Games to develop thinking in younger schoolchildren. Exercises for the development of logical thinking Thinking exercises for schoolchildren
The very concept of figurative thinking implies operating with images, carrying out various operations (mental) based on ideas. Therefore, efforts here should be focused on developing in children the ability to create various images in their heads, i.e. visualize. Exercises to develop such a skill are described in sufficient detail in the section on memory development. Here we will supplement them with a few more visualization tasks.
Visualization exercises.
Assignment: you need to come up with as many associations as possible for each picture. The quantity and quality (originality) of images is assessed. The exercise is good to do with a group of children in the form of a competition.
Exercise No. 2. "Fill in the blank" type task.
Additional tasks for the development of visualization and visual-figurative thinking can be found in the section "Diagnostics of the development of thinking."
After the visualization process has been sufficiently well mastered by children, they can move on to directly operating with images, i.e. to solving simple mental problems based on ideas.
Exercise No. 3. Game "Cubes".
The material consists of 27 ordinary cubes, glued together so that 7 elements are obtained:
This game is mastered step by step.
The first stage is examining the elements of the game and finding their similarities with objects and shapes. For example, element 1 is the letter T, 2 is the letter G, element 3 is a corner, 4 is a zigzag lightning bolt, 5 is a tower with steps, 6 and 7 is a porch. The more associations are found, the better and more effective.
The second stage is mastering ways to connect one part to another.
The third stage is the folding of three-dimensional figures from all parts according to samples indicating the constituent elements. It is advisable to carry out the work in the following sequence: invite children to first examine the sample, then dismember it into its component elements and put together the same figure.
The fourth stage is folding three-dimensional figures according to the idea. You show the child a sample, he carefully examines it and analyzes it. Then the sample is removed, and the child must make the figure he saw from the cubes. The result of the work is compared with the sample.
Counting sticks can also be used as a material for solving mental problems based on imaginative thinking.
Exercise No. 4. "Tasks on making a given figure from a certain number of sticks."
Problems involving changing figures, to solve which you need to remove a specified number of sticks. Given a figure of 6 squares. You need to remove 2 sticks so that 4 squares remain."
“Given a figure that looks like an arrow. You need to rearrange 4 sticks so that you get 4 triangles.”
"Make two different squares from 7 sticks."
Problems whose solution involves rearranging sticks in order to modify a figure.
“In the figure, rearrange 3 sticks so that you get 4 equal triangles.”
“In a figure consisting of 4 squares, rearrange 3 sticks so that you get 3 identical squares.”
“Make a house out of 6 sticks, and then rearrange 2 sticks so that you get a flag.”
“Arrange 6 sticks so that the ship turns into a tank.”
“Move 2 sticks so that the cow-shaped figure faces the other way.”
“What is the smallest number of sticks that need to be moved to remove debris from the dustpan?”
Exercises aimed at developing visual-figurative thinking.
Exercise No. 5. "Continue the pattern."
The exercise consists of a task to reproduce a drawing relative to a symmetrical axis. The difficulty in performing this task often lies in the child’s inability to analyze the sample (the left side) and realize that its second part should have a mirror image. Therefore, if the child finds it difficult, in the first stages you can use a mirror (put it on the axis and see what the right side should be like).
After such tasks no longer cause difficulties in reproduction, the exercise is complicated by the introduction of abstract patterns and color symbols. The instructions remain the same:
“The artist drew part of the picture, but didn’t have time to do the second half. Finish the drawing for him. Remember that the second half should be exactly the same as the first.”
Exercise No. 6. "Handkerchief."
This exercise is similar to the previous one, but is a more complex version of it, because involves reproducing a pattern relative to two axes - vertical and horizontal.
“Look carefully at the drawing. It shows a handkerchief folded in half (if there is one axis of symmetry) or in four (if there are two axes of symmetry). What do you think, if the handkerchief is unfolded, what will it look like? Complete the handkerchief so that it looks unfolded.”
You can come up with patterns and options for tasks yourself.
Exercise No. 7. "Make a figure."
