characteristics of a particular situation or task. Therefore, the problem of developing and improving the visual-figurative thinking of preschoolers is one of the most important in psychological and pedagogical practice. The main way to solve it is the rational organization of the entire educational process. A condition for the emergence and development of a child's visual-figurative thinking is a change in the types and contents of children's activities. The mere accumulation of knowledge does not automatically lead to the development of thinking. All types of activities available to him can contribute to the development of thinking of a preschool child.

The most effective way to develop visual-figurative thinking is object-tool activity, which is most fully embodied in the activities of designing, drawing, all kinds of didactic games aimed at developing thinking, passing labyrinths.

However, when creating new intensive programs of developmental work with a child, it is necessary to keep in mind not only what he can achieve, but also what physical and neuropsychic costs it will cost him. Only competent interaction of adults in the process of raising a child ensures the maximum realization of all the possibilities available to him, will allow him to avoid many difficulties and deviations in the course of his mental and personal development.

In the second part of the course work, we conducted an experimental study in order to identify the possibility of developing visual-figurative thinking in preschool children in the educational process.

An analysis of the results of the experimental study showed a positive trend in the development of visual-figurative thinking in preschoolers of the older group compared to the level of development of thinking in children in the middle group. This allowed us to conclude that the development of visual-figurative thinking of preschoolers is possible.

Thus, the purpose of the study - to study the features of visual-figurative thinking of preschoolers and the possibilities of its development - has been achieved; tasks have been completed. The hypothesis - with purposeful, systematic work on the development of visual-figurative thinking, the level of thinking of preschool children increases - is confirmed.

LIST OF USED LITERATURE

1. Bityanova M.T. Barchuk O.A. Diagnosis of preschool maturity// School psychologist. - 2000. - No. 30

2. Questions of the psychology of a child of preschool age / Ed. A.N. Leontiev, A.V. Zaporozhets. - M., 1948

3. Vygotsky L.S. Pedagogical psychology. - M., 1991

4. Vygotsky L.S. Sobr. cit.: In 6 vols. - T. 4. - M., 1984. - 365s.

5. Gavrilycheva G.F. In the beginning there was childhood // Preschool education. - 1999. - No. 1. - S.11-14

6. Gutkovich I.Ya., Samoilova O.N. Collection didactic games on the formation of thinking of preschoolers: A manual for kindergarten teachers / Ed. by T.A. Sidorchuk - Ulyanovsk, 1998

7. Diagnosis of educational activity and intellectual development of children / Under the editorship of Dubrovina. - M., 1981

8. Dubrovina I.V., Andreeva A.D. et al. Junior schoolchild: development cognitive abilities: Teacher's Guide. - M., 2002

9. Efimkina R.P. Child psychology: Guidelines. - Novosibirsk, 1995. - 220s.

10. Zaporozhets A.V. Psychology. - M., 1953

11. Kataeva A.A., Obukhova T.I. To the genesis of the development of thinking in preschool age / / Questions of psychology. - 1991. - No. 3

12. Kolominsky Ya.L., Panko E.A. Teacher about the psychology of children of six years of age: Book. for the teacher. - M.: Enlightenment, 1988. - 190s.

13. Mukhina V.S. Age-related psychology Keywords: phenomenology of development, childhood, adolescence. - M.: Academy, 2000. - 456 p.

14. Nikulina E.G. Psychological features cognitive sphere of children of preschool and primary school age. - 1998. - No. 4. - P.10-14

15. Obukhova L.F. Age-related psychology. Jean Piaget's doctrine of the intellectual development of the child. - M., 1999

16. Ovchinnikova T.N. Personality and thinking of the child: diagnosis and correction. - M., 2000. - 204p.

17. Pervushina O.N. General psychology: Guidelines. - M., 2003

18. Ponomarev Ya. A. Knowledge, thinking and mental development. - M., 1967

19. Workshop on developmental and educational psychology / Ed. A.I. Shcherbakov. - M., 1987. - 320s.

20. Psychocorrectional and developmental work with children: Tutorial for university students / Under the editorship of IV Dubrovina. - M.: Academy, 1998. - 160s.

21. Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and Pedagogy: Textbook for High Schools. - St. Petersburg: Peter, 2002. - 432 p.

22. Rubinstein S.L. About thinking and ways of its research. - M., 1958

23. Rubinstein S.L. Basics general psychology. - St. Petersburg: Peter, 2000

24. Serova E.O. This is important - the development of thinking in a child // Preschool education. - 1999. - No. 2

25. Teplov B.M. Practical thinking / / Reader in general psychology: Psychology of thinking. - M.: MGU, 1981

APPS

Appendix 1

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Stimulus material for the technique “How to patch a rug?”

Appendix 2

Posted on http://www.allbest.ru/

Stimulus material for the method "Find out who it is"

Appendix 3

Appendix 4

Table 1 The results of diagnostics of the level of visual-figurative thinking in the experimental group

Surname and name of the child	Number of points scored	Arithmetic mean. score	The level of development of thinking
	How to patch a carpet?	Find out who it is	Find a couple
Antonova Inna
Dudko Svetlana
Zinchenko Evgeny
Zubova Inna
Krylova Svetlana
Klimashevich Egor
Nelipovich Maxim
Panchenko Svetlana
Petrovsky Andrey
Pitimko Artem
Portnova Marina
Roshina Anastasia
Smolyakova Tatiana
Stolyarova Julia
Silyuk Marina
Tenizbaev Nikita
Trotsyuk Victoria
Fomin Vladimir
Cherkashin Sergey
Yashin Vladimir

Annex 5

Table 2 The results of diagnostics of the level of visual-figurative thinking in the control group

Surname and name of the child	Number of points scored	The level of development of thinking

Bondar Ekaterina
Vasilevich Julia
Golubkovich Vera
Eremenko Marina
Nose Valery
Kostin Anton
Kulik Sergey
Kulevich Svetlana
Kushnerev Artem
Lukashevich Sergey
Melnik Maxim
Miroshnikov Stas
Petrovsky Igor
Tikhonov Denis
Khmaruk Alexey
Yaroshevich Daniel

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The need for the development of imaginative thinking

The development of figurative thinking in preschoolers of both younger and older age is essential in order to:

to teach the child to find solutions to any problems, to use various images to visualize a particular situation;
to instill in the baby love and craving for beauty, namely, for art, literature, music;
develop the ability to visualize the story of another person, presenting it in pictures.

Imaginative thinking in children can be improved with the help of educational games

Ways to develop visual-figurative thinking

Thinking in preschoolers is usually formed in the following “direction”: the perception of information turns into visual-effective thinking, and then into visual-figurative and logical thinking, that is, at first the child tries to understand this or that situation, then he scrolls possible actions in his head, then represents, and only then tries to explain why it happens this way and not otherwise. The development of each of these types of thinking will be useful to the baby when studying at school, will help him to better perceive and assimilate school items, and especially technical ones, for example, physics or geometry. There are several basic ways and exercises through which you can help your child develop these skills. Let's look at each of them in more detail.

Basic Methods

by the most effective ways development of figurative thinking in preschoolers are:

walks in nature with a note of something interesting and special happening around you at a given moment in time;
excursions to various museums, exhibitions;
travel around the cities with the study of local attractions;
games with mosaics and puzzles, both simple and complex;
drawing from life or according to the description of any object;
creating abstract drawings, for example, to draw something that cannot be seen - a melody, thought, taste, joy, sadness, delight;
classes with plasticine, clay, plaster;
comparison of objects of different shapes, sizes, colors;
crafts from colored cardboard, paper, foil, wood;
drawing using various materials: watercolors, pencils, oil crayons, gouache.

Development lessons should be built according to the following scheme:

show the child how you coped with this or that task, for example, drew, blinded, saw;
explain your actions;
try breaking it down into independent work and joint;
Invite the child to complete tasks without using an example.

