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

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

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

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

Train your visual memory. Show the children pictures, then hide some or all of them. Ask them to describe what they saw. Alternatively, show the children a number of items, set them aside, and ask them to name as many as they can.

• Encourage the children to talk about the pictures they have seen. After they have described them, tell them stories about the items depicted, compare with other pictures.

Develop attention to detail. Show the children a picture with words or pictures and ask them to find as many as they can.

Put together puzzles. Playing with various puzzles, children train their visual perception: they turn the puzzle pieces, connect them and represent the picture as a whole. This is a key skill in mathematics.

Teach children where is the right, where is the left. Orientation in which is right, which is left, is part of the perceptual and visual perception. Explain the difference between the left and right side of the child's arms, based on the one he writes with. Strengthen knowledge, ask the child to take the object in left hand with your own or wave your right hand - use whatever comes to mind.

• It is helpful for children at their early age to explain the concept of arrows showing direction. Show the children pictures of left and right arrows and ask them to guess the direction.

The ability to create images develops primarily in the game and creativity. It also affects the quality of the reproduced images that the child receives - cartoons, book illustrations, games and toys.

COMPUTER AND TV

Preschoolers usually use the computer for playing or learning. I note that it is much more useful to teach a child to play ordinary - story, board, mobile - games, since it is in such activities that development takes place. In the second case, when parents want to quickly introduce the child to modern technologies and new ways of learning, they limit his ability to receive the necessary information using the senses. The child learns in motion, relies on the tactile and motor image of the object, including visual perception. Therefore, teaching kids at the computer does not create favorable conditions for the development of intelligence. For a preschool child, the basis of development is the generalization of sensory experience.

The TV firmly occupies a leading position in the list of items considered necessary for a child (as an option, it is replaced by a demonstration of cartoons or films on a computer). There is an opinion that watching cartoons
develops imagination. Unfortunately, this backfires.

If we take into account that 24 frames flash on the screen in one second, then for a ten-minute cartoon we get a huge number - more than fourteen thousand. And many modern animated episodes run much longer than ten minutes.

… in a short period of time, the brain receives an incredible amount of drawn images, not having time to critically process the incoming information. Thus, these images acquire the character of firmly assimilated patterns. Even if parents strive to "balance" the child's perception by letting him look at books or pictures, it is impossible to show tens of thousands of hand-drawn images a day.

In 1997 in St. Petersburg was held interesting experiment. For students elementary school were asked to make two drawings: on the first they were asked to depict any fairy tale character, on the second - a character who became the hero of a popular cartoon. In the first case, the children's drawings were varied and represented many of the author's individual images, drawn in their own manner and without hesitation. In the second, all the children without exception tried to copy the cartoon image. The drawings looked like a repeated copy. Often children refused to draw, citing their inability, and even got upset, cried and were afraid that “it wouldn’t work out like that.”

A drawn image is assimilated by the memory as a whole and does not provide an opportunity to creatively comprehend or process information. Adults, on reflection, confirm that the cartoon image displaces all others, even if they saw different interpretations before or after watching the cartoon. If you conduct a small experiment among friends who watched the Soviet cartoon about Winnie the Pooh in their childhood, then when asked to draw Winnie the bear cub, you can most likely get one result - a copy of the cartoon character.

The ability to generate one's own ideas deteriorates. Children who watch a lot of TV usually do not know how to play a role-playing game, their imagination is not sufficiently developed. When drawing, they ask to give them a specific task - what exactly to depict and how. It's hard for them to come up with a picture. These children are characterized by the use of templates, copying other people's images, attempts to copy the cartoon style.

Watching TV is an abnormal, non-physiological process for our vision. During ordinary viewing, the eyes make many movements, repeatedly "circling" the object. The processing of impressions also occurs differently: in observing a real object, the eyes act simultaneously with other sense organs, and the image is multifaceted. When perceiving images from the screen, the child cannot establish relationships between individual pictures, which stimulates sketchy thinking, accustoms to passive perception, and leads to the separation of various functions (sight and hearing are involved in watching cartoons).

It must be remembered that in childhood visual perception is very dependent on the work of the kinesthetic and tactile channels, and when watching TV, they are inactive. In addition, until the age of seven, a child actively learns sensory standards, and television images are often very far from realism. Therefore, for the full development mental functions in preschool, and especially in early childhood, more time should be devoted not to TV, but creative activity- drawing, modeling, puppet performances, games with finger and hand-drawn puppets, shadow performances. Working with three-dimensional materials stimulates the kinesthetic channel of perception.