This exercise, like the previous one, is aimed at developing imaginative thinking, geometric concepts, and practical constructive spatial abilities.
We offer several variations of this exercise (from the easiest to the more complex).
a) “On each strip, mark with a cross (x) two such parts from which you can make a circle.”
This type of task can be developed for any shapes - triangles, rectangles, hexagons, etc.
If it is difficult for a child to focus on a schematic representation of a figure and its parts, then you can make a model from paper and work with the child in a visually effective way, i.e. when he will be able to manipulate the parts of the figure and thus compose the whole.
b) “Look carefully at the drawing, there are two rows of figures. In the first row there are whole figures, and in the second row the same figures, but broken into several parts. Mentally connect the parts of the figures in the second row and the figure that you have If this works, find it in the first row. Connect the figures of the first and second row that fit each other with a line.”
c) “Look carefully at the pictures and choose where the parts are located from which you can make the figures depicted on the black rectangles.”
Exercise No. 8. "Fold the figures."
The exercise is aimed at developing the ability to analyze and synthesize the relationship of figures to each other by color, shape and size.
Instructions: “What do you think will be the result when the figures are superimposed sequentially on each other on the left side of the picture. Choose the answer from the figures located on the right.”
According to difficulty (disguised relationships by form), tasks are distributed in this way: when a larger figure is superimposed on a smaller figure, which provokes the child to not assume that a larger figure will be covered by a smaller one and chooses the result of mixing the smaller and larger figures. Indeed, if a child finds it difficult to determine relationships, it is better to superimpose objects on each other not in a visual-figurative way (mental superimposition), but in a visual-effective way, i.e. direct superposition of geometric shapes.
Exercise No. 9. "Find a pattern."
a) The exercise is aimed at developing the ability to understand and establish patterns in a linear series.
Instructions: “Look carefully at the pictures and fill in the empty cell without breaking the pattern.”
b) The second version of the task is aimed at developing the ability to establish patterns in the table. Instructions: “Look at the snowflakes. Draw the missing ones so that all types of snowflakes are represented in each row.”
You can come up with similar tasks yourself.
Exercise No. 10. "Traffic light".
“Draw red, yellow and green circles in the boxes so that there are no identical circles in each row and column.”
Exercise No. 11. "We play with cubes."
The exercise is aimed at developing the ability not only to operate with spatial images, but also to generalize their relationships. The task consists of pictures of five different cubes in the first row. The cubes are arranged so that out of the six faces of each of them, only three are visible.
In the second row the same five cubes are drawn, but rotated in a new way. It is necessary to determine which of the five cubes of the second row corresponds to the cube from the first row. It is clear that in inverted cubes new icons may appear on those faces that were not visible before the rotation. Each cube from the top row must be connected by a line to its rotated image in the bottom row.
This exercise is very effective from the point of view of developing visual and figurative thinking. If operating with images causes great difficulty for a child, we recommend gluing such cubes together and doing exercises with them, starting with the simplest one - “find a correspondence between the picture depicted and the same position of the cube.”
Exercise No. 12. "Game with hoops"
The exercise is aimed at developing the ability to classify objects according to one or more properties. Before starting the exercise, a rule is established for the child: for example, arrange objects (or figures) so that all rounded figures (and only them) are inside the hoop.
After arranging the figures, you need to ask the child: “Which figures lie inside the hoop? Which figures are outside the hoop? What do you think the objects lying in the circle have in common? outside the circle?” It is very important to teach a child to designate the properties of classified figures.
The game with one hoop must be repeated 3-5 times before moving on to the game with two or three hoops.
Rules for classification: “Arrange the objects (figures) so that all the shaded ones (red, green), and only they, are inside the hoop.” “Arrange the objects (pictures) so that all denoting animate objects, and only they, are inside the hoop,” etc.
"Game with two hoops."
Formation of a logical classification operation based on two properties.
Before starting the exercise, four areas are established, defined on the sheet by two hoops, namely: inside both hoops (the intersection); inside the black line hoop, but outside the broken line hoop; inside the broken line hoop, but outside the black line hoop; outside of both hoops. Each of the areas can be outlined with a pencil.