Classes with a preschooler should be held in a quiet and calm environment motivating the child to achieve the desired result. Always praise your baby and encourage him.

Exercises

In order to develop visual-figurative thinking in a child, it is necessary to use various exercises carried out in game form. Next, we will consider the most effective and popular of them.

"Guess What It Is"

For this quest you will need the following items:

box;
small ball;
doll;
machine;
cube;
dog;
bunny.

The adult takes the box and says to the baby: "Let's find out what is in it." Then he shows the child all the toys in turn and asks him to remember them. The teacher covers the ball, cube, doll, bunny and dog with a cloth or napkin and begins to describe one object, asking the child to guess what he is talking about. For example, "Round, rolls, jumps, they beat him, but he does not cry, only jumps higher, jumps higher." If the kid could not guess, then the adult needs to show this toy again and repeat the exercise. After the correct answer, the child needs to describe the subject chosen by him. This action should be carried out with each toy. This exercise perfectly trains memory, mindfulness and imaginative thinking.

"Who lives where?"

For this exercise, you need to prepare several pictures with animals and their habitats, for example, a bear - a den, a hare - a mink, a bird - a nest, a beaver - a dam. Show the child these images, explain the essence of the task and ask them to remember where a particular animal lives. Then ask: "Who lives where?", showing the pictures one by one. Such a task forms visual memory and broadens one's horizons.

"Looking for a ball"

To complete this task, you need to prepare 5 rubber balls of different sizes and colors: red and red with a white stripe (small and large), green with a white stripe (small and large), 1 large blue.

The teacher shows the child each ball in turn and asks them to remember. Then the balls are covered with a cloth. After that, one of the balls is described in the form of a simple story, for example, "Petya came into the yard with a big red ball - find the ball that Petya brought." The adult removes the cloth and gives the child time to think. After the kid has made his choice, he is asked to explain why he did this and not otherwise. This exercise trains visual memory and develops logical thinking.

"Guess and Draw"

For the correct completion of this task, it is necessary to prepare an album or piece of paper, pencils and interesting riddles about anything. The teacher gives the child a word, it can be an animal, something edible, and then asks to guess. If the kid correctly answers the question, then the adult asks him to depict on a piece of paper the object that was thought of. Such an exercise perfectly trains the imagination, develops fantasy and imaginative thinking.

drawing helps develop imaginative thinking

"Find your soul mate"

To conduct the game "Find a Half" you need to print several pictures with different images and cut them in half. For example, it could be a mushroom, a car, geometric figures. The teacher lays out these images on the table in a chaotic manner and asks the child to find their soul mate. This task trains attentiveness, ingenuity and a visual representation of something.

"What do they have in common?"

Simple logical task"What do they have in common?" is carried out with the aim of forming a child's visual memory, logical and figurative thinking. The teacher must prepare several items that have something in common, for example, a doll, a bear, a ball, a car - these are toys or an airplane, a car, a steamboat, a train - this is a technique. Thus, the child learns to classify objects, placing them in one group on the basis of some common features.

"Draw a picture"

For this exercise you will need: several cards with the image of birds, mammals, fish, as well as 3 envelopes and pencils. The teacher says: "Someone mixed up my pictures - help me sort them out." Then the child must arrange the cards in 3 envelopes, and so that they contain pictures that have something in common with each other. After the kid completes this task, the adult asks him to depict on each envelope what is in it. This game forms visual memory, teaches the child to be attentive and think visually.

"Where is the circle, and where is the oval?"

The adult calls the child various items round and oval, and then asks which of the above can be called a circle and which an oval. For example, “An apple is round, and an egg is oval”, “What shape is an orange, melon, lemon?”. This exercise trains spatial thinking and teaches the baby to think.

"What can you eat and what can't you eat?"