BOOK ILLUSTRATIONS

Although looking at book illustrations affects creative thinking incomparably less television or computer images, it is important to remember that any drawing for a child is an aesthetic standard. Favorite books evoke emotions in the child, with which book images are easily assimilated as templates.

For young children, it is not information that is important, but the attitude of an adult, non-verbal communication. Therefore, it is better for them not to read fairy tales, but to tell them or at least tell them more often - in order to see their emotions and develop their imagination. When narrating, the same character can take on any shape in the child's fantasy, but in the picture accompanying the text, he remains unchanged.

The main task of the illustration is to help the child perceive the text, and not to create images that contradict the content or simplify it. Often the author's interpretation of the illustrator does not correspond to the style or context of the work. Sometimes understanding gets in the way artistic expressiveness- complex angles, deformation of the object, schematism.

Of course, it is important for a child to see an artistic, thoughtful image. On the other hand, it hinders the creation of one's own images evoked by the text. Therefore, when choosing books to read, it is better to compromise: alternate illustrated works and books without pictures. And remember what younger child, the more realistic the illustration should be.
Be wary of images in scary stories or illustrations of tense moments in text. If a child listens to a fairy tale or reads a text, each time he rebuilds the image of an unpleasant character and "destroys" him, defeating his fear. He owns these images and can transform them as he pleases. If the character is depicted in a book, the image becomes static - it does not disappear or transform, and the child's fear remains undefeated. An eerie image imprinted in the mind can develop up to obsessive illusions or phobias. It is not uncommon for children to try to physically destroy a scary picture - for example, they tear out a page of a book or paint over an image. Therefore, it is better not to show any frightening moments, but to speak.

Currently, quite a lot of children's books are illustrated using primitive computer graphics, without due skill and artistic taste. They are filled with stereotyped, spineless, carelessly designed images.
Increasingly, instead of illustrations, a set of individual pictures offered by the image database is used, and these pictures within the same page may not be combined in style or color.

When choosing books for a small child, you need to consider that any image is perceived by him as a model. Such "drawings" destroy the sense of beauty in children ...

PICTURES-COMICS

Imagery in comics is usually sketchy and grotesque. And the action is illustrated in a specific way - individual frames are shown, the connection between which the reader needs to establish independently. For a small child, this is not good, because he gets used to receiving fragmentary information and assimilates stylized images very easily. As a result, children often refuse to create their own images and constantly reproduce patterns that have settled in their memory.

TOYS

Children identify with fictional characters and fairy tale characters, but the identification is much stronger in the game, so the favorite toy becomes a friend and a "mirror" of a small child. Children firmly remember the image of what they play with, and even project the qualities of the toy onto their own behavior. When choosing toys, you should pay attention to several important points.

1. The main advantage of the toy is that it allows the child to manipulate it, and does not manipulate him. A detailed, detailed, well-thought-out toy is often too attached to a specific game situation and does not leave the child freedom and control over the game. The hairdresser doll with a comb in her hand is designed for a small number of play scenarios. And the same cube often serves as a house for children, and a typewriter, and cakes for a doll. That is, the less the toy itself is defined, the more definitions it receives in the game. In this sense, anthroposophical toys are good - they create clear images of a person or animal, but do not "freeze" in a separate plot.

2. It is desirable that the image that the toy symbolizes be calm and positive. Toys, frozen in a certain emotion (even enthusiastic), impose their own plot. Terrible images are necessary for children in fairy tales and fantasies, but in the form of toy monsters and animals baring their mouths, they have a rather destructive effect. If a child uses monsters in fantasies, he usually destroys them and conquers his fears. When scary toy characters participate in daily games, he gets used to them, adopts their "mood". Quite frequent are cases of children's phobias due to the fact that in the children's bedroom there was some kind of large soft toy in the form of a predatory beast. Preschool childhood is the age of collecting standards of perception, the development of aesthetic taste, and constant emotional communication with the terrible does not bring any benefit here.

It is better for a child to create a game himself and “endow” any toy with terrible qualities and a harmful character, which can then “get rid” of evil spells and become a good little animal again.

3. For the youngest children (infancy and early childhood), it is advisable to buy toys made from natural materials. It is also worth making sure that the image is solid and recognizable. Transforming toys, animals of unknown origin, hybrid creatures at this stage only prevent the child from joining the reality, which is already new and interesting for him. The younger the child, the more freedom he needs in the game with the subject. It is useful for kids to play with natural materials - cones, sticks, sand. From about a year to three years old, it is important for a child to try as much as possible the possibilities of the materials that fall into his hands. And the wider the choice of actions, the better his thinking develops.