Then the rule for classification is given: “It is necessary to arrange the figures so that all the shaded figures are inside the circle of the black line, and all the coal ones are inside the circle of the broken line.”
The difficulties encountered when completing this task are that some children, starting to fill the inner part of the circle from the broken line, place the shaded charcoal figures outside the circle from the black line. And then all the other shaded shapes outside the hoop from the broken line. As a result, the common part (intersection) remains empty. It is important to lead the child to understand that there are figures that have both properties at the same time. For this purpose, questions are asked: “What figures lie inside the black line hoop? outside it? What figures lie inside the broken line hoop? outside it? inside both hoops?” etc.
It is advisable to carry out this exercise many times, varying the rules of the game: for example, classification by shape and color, color and size, shape and size.
Not only figures, but also object pictures can be used for the game. In this case, a variant of the game could be as follows: “Arrange the pictures so that in a circle made of a black line there are pictures with images of wild animals, and in a hoop made of a broken line there are all small animals, etc.”
“Game with three hoops” (classification according to three properties).
The work is structured similarly to the previous one. First you need to find out into which areas the hoops of the sheet are divided. What is this area where the hoops of black and broken lines intersect; intermittent and wavy; wavy and black; the area of intersection of all three hoops, etc.
A rule is established regarding the arrangement of the figures: for example, all round figures must be inside a circle of black line; inside a hoop made of broken lines - all small, inside a circle made of wavy lines - all shaded.
Set of figures.
If a child finds it difficult to assign a figure to the desired hoop in a certain class, it is necessary to find out what properties the figure has and where it should be located in accordance with the rules of the game.
The game with three hoops can be repeated many times, varying the rules. Of interest are also the conditions under which individual regions turn out to be empty; for example, if you arrange the figures so that inside a hoop made of a black line there are all round ones, inside a hoop made from a broken line - all triangles, inside a hoop made from a wavy line - all shaded ones, etc. In these versions of the task, it is important to answer the question: why were certain areas empty?
Exercise No. 13. "Classification".
Just like the previous exercise, this is aimed at developing the ability to classify according to a certain criterion. The difference is that when performing this task, no rule is given. The child must independently choose how to divide the proposed figures into groups.
Instructions: “In front of you is a number of figures (objects). If it were necessary to divide them into groups, how could this be done?”
Set of figures.
It is important that the child, when completing this task, finds as many grounds for classification as possible. For example, this could be a classification by shape, color, size; division into 3 groups: round, triangles, quadrangles, or 2 groups: white and non-white, etc.
Exercise No. 14. "Animal Travels"
The main goal of this exercise is to use it to develop the ability to consider different ways or options for achieving a goal. By handling objects mentally, imagining different options for their possible changes, you can quickly find the best solution.
As a basis for the exercise, there is a playing field of 9 (at least), and preferably 16 or 25 squares. Each square depicts some kind of schematic drawing that is understandable to the child and allows him to identify this square.
“Today we will play a very interesting game. This is a game about a squirrel who can jump from one square to another. Let’s see what kind of house squares we have drawn: this square is with a star, this one is with a mushroom, this one is with an arrow etc.
Knowing what the squares are called, we can tell which ones are next to each other and which ones are one apart from each other. Tell me, which squares are next to the Christmas tree, and which ones are one step away from it? How do the squares with the flower and the sun, the house and the bell stand, side by side or one after the other?”
After the child has mastered the playing field, a rule is introduced: how the squirrel can move from one house to another.
"The squirrel jumps across the field according to a certain rule. She cannot jump into adjacent squares, because she can only jump through one square in any direction. For example, from a cage with a Christmas tree, a squirrel can jump into a cage with a bell, a cage with a leaf and a cage with a house ", and nowhere else. Where do you think a squirrel can jump if it is in a cage with a tree? Now you know how a squirrel can jump, tell me how it can get from a cage with a star to a cage with a window?" While working on the task, we immediately teach the child the following notes:
“In the empty cage we fill in the same pattern as on the cage that the squirrel is jumping through.” For example, in order for it to get from a cage with a star to a cage with a window, the squirrel must first jump into the cage with an arrow pointing to the right, which we draw in an empty square. But the squirrel could jump in another way: first into a cage with a tree, and then into a cage with a window, then in an empty cage it is necessary to draw a tree.