To conduct this game, you need to prepare several pictures that will show edible and inedible objects, for example, a car, a pipe, a sausage, a carrot, a pen. The teacher shows the child one by one the pictures and asks them to say which of them can be eaten and what not. This task develops the child's intelligence, attentiveness and speed of thinking.

“What can be only below, and what can only be above?”

The adult invites the child to think and say what can only be above and what can be below. For example, “Look up, what do you see there? - that's right, a chandelier" or "Look down, what's there? - That's right, carpet. By analogy, the teacher asks the baby to bring similar examples. This exercise develops ingenuity, imagination and imaginative thinking.

"What is only sweet?"

The teacher asks the kid to name the child only what can only be sweet in the following format: “I name sweet foods, and if I say wrong, then you say stop.” For example, raspberry, candy, sugar, melon, lemon. The child should say: "Stop!" at the word "lemon". This exercise trains the speed of thinking and attentiveness.

"Quick answer"

For this task, you will need a small ball. So, you get up and say to the baby: “I will name different colors, and when I throw you a ball, you must name some object of this shade quickly, without hesitation.” For example, yellow, the child begins to look for something yellow in the room. You can also use not only shades, but also the materials from which objects are made, for example, wood, plastic. This game develops visual-figurative thinking, attention and ingenuity.

The teacher asks the kid to find two similar objects and talk about their common features. For example, you say: "Grass-cucumber." What do they have in common? The child should answer: "They are green" or "Sun-lemon" - they are round and yellow. This exercise forms a visual representation of a variety of objects, visual thinking and memory.

"Remove the excess"

The adult names a few words, for example, “cup, car, flower, dandelion, rose, clover, cornflower” and asks the child to remove the extra ones. The kid must answer that a cup and a car do not fit here, since everything else is flowers. Be sure to ask the child to justify his choice, that is, on what basis he grouped certain items. This exercise develops logical thinking, ingenuity and perseverance.

"What sound is that?"

The teacher asks the child to name the repeated sound. This is an exercise in mindfulness and ingenuity. For example, you say: “shi-shi-shi - I have pencils or but-but-but - here is a nest on a tree”, then ask: “What sound was repeated?”. The kid should answer: "W" or "H".

Classes on the development of imaginative thinking should be carried out regularly to consolidate the acquired knowledge. After all, the more often you work with your child, the faster the first result will appear. In our article, you met with fairly simple exercises that can be easily performed at home. The main thing is to be patient, and then you will succeed.

By thinking we understand the human ability to reason, reflecting reality through the word, concept, judgment, representation. According to the form, the following types of it are distinguished: visual-figurative, visual-effective, abstract-logical.

The first of them is more inherent in people of creative professions. Its essence is psychological relations and connections with people, objects, events, circumstances, processes.

Figurative thinking is a process of cognition, in which a mental image is formed in the human mind, reflecting the perceived object. environment. Figurative thinking is realized on the basis of ideas that a person perceived before. Images are either retrieved from memory or created by the imagination. In the course of solving mental problems, these images can undergo such 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 of difficult situations to 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 “rescue” images that will help find a solution. For example, an excess of the sun (too many outdated, pressured, decisions made by someone earlier that interfere with creative thinking. An excess of the sun can also represent, for example, increased competition). Think about what is needed in order 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. Do not rush yourself, rethinking does not come instantly, but soon it will certainly come in the form of insight.

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

There is an assumption that the ability to visualize the future increases the chances of its implementation. The more colorful and detailed visualization, the better. True, there is a caveat: as in all good things, in this visualization one should observe the measure. The main principle is “do no harm”.

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

Development of figurative thinking

How to develop imaginative thinking?

Here are some exercises that can help with this:

- Look at any chosen object. Consider it for some time. Close your eyes and visualize it in detail. Open your eyes, check how completely and accurately everything was presented and what was “overlooked”.

- Remember what the thing that you put on (shoeed) yesterday looks like. 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 your eyes, plays with a child, protects you in the yard from offenders ... All events should take place like in a movie. Let your imagination run wild. This exercise can be done in a variety of ways: using unrelated associations or like a movie with a sequentially developing plot with a logical continuation.