In addition to toys, a lot of household items fall into the field of view of the child every day. Sometimes adults strive to build a special world for the baby, filling his room with puppet, toy, unrealistic images. Children's furniture, wallpapers, textiles, dishes are full of images of cartoon characters. When buying children's things, you need to remember that in aesthetic isolation, children cannot learn the world and fully develop. Unfortunately, modern industry does not always meet the requirements of good taste, and adults following it interfere with the natural development of visual perception and the formation of normal sensory standards ...

talking plain language, visual-figurative thinking helps to imagine something visually, without interacting with this object or image in reality. A distinctive feature of this type of thinking is the establishment of relationships between properties and objects. It is necessary when a person wants to get something as a result of his activity, but at the same time he simply imagines the situation, how he would do it and what will happen in the end.

Visual-figurative thinking - this a type of thinking characterized by reliance on ideas and images.

The functions of figurative thinking are associated with the representation of situations and changes in them that a person wants to receive as a result of his activity that transforms the situation.

A very important feature of figurative thinking is the establishment of unusual, incredible combinations of objects and their properties. In visual-figurative thinking, speech actively participates, which helps to name a sign, to compare signs.

Those. visual-figurative thinking helps to solve tasks mentally, without the participation of practical actions. The right hemisphere of the brain is responsible for this kind of thinking.

Stages of development of a child's thinking

Modern psychologists distinguish three main stages in the development of a child's thinking:

• visual-figurative;

Visual-effective thinking is inherent mainly in younger children. preschool age. However, already in the fourth year, form visual-figurative thinking and then logical thinking develops.

At the beginning of the preschool period, babies need bodily contact with the object. Over time, the need to touch everything with their hands disappears, and children emphasize the image in the mind. The visual-figurative way of thinking becomes active and basic by the age of 5-6.

But, unfortunately, not all children visual-figurative thinking is formed properly. If you see that it is quite difficult for your child to imagine something in his mind, then do not delay, start actively developing this species thinking. Otherwise, the child will experience difficulties in learning at school. In particular, it will be difficult for him to solve problems, as well as any tasks of a creative nature.

How to develop visual-figurative thinking?

In this case, various games and exercises will come to the rescue.

The most effective way to develop visual-figurative thinking is an activity that allows you to translate your plans into reality. For kids, this is, first of all, any kind of design and all kinds of didactic games aimed at the development of thinking and imagination. Let us consider in more detail the techniques that contribute to the development of figurative thinking.

The formation and development of visual-figurative thinking is facilitated by:

• passing labyrinths;
• unfinished drawings;
• assembling a Rubik's cube;
• tasks for finding absurdities;
• tasks for finding and restoring the missing element;
• construction;
• reading with further analysis of the characters of the main characters;
• exercises aimed at developing creative imagination;
• the use of games with the rearrangement of sticks (matches);
• compiling stories or fairy tales according to a given beginning, or, on the contrary, inventing the end of a story;
• description of the subject from memory;
• association exercises.

Remember how in the poem by Yu. Moritz “What looks like what?”

Willows rustle on the mountain,
Ringing on the wind bee,
Striped like a zebra.

Into our boat sometimes
Water is gathering
Swimming in the depths star,
Silver like a fish.

In the grove of maples and oaks,
And under them there are mushrooms,
Every the mushroom looks like an umbrella.

A young month has come out,
The sky looks like water
A cloud looks like a wave,
The moon is a wooden boat.

What does it all look like!
So I probably do too
Looks like somebody!

I went and called out to the goats
Ducks, sheep and dragonflies:
Who do I look like?

The white goat turned
Smiled like a goat
And he said in a human way:
"Don't you see for yourself?"

You are kinder than a calf
More fun than a goat
You are still child,
But looks like a human!

Thus, the ability to imagine objects in the mind, to move them, to perform various manipulations is the most important means of developing the child's abilities and his mental activity. Developed visual-figurative thinking can be compared with the foundation of all mental activity of a child.

Even in the works of Aristotle, the importance of developing this type of thinking was noted. Creating a mental image helps a person to be result-oriented, strive to achieve the planned, control their own actions and anticipate their consequences. It is it that helps to activate the creative potential inherent in each person. Those who have developed visual-figurative thinking are able to think and remember information much faster.

Therefore, even in preschool age, it is necessary to develop visual-figurative thinking of the child using the above techniques, and you can also train figurative thinking with special exercises.

Exercises for the development of visual-figurative thinking

In addition to visual-figurative thinking, these tasks will contribute to

The exercises will be of great benefit if they are performed for a while. The optimal time to complete each task is 2 minutes.

Find two identical teapots from the six shown in the picture. The rest have their own differences in the pattern.

Teapots G and E are painted the same way.

Find two identical pictures of trains with wagons.

The store bought one hat out of eight available. What hat did you buy?