Next, the adult offers the child various options for tasks in which he needs to guess how the squirrel can get into the desired cage by jumping according to its own rule. In this case, tasks can consist of two, three or more moves.
Options for tasks.
You can come up with variants of tasks yourself, outlining the first and final destination of the journey at which it is possible to comply with the rule. It is very important that when thinking through moves, the child can find several paths from one square to another.
The Animal Journeys activity using this game board can be modified in a variety of ways. For another activity, an adult offers a game with another animal (this is a bunny, a grasshopper, a nook, etc.) and according to a different rule, for example:
1. The beetle can only move obliquely.
2. The bunny can only jump straight.
3. The grasshopper can only jump straight and only through one cell.
4. A dragonfly can only fly to a non-neighboring house, etc.
(We remind you that the number of cells on the playing field can be increased.)
And one more version of the exercise, on a different playing field.
The alphanumeric field works in the same way as the picture field. You can train on it according to the same rules or according to others you come up with yourself. In addition, these may be the following rules:
1. The goose can only walk on adjacent cells and only straight.
2. A ladybug can only fly to an adjacent cell and only with the same letter or the same number.
3. The fish can only swim to the adjacent cell with a mismatching letter and number, etc.
If the child copes well with solving problems, you can invite him to come up with a task about the journey of an animal or a task of the opposite type: “Which cell should a beetle crawl out of so that, crawling according to its rule (name the rule), it ends up in the cell for example, GZ or with a mushroom (for a picture playing field).
Verbal and logical thinking.
Verbal-logical thinking is the performance of any logical actions (analysis, generalization, highlighting the main thing when drawing conclusions) and operations with words.
Exercise No. 15. "Systematization".
The exercise is aimed at developing the ability to systematize words according to a certain criterion.
“Tell me, what berries do you know? Now I will name the words, if among them you hear a word that means berry, then clap your hands.”
Words for presentation - cabbage, strawberry, apple, pear, currant, raspberry, carrot, strawberry, potato, dill, blueberry, lingonberry, plum, cranberry, apricot, zucchini, orange.
“Now I will name the words, if you hear a word related to berries, clap once, if related to fruit, clap twice.” (You can use the same words, you can come up with others.)
The basis for systematization can be a theme - tools, furniture, clothes, flowers, etc.
“Tell me, how are they similar in taste? color? size?
lemon and pear
raspberries and strawberries
apple and plum
currants and gooseberries
How do they differ in taste? color? size?"
Exercise No. 16. "Divide into groups."
“What groups do you think these words can be divided into? Sasha, Kolya, Lena, Olya, Igor, Natasha. What groups can be made from these words: pigeon, sparrow, carp, tit, pike, bullfinch, pike perch.”
Exercise No. 17. "Choose your words."
1) “Choose as many words as possible that can be classified as wild animals (pets, fish, flowers, weather phenomena, seasons, tools, etc.).”
2) Another version of the same task. We write two columns of words that can be attributed to several groups of concepts. Assignment: connect words that match the meaning with arrows.
Such tasks develop the child’s ability to identify generic and specific concepts and form inductive verbal thinking.
Exercise No. 18. "Find a common word."
This task contains words that have a common meaning. We must try to convey this general meaning in one word. The exercise is aimed at developing a function such as generalization, as well as the ability to abstract.
"What general word can be used to describe the following words:
1. Faith, Hope, Love, Elena
2. a, b, c, c, n
3. table, sofa, armchair, chair
4. Monday, Sunday, Wednesday, Thursday
5. January, March, July, September."
Words for finding a generalizing concept can be selected from any groups, more or less specific. For example, the general word may be “spring months”, or it may be “months of the year”, etc.
A more complex version of the exercise contains only two words for which you need to find a common concept.