Figurative thinking in children

Children easily imagine both objects and circumstances in their imagination, it is as natural for them as breathing. In childhood, imagination merges with thinking so much that they cannot be separated. The development of the child's thinking occurs during games, drawing, modeling, construction. All these activities make you imagine this or that in the mind, which becomes the basis of figurative thinking. On this basis, verbal and logical thinking will subsequently be formed, without which one cannot do in the classroom.

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

What exercises contribute to the development of figurative thinking in children?

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

2. We play by reincarnating. We play with children, change roles and images. We encourage children's games with reincarnation.

3. We draw - and we remember, and we compose, and we invent. Let the child remember a character from a recently read fairy tale or cartoon character. And then let him draw a new friend or just a new character for him. Did you get a "kalyaka kid"? Finish it so that something new or something recognizable comes out.

4. We compose. You can start for yourself - about what you see: about this little sprout that has made its way between the stones, about this tireless ant, pulling a burden three times more than itself, about this grasshopper ... Compose together, do not be afraid to fantasize and encourage the child's fantasy.

5. Riddles are a real find. They can be guessed along the way, they can be invented. They make you look at objects and phenomena from different angles, think outside the box and not 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, memorize, reveal relationships between phenomena, learn about the world and develop.

Figurative thinking in adults

There is a simple test-check that allows you to understand whether your figurative thinking is well developed. To do this, you need to select any picture (do not try to immediately take complex images, 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 closed eyes clearly and clearly. Happened? Fine! This means that you only need to maintain the level of imaginative thinking that you already have. But if the picture did not work out, if there were gaps or vague forms - train by doing this exercise.

A more complicated option is the visualization of abstract pictures. You can draw one yourself from dots, broken lines, patterns, using different colors and shapes, and then remember. Pay attention to details and individual signs. Games for the development of thinking are easy to find on the Internet, on sites dedicated to self-development. Help in this and developing simulators. For example, in the Pyramidstroy game, figurative thinking, coupled with imagination, will help you remember words that are completely unrelated to each other, combining them into an incredible story. Training and games for the development of thinking are very helpful in keeping brain activity in good shape, they should be given attention throughout life.

The development of figurative thinking improves Creative skills, favors the manifestation of creativity, the generation of new ideas. In addition, thanks to the development of imaginative thinking, memorization improves, the assimilation of new things is facilitated, intuition improves, and flexibility of thinking appears.

We wish you self-confidence and successful self-development!

Figurative thinking has a number of features that turn it into a universal tool that can and should be used in your life by any person.

Preschoolers develop at a rapid pace. Every year they go through several stages that allow them to evaluate not only the world around them, but also their own role in the environment. Formed critical process- visually imaginative thinking in preschool children, laying the foundation for subsequent mental operations.

Visual form of thinking in preschool age

In psychology, there are several forms of thinking, most of which are formed already at an older age.

Before entering school, children go through the following thought stages:

Visually effective
Visually figurative
theoretical

In the future, the formation of intuitive, analytical and empirical forms continues.

Visual types of thinking are most important for preschool age. It is the successful passage through these stages that provides the future adult with the ability to form judgments about events and draw conclusions.

Visually effective

Visually effective thinking is fully formed in 3 years. From the age of one and a half, boys and girls “think” with their hands.

The main features of visually effective thinking are the use of one's own fingers as a tool of knowledge.

Connecting broken halves, breaking or disassembling toys - all this is a way of primary perception of objects and the ability to figure out what surrounds the little man. That is why this type of cognition is called visually effective. The mastery of an action, such as stacking blocks, occurs after several successful attempts to assemble a turret or house.

Visually figurative

From about the age of 3, a new type of thinking begins to form: a system of images imprinted in memory is added to the study of the world with the hands. This means that the baby can visually reproduce an already familiar and memorized object. Especially clearly the skill of using the image is manifested during drawing or modeling.