Bought a hat

Which vase differs in design from the others?

Vase - A. On the left in the middle, it lacks a white star.

Each of the five butterflies has one difference from the rest. These differences need to be found.

Butterfly A has a black uppermost pattern. Butterfly B has no right antennae. Butterfly B does not have a tail in its left wing. Butterfly G does not have a white circle in the lower part of the right wing (in its center). Butterfly D has an additional black circle in the upper part of the left wing.

Each picture of a motorcyclist differs in one element from the rest. Find these differences.

A - number 61, B - gray boots, C - one stripe on the jacket, D - missing fender at the front wheel, E - exhaust pipe of a different color.

The picture shows six kites. You need to find two identical ones.

Each snowman is different in one way from the rest. Find these differences.

Figurative thinking is considered fundamental, and it can even be said that it is the main one among other types of thinking in preschool children. It is on figurative thinking that the level of preparedness of the child for entering the first grade, mastering it school curriculum. In order for your baby to be able to show imagination and ingenuity, you need to do as much as possible with him. How to do it? What method to work with? You will find the answers to these and many other questions in our article.

The need for the development of imaginative thinking

The development of imaginative 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 in this moment 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 play 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?"

An adult calls the child various round and oval objects, 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.

Development of visual-figurative thinking of children of middle preschool age

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

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

object-effective, or manual, mental operations occur in actions with specific objects;

visual-figurative, in which the main unit of thinking is the image;

verbal-logical, or conceptual.

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

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

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

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

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

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

The reasoning of a preschooler begins with the formulation of a question that testifies to the problematic nature of thinking and acquires a cognitive character in a preschooler. The observation of certain phenomena, their own experience of actions with objects allow preschoolers to clarify their ideas about the causes of phenomena, to come to a more correct understanding through reasoning. On the basis of a visual-effective form of thinking, children become capable of the first generalizations, based on the experience of their practical objective activity and fixed in the word, then by the end of preschool age, due to the fact that the images used by the child acquire a generalized character, reflecting not all the features subject, situation, but only those that are essential from the point of view of a particular task, it becomes possible to proceed to solving the problem in the mind.

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

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

Poddyakov N.N., Govorkova A.F. summing up a series of experimental studies of the development of the plan of representations of preschool children in age dynamics, we came to the conclusion that in the conditions of specially organized imitative activity for 2-3 lessons, all children of preschool age formed the ability to imagine hidden movements of an object and, on their basis, orient their practical actions , and some (especially at the age of 4-5 years) experienced rapid leaps in the development of this ability - from the inability to solve even the most elementary two-way tasks in terms of visual-figurative thinking to the correct solution of problems with a volume of 5 actions. The researchers also identified as the prerequisites underlying the development of a plan of representations in children, the mastery of such relations as "part-whole" and "model-original".

Poddyakov N.N. and Govorkov A.F. came to the conclusion that thanks to specially organized imitative and modeling activities in all age groups preschool children significantly increases the volume of actions in the internal plan, which allowed them to take this volume as a measure (criterion) of the formation of figurative thinking / 25,115 /.

Thus, we can conclude, following the numerous aspects of research scientists, about the need for the emergence and development of a visual-figurative form of thinking in preschool age, which ensures the knowledge of reality by the child in the present and the formation in the future of the highest - verbal-logical (conceptual) form of thinking.

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

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

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

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

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

2. Conditions for the development of visual-figurative thinking of children of middle preschool age in the classroom for designing from paper (origami)

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

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

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

Through various actions with paper, in the process of processing it, using different methods and techniques, children learn to comprehend the images of familiar objects, to convey them in visual activity, emphasizing the beauty and color of the external appearance in a transformed form.

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

Many figures known in origami begin to fold in the same way up to a certain point. Identical blanks are basic forms, the ability to add them is the key to success in achieving the result. Crafts for children of middle preschool age are based on the basic forms of "triangle", "envelope", "kite".

In order to arouse children's interest in designing (origami) and emotionally set it up for it as a creative productive activity, which must be included in the semantic fields, that is, cultural and semantic contexts ("packaging") - the fields of manufacturing activity products for games and cognitive activity, creation of collections, creation of layouts, production of jewelry-souvenirs, production of items for the "theater". It is advisable to put all developmental tasks for engaging in productive activities in the framework of an interesting business. Also, the introduction of playable characters creates play motivation, causing emotions to spread throughout the situation and task. That is, the necessary emotional relation is created

The development of thinking of a preschooler is facilitated by all types of activities available to him, while conditions must be organized that contribute to in-depth knowledge of a particular object. Necessary condition development creative thinking is the inclusion of children in activities.

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