"Find what the following words have in common:
a) bread and butter (food)
b) nose and eyes (parts of the face, sensory organs)
c) apple and strawberry (fruits)
d) clock and thermometer (measuring instruments)
e) whale and lion (animals)
e) echo and mirror (reflection)"
Such exercises stimulate the child’s thinking to search for a generalizing basis. The higher the level of generalization, the better developed the child’s ability to abstract.
The following exercise is very effective from the point of view of developing the generalizing function.
Exercise No. 19. "Unusual Domino"
This exercise is aimed at gradually (level-by-level) teaching the child to search for signs by which generalization can occur.
Empirically, three areas of such signs are distinguished.
The first sphere is generalization by attributive property (the lowest level). This includes: the shape of the object, its size, the parts from which it is made, or material, color, i.e. everything that is some external qualities or attributes of an object. For example, “a cat and a mouse fit together because they have four paws” or “an apple and a strawberry, they have in common that they are red...”. In addition, it can be the use of the name of the object, for example, "... a plate and a basin, the common thing is that both objects begin with the letter "t".
The second area is generalization on a situational basis (higher level). The transition to this area is the generalization of objects according to the attribute “property - action”, i.e. The child identifies the action produced by objects as a general property.
For example, “the frog approaches the squirrel because they can jump.” In addition, generalizations regarding the situation of use “pear and carrot, because both are eaten...”; situations of place and time of stay - “a cat and a mouse, because they live in the same house”; communication situations, games - “a puppy and a hedgehog, because they play together...”.
The third sphere is generalization on a categorical basis (the highest). This is a generalization based on the class to which objects belong. For example, a ball and a bear are toys; spider and butterfly, what they have in common is that they are insects.
The “domino” exercise allows the child to choose the basis for generalization (thus the adult can get an idea of the level of development of this function in the child), as well as guide and help the child look for more significant, higher-level signs for generalization.
Two or more children can take part in the game. In addition, an adult himself can be a participant in the game.
The game consists of 32 cards, each of which shows two pictures.
1. tractor - deer
2. bucket - zebra
3. puppy - mouse
4. cat - doll
5. girl - bear
6. elephant - Christmas tree
7. fungus - carrots
8. pear - snail
9. spider - duckling
10. fish - month
11. monkey - flower
12. butterfly - pig
13. squirrel - pyramid
14. ball - poppy
15. bird - vase
16. calf - plane
17. helicopter - chicken
18. hedgehog - mill
19. house - apple
20. rooster - strawberry
21. hare - cherry
22. strawberry - stork
23. penguin - frog
24. sun - caterpillar
25. leaf - fly agaric
26. plums - lion
27. lion cub - boat
28. cart - cup
29. teapot - pencil
30. dog - birch
31. kitten - orange
32. kennel - beetle
Each participant in the game is dealt the same number of cards. After this, the right to move first is played.
The one who walks lays out any card. Then the organizer of the game says: “In front of you lies a card with a picture.... In order to make a move, it is necessary to pick up some of your cards, but with the condition that the picture you choose has something in common with the one to which you picked her up."
(In order to avoid the child completing the task in only one way, it is necessary to explain how the selection can be made. In addition, during the game, it is necessary to constantly stimulate the child with questions like “What else can be common between the selected pictures?”, to choose different bases for generalization) .
“At the same time, you must explain why such a choice was made, say what is common between the selected pictures. The next one of you will again match the picture to one of the two on the line, explaining your choice.”
Thus, as a result of the game, a chain of pictures is built that are logically connected to each other. We remind you that, as in regular dominoes, the double-sidedness of the pictures provides the possibility of moving in both one and the other direction.
Points are awarded for each move. If the generalization is made on an attribute basis - 0 points, on a situational basis - 1 point, on a categorical basis - 2 points. The one who scores the most points wins.
The guys do not show the cards that the players receive during distribution to each other.
Logic problems.
Logical tasks are a special section for the development of verbal and logical thinking, which includes a number of different exercises.
Logical tasks involve the implementation of a thought process associated with the use of concepts and logical constructions that exist on the basis of linguistic means.