Detailed accuracy of the image at this age should not be expected. The preschooler draws exactly those features that, in his opinion, characterize this or that object. The tree will have a trunk and branches. The house is necessarily equipped with a roof and walls.

During this period, it is especially important for parents to stimulate the child to any activities related to visualization.

It could be:

Application from colored and shiny paper
Games with constructors
Drawing with pencils, crayons, paints
Modeling from clay and plasticine.

How visually effective thinking develops in preschoolers

Supporting the development of visually effective and imaginative thinking in preschoolers is simple: the key goal of parents is not to interfere with the dismantling or “modernization” of objects. Security measures are the only limitation. Materials should be as harmless as possible for the younger preschooler.

Object actions do not immediately lead the child to an understanding of the main features and purpose of the object. It takes time and repeated manipulations for the child's mind to catch visual generalizations and build the necessary connections.

For example, if a preschooler made his first attempts to draw with a pencil, then when he sees colored crayons, he will not imagine their purpose without preliminary tests.

It is especially effective to form the memorization of images with the help of pouring and loose materials. The child pours sand from hand to hand, makes slides from cereals, pours water. Constant touching allows him to first determine, and then remember that if the sand is properly crushed, then you get a little cake.

To summarize what has been said, the basic principle of the development of such a form of thought process is expressed in repeated actions leading to the same result: a picture, an assembled toy, a sculpted figurine.

This is how the first ideas about specific objects and life experience arise, which lays the foundation for the development of mental forms.

Formation of visually figurative thinking

The basis of visually imaginative thinking is a guess about a possible result. Before performing an action, the child imagines the end result. For example, sitting at home, a preschooler is able to portray a typewriter, remembering the one that he liked on the street.

The first rudiments appear at 3 years. To evaluate the result, tactile contact with the object is no longer always necessary. The image in the head helps to correlate the seen object with the already known category and evaluate it correctly. A preschooler can easily recognize a doll or a teddy bear in the window without having to touch it first.

The more objects are remembered, the less often tactile contact will be required for identification, but the connections and relationships between the image and the real object are realized.

Why is it important to develop imaginative thinking

The very concept of "image" means the imprinting in the human mind of objects and phenomena real world, the formation of an imaginary appearance.

A preschooler, especially an older one, is already able to accumulate a sufficient number of such mappings. Moreover, sometimes they are not visual, but tactile or sound.

The skill of figurative thinking greatly simplifies the interaction of the child with outside world. To solve the problem, it is enough for him to simply present all its components and find the answer.

In the future, properly developed figurative thinking will make it easier to master spatial thinking and represent the world in three-dimensional display.

It is especially important to pay attention to the child at the stage of development of figurative thinking for the following reasons:

The ability to operate with images significantly speeds up the solution of everyday, and later - logical and mathematical problems;
The ability to think in images forms the aesthetic component of the personality and the craving for beauty, which intensifies as one grows older;
Operating with images promotes development.

Ways to develop visually figurative thinking

Depending on the age and preferences of the child himself, various methods are chosen, however, each is based on the creation of a result based on the presented image.

At the age of three, it is a game with a pyramid and similar collapsible toys. To begin with, an adult shows the process of parsing and properly assembling the toy, after which the child is invited to repeat the actions.

To complicate the task, you need a pyramid with rings of various sizes. An additional effect of the toy is learning to highlight the essential properties of objects, to distinguish sizes, shapes, shades. It can be argued that the process of development of figurative thinking has begun when, before the action, the baby is able to tell what he will now build or draw.

Basic methods applicable in senior preschool age

In the future, the figurative thinking of older preschoolers should be stimulated using the following methods and techniques:

Observation of nature with subsequent descriptions and reflections of what he saw;
Comparative analysis of objects of various sizes and shapes;
Collecting puzzles with a gradual complication of the task;
Drawing from memory;
Creative work with plastic materials - modeling from clay, plasticine;
Excursions to museums, exhibitions;
Display on paper or canvas of concepts that do not have visual signs: love, friendship, thought, sound, melody;
Creating a panel using natural materials, cardboard, colored paper.