In the course of such thinking, a transition occurs from one judgment to another, their relationship through the mediation of the content of some judgments by the content of others, and as a result, a conclusion is formulated.
As S.L. Rubinstein noted, “in inference... knowledge is obtained indirectly through knowledge without any borrowing in each individual case from direct experience.”
When developing verbal-logical thinking through solving logical problems, it is necessary to select tasks that would require inductive (from individual to general), deductive (from general to individual) and traductive (from individual to individual or from general to general, when premises and conclusion are judgments of the same generality) inferences.
Traductive reasoning can be used as the first stage of learning the ability to solve logical problems. These are tasks in which, based on the absence or presence of one of two possible features in one of the two objects under discussion, a conclusion follows about, respectively, the presence or absence of this feature in the other object. For example, “Natasha’s dog is small and fluffy, Ira’s is big and fluffy. What is the same about these dogs? What is different?”
Problems to solve.
1. Sasha ate a large and sour apple. Kolya ate a large and sweet apple. What is the same about these apples? miscellaneous?
2. Masha and Nina looked at the pictures. One girl looked at pictures in a magazine, and another girl looked at pictures in a book. Where did Nina look at the pictures if Masha didn’t look at the pictures in the magazine?
3. Tolya and Igor were drawing. One boy drew a house, and the other a branch with leaves. What did Tolya draw if Igor did not draw the house?
4. Alik, Borya and Vova lived in different houses. Two houses had three floors, one house had two floors. Alik and Borya lived in different houses, Borya and Vova also lived in different houses. Where did each boy live?
5. Kolya, Vanya and Seryozha were reading books. One boy read about travel, another about war, a third about sports. Who read about what, if Kolya didn’t read about war and sports, and Vanya didn’t read about sports?
6. Zina, Lisa and Larisa were embroidering. One girl embroidered leaves, another - birds, the third - flowers. Who embroidered what if Lisa didn’t embroider leaves and birds, and Zina didn’t embroider leaves?
7. The boys Slava, Dima, Petya and Zhenya planted fruit trees. Some of them planted apple trees, some - pears, some - plums, some - cherries. What did each boy plant if Dima didn’t plant plum trees, apple trees and pears, Petya didn’t plant pears and apple trees, and Slava didn’t plant apple trees?
8. The girls Asya, Tanya, Ira and Larisa went in for sports. Some of them played volleyball, some swam, some ran, some played chess. What sports was each girl interested in if Asya didn’t play volleyball, chess or run, Ira didn’t run or play chess, and Tanya didn’t run?
These eight problems have three levels of difficulty. Problems 1-3 are the simplest; to solve them, it is enough to operate with one judgment. Problems 4-6 are of the second degree of difficulty, since solving them requires comparing two judgments. Problems 7 and 8 are the most difficult, because To solve them, three judgments must be correlated.
Usually, the difficulties that arise when solving problems from 4 to 8 are associated with the inability to retain in the internal plan, in the mind, all the circumstances indicated in the text, and they get confused because they are not trying to reason, but strive to see and present the correct answer. In this case, an effective technique is when the child has the opportunity to rely on visual representations that help him retain all the textual circumstances.
For example, an adult can make pictures of houses (task No. 4). And then, based on them, carry out reasoning of the following type: “If Alik and Borya lived in different houses, then in which of those drawn could they live? Why not in the first two? Etc.
It is more convenient to make a table for problems 7 and 8, which will be filled in as the reasoning progresses.
“It is known that Dima did not plant plum trees, apple trees and pears. Therefore, we can put a dash next to these trees next to Dima. Then what did Dima plant? That’s right, there was only one free cell left, i.e. Dima planted cherries. Let’s put in this cell there is a "+" sign, etc."
A graphic reflection of the structure of the course of reasoning helps the child understand the general principle of constructing and solving problems of this type, which subsequently makes the child’s mental activity successful, allowing him to cope with problems of a more complex structure.