The effectiveness of classes aimed at developing visually imaginative thinking in preschool age depends on the correct implementation of the stages of learning:

Demonstration;
Description or explanation;
Team work;
Independent work on the model;
Creativity based on the generalization of ideas about the phenomenon, not limited by any framework.

Any activity should not tire the child, as soon as he feels tired, it is necessary to switch attention to another activity. In addition, it is important to constantly encourage and motivate the baby, bringing up in him a true passion for the process of drawing or visiting excursions.

The mental activity of a person is extremely multifaceted, because each of us has to solve a wide variety of tasks every day. This feature of thinking allows us to distinguish its types: subject-effective, visual-figurative and verbal-logical, which begin to develop in preschool age. That is why it is necessary to provide conditions for the full development of the child's thinking. First of all, figurative thinking deserves attention, as it is predominant among preschoolers and younger schoolchildren. From him to more success in the assimilation of kindergarten and school programs depends. Psychologists have proven that intelligence is formed in preschoolers on the basis of imaginative thinking. It helps younger students build scientific picture world, to develop an attentive attitude to surrounding objects, to form the ability to see the beauty around you. All this develops creativity and imagination, influences the choice of profession in the future. For example, this kind of thinking is inherent in people of creative professions: artists, writers, designers, architects.

By scientific definition, figurative thinking is the ability to mentally represent, reproduce the world around in the form of images of objects and phenomena. Caring parents, aimed at the full upbringing of their baby, should think about how to develop imaginative thinking?

Stepping on the steps of the development of figurative thinking in children

Important: even a slight lag in the development of figurative thinking in children can lead to psychological problems, for example, the inability to formulate one's thoughts, act with systems of images during training, create new images in creative activities.

To prevent this from happening, parents need to know that at each age stage there are their own approaches to the formation of thinking. Figuratively speaking, we are gradually stepping through the stages of development of visually figurative thinking:

Achievements of the child at each age stage

What are the ways to develop imaginative thinking in children?

Important: parents for the development of visual figurative thinking in preschool children at home are best helped by means that are simple, accessible and understandable to adults themselves (games, communication). At the same time, the activity of the parent, his lifestyle will play a big role, since a parental example is half the success in raising your own child.

Experts suggest!

Means that help the development of imaginative thinking are classical and modern. All of them can be useful for children, but for homework their main advantage should be: easy-to-select visual material (pictures, toys, household items), interesting non-monotonic actions (game movements, actions with scissors, paints, pencils, joint conversations) , availability in display and performance.

The most popular means of developing figurative thinking:

board games (cut pictures, loto, dominoes, liners);
creative activities: modeling, applique, drawing, macrame;
reading children's books, encyclopedias, magazines;
riddles, charades, rebuses;
watching movies and cartoons about the world;
family leisure, holidays, travel;
walks in nature: in the country, in the forest, in the park;
social events: holidays, sports competitions, hiking trips.

Games and exercises for preschoolers and younger students

Mothers and their babies game

Develops figurative thinking, enriches the dictionary, promotes the establishment of semantic connections. You can play with children of all ages, the difference is that for kids the number of familiar animals is up to 5-7 (pets and zoo animals), for middle and older preschool children the volume of visual material increases and becomes more complicated. Children reproduce images of those animals that they could only see in pictures (giraffe, hippopotamus, koala). The adult offers pictures of adult animals for consideration, the child must pick up a card with the image of a cub. To maintain interest in children, you can use an artistic word (riddles, songs, rhymes):

Easy to recognize a giraffe
It's easy to find out:
He is tall
And sees far.

White bear - to the pole.
Brown bear - through the forest.
This one sat on a eucalyptus,
Leaves eats and sleeps a lot (koala).