The next version of the problems contains the following starting point: if three objects and two characteristics are given, one of which is possessed by two objects, and the other by one, then, knowing which two objects differ from the third according to the specified characteristics, one can easily determine which characteristic the first two have . When solving problems of this type, the child learns to perform the following mental operations:
Draw a conclusion about the identity of two objects out of three based on the specified criterion. For example, if the condition says that Ira and Natasha and Natasha and Olya embroidered different pictures, then it is clear that Ira and Olya embroidered the same one;
Draw a conclusion about what is the characteristic by which these two objects are identical. For example, if the problem says that Olya embroidered a flower, therefore, Ira also embroidered a flower;
Draw a final conclusion, i.e. Based on the fact that two out of four objects are already known that are identical according to one of the two data in the feature task, it is clear that the other two objects are identical according to the other of the two known features. So, if Ira and Olya embroidered a flower, then the other two girls, Natasha and Oksana, embroidered a house.
Problems to solve.
1. Two girls planted trees, and one - flowers. What did Tanya plant if Sveta and Larisa and Larisa and Tanya planted different plants?
2. Three girls drew two cats and one hare, each with one animal. What did Asya draw if Katya and Asya and Lena and Asya drew different animals?
3. Two boys bought stamps, one bought a badge and one bought a postcard. What did Tolya buy if Zhenya and Tolya and Tolya and Yura bought different items, and Misha bought a badge?
4. Two boys lived on one street, and two on another. Where did Petya and Kolya live, if Oleg and Petya and Andrey and Petya lived on different streets?
5. Two girls played with dolls, and two played with a ball. What did Katya play if Alena and Masha and Masha and Sveta played different games, and Masha played ball?
6. Ira, Natasha, Olya and Oksana embroidered different pictures. Two girls embroidered a flower, two girls embroidered a house. What was Natasha embroidering if Ira and Natasha and Natasha and Olya were embroidering different pictures, and Oksana was embroidering a house?
7. The boys read different books: one - fairy tales, the other - poetry, the other two - stories. What did Vitya read if Lesha and Vitya and Lesha and Vanya read different books, Dima read poetry, and Vanya and Dima also read different books?
8. Two girls played the piano, one the violin and one the guitar. What did Sasha play if Yulia played the guitar, Sasha and Anya and Marina and Sasha played different instruments, and Anya and Yulia and Marina and Yulia also played different instruments?
9. Two girls swam quickly and two slowly. How did Tanya swim if Ira and Katya and Ira and Tanya swam at different speeds, Sveta swam slowly, and Katya and Sveta also swam at different speeds?
10. Two boys planted carrots and two boys planted potatoes. What did Seryozha plant if Volodya planted potatoes, Valera and Sasha and Sasha and Volodya planted different vegetables, and Valera and Seryozha also planted different vegetables?
Comparison problems.
This type of problem is based on such a property of the relationship between the quantities of objects as transitivity, which consists in the fact that if the first member of the relation is comparable to the second, and the second to the third, then the first is comparable to the third.
You can start learning to solve such problems with the simplest ones, which require answering one question and are based on visual representations.
1. “Galya is more fun than Olya, and Olya is more fun than Ira. Draw Ira’s mouth. Color the mouth of the funniest girl with a red pencil.
Which girl is the saddest?
2. “Inna’s hair is darker than Olya’s. Olya’s hair is darker than Anya’s. Color the hair of each girl. Sign their names. Answer the question, who is the fairest?”
3. “Tolya is taller than Igor, Igor is taller than Kolya. Who is taller than everyone? Show the height of each boy.”
A graphical representation of a transitive relation of quantities greatly simplifies the understanding of the logical structure of the problem. Therefore, when a child finds it difficult, we advise using the technique of depicting the ratio of quantities on a linear segment. For example, given the task: “Katya is faster than Ira, Ira is faster than Lena. Who is the fastest?” In this case, the explanation can be structured as follows: “Look carefully at this line.
On one side are the fastest children, on the other - the slowest. If Katya is faster than Ira, then where do we place Katya and where do we put Ira? That's right, Katya will be on the right, where the fast children are, and Ira will be on the left, because... she is slower. Now let's compare Ira and Lena.
We know that Ira is faster than Lena. Where do we then place Lena in relation to Ira? That's right, even further to the left, because... she is slower than Ira.