Game "Wonderful bag"

The classic favorite game of children of all ages, including primary schoolchildren, helps to fix the images of objects, mentally reproduce them. For kids, these will be familiar toys, the signs of which they know well, for example, a small, soft, fluffy (bear). And older children can put new objects in, which they themselves must identify by touch, or find according to the description of the presenter: “Find a round, smooth, cold, small (mirror) in the bag.”

Exercise "Magic Glasses"

Develops the ability to group objects according to their characteristic feature, fixing stable images - patterns. A little preparation is required, an adult cuts glasses of a certain shape from thick paper, for example, square or oval. The child can choose glasses himself or complete the task at the direction of an adult. The box collects all the items of the form in which the glasses are worn by the player. For example, round glasses - a saucer, a mirror, a ring, a lid; square glasses - a cube, a box, a napkin.

Exercise "Riddles - riddles"

It helps to develop figurative thinking, as it forms in children the ability to mentally imagine, and then reproduce the object according to its characteristics. You need to start solving riddles as early as possible, when the child is just getting to know the world around him. Then the baby will early form the ability to correlate the word and the image. For small children, those objects are thought of, the signs of which are pronounced and the children know them well, for example, vegetables, fruits, toys, vehicles.

This fruit tastes good
It looks like a light bulb (pear)!

Himself scarlet, sugar,
Green caftan, velvet (watermelon).

round, ruddy,
I'll get it from the tree.
I put on a plate:
"Eat, mommy!" - I will say (apple).

For older preschoolers and younger schoolchildren, riddles become more complicated, children learn to see a real object behind the description of the image, to understand the system of images. Children are taught that one and the same subject can be said in different ways (short, simple or complex, colorful). The subject of riddles is also becoming more complicated, riddles about inanimate and living nature are used, flora, different types of transport, tools, professions of people, household items. Here is how, for example, the same image (snow) can be presented in different ways.

The tablecloth is white, dressed the whole world.

Bel, but not sugar,
No legs, but walking.

fluffy carpet
Not hand-woven,
Not sewn with silk,
With the sun, with the moon
Shines silver.

There was a blanket
soft, white,
The earth was warm.
The wind blew
The blanket bent.
The sun is hot,
The blanket is leaking.

Jenga

Family board games are becoming increasingly popular, which diversify leisure time, make communication between children and adults more interesting and rich. It helps to form the ability to see the future, which contributes to the development of visual figurative thinking in preschool children. Such games are presented in a variety of children's stores, they can be ordered on the Internet. The board game "Jenga" is widely known around the world, most often it is called the Tower. It is considered to be an almost perfect family game. Its basis is that players build a tower from wooden blocks, starting each new floor by pulling out a block from the bottom one and building the building straight up. The winner is the one who collapsed the tower the least or never broke it. To increase the interest of the players, the bars can be painted in different colors or even make changes to the rules of Jenga - for example, play forfeits by writing funny tasks on different bars that the loser performs.

Imaginarium

Another interesting family game in which you need to come up with associations for unusual pictures. You can play with older children, as experience is required. Increases the possibility of developing visually figurative thinking of younger students. According to the conditions, one participant comes up with an association to his card, and the rest try to guess it. On each new turn, the next player becomes the leader. The hidden card is laid out on the table face down. After the host has made an association, the other players look at their cards and choose the one that, in their opinion, corresponds to the invented association. The selected cards are laid out face down on the table and shuffled. Then the host opens the cards and lays them out on the table in one row with the face up. The task of all participants is to guess which card the presenter made up. The guesser receives three points and advances his chip (elephant) forward on the playing field. The presenter also moves his elephant forward by one point for each guesser of the association. The one who reaches the finish line the fastest wins.

Dear parents! Your active participation in the upbringing of the child will provide an opportunity to fully develop imaginative thinking, which will help children to successfully study at school and follow the right path of choosing a profession.

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Formation of figurative thinking in preschool children. Thinking: forms, properties, types, methods of development in children

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