Look carefully at the drawing. Who is the fastest? and slower?"
Below we present options for logical tasks, which are divided into three groups according to the degree of complexity:
1) tasks 1-12, which require answering one question;
2) tasks 12-14, in which you need to answer two questions;
3) tasks 15 and 16, the solution of which involves answering three questions.
The conditions of the tasks differ not only in the amount of information that needs to be sorted out, but also in its observable features: types of relationships, different names, questions posed differently. Of particular importance are “fairytale” problems in which the relationships between quantities are constructed in a way that does not happen in life. It is important that the child is able to escape from life experience and use the conditions given in the task.
Task options.
1. Sasha is sadder than Tolik. Tolik is sadder than Alik. Who's the most fun?
2. Ira is more careful than Lisa. Lisa is more careful than Natasha. Who is the neatest?
3. Misha is stronger than Oleg. Misha is weaker than Vova. Who is the strongest?
4. Katya is older than Seryozha. Katya is younger than Tanya. Who is the youngest?
5. The fox is slower than the turtle. The fox is faster than the deer. Who's the fastest?
6. The hare is weaker than the dragonfly. The hare is stronger than the bear. Who is the weakest?
7. Sasha is 10 years younger than Igor. Igor is 2 years older than Lesha. Who is the youngest?
8. Ira is 3 cm lower than Klava. Klava is 12 cm taller than Lyuba. Who is tallest?
9. Tolik is much lighter than Seryozha. Tolik is a little heavier than Valera. Who is the lightest?
10. Vera is a little darker than Luda. Vera is much brighter than Katya. Who is the brightest?
11. Lesha is weaker than Sasha. Andrey is stronger than Lesha. Who is stronger?
12. Natasha is more fun than Larisa. Nadya is sadder than Natasha. Who's the saddest?
13. Sveta is older than Ira and shorter than Marina. Sveta is younger than Marina and taller than Ira. Who is the youngest and who is the shortest?
14. Kostya is stronger than Edik and slower than Alik. Kostya is weaker than Alik and faster than Edik. Who is the strongest and who is the slowest?
15. Olya is darker than Tonya. Tonya is shorter than Asya. Asya is older than Olya. Olya is taller than Asya. Asya is lighter than Tonya. Tonya is younger than Olya. Who is the darkest, the shortest and the oldest?
16. Kolya is heavier than Petya. Petya is sadder than Pasha. Pasha is weaker than Kolya. Kolya is more fun than Pasha. Pasha is lighter than Petya. Petya is stronger than Kolya. Who is the lightest, who is the most fun, who is the strongest?
All the variants of logical tasks we have considered are aimed at creating conditions in which there is or would be the possibility of developing the ability to identify significant relationships between objects and quantities.
In addition to the tasks listed above, it is advisable to offer the child tasks that lack some of the necessary data or, conversely, contain unnecessary data. You can also use the technique of independently composing problems by analogy with this one, but with other names and a different attribute (if the problem has the attribute “age”, then it can be a problem about “height”, etc.), as well as problems with missing and redundant data. It makes sense to transform direct problems into inverse ones and vice versa. For example, a direct task: “Ira is taller than Masha, Masha is taller than Olya, who is taller than everyone?”; in the inverse problem the question is: “Who is the lowest?”
If a child successfully copes with all types of tasks offered to him, it is advisable to offer tasks related to a creative approach:
- come up with a task that is as different as possible from the sample task, but is built on the same principle as it;
- come up with a task that would be more difficult, for example, would contain more data than the sample;
- come up with a task that would be simpler than the sample task, etc.
Exercise No. 20. "Anagram".
This exercise is based on combinatorial type problems, i.e. those in which the solution is obtained as a result of creating certain combinations. An example of such combinatorial problems are anagrams - letter combinations from which it is necessary to form meaningful words.
Invite your child to make a word from a certain set of letters. Start with 3 letters, gradually increasing the number to 6-7, and maybe 8 or even 9 letters.
After the child has mastered the principle of making words from letter combinations, complicate the task. To this end, introduce a new condition: “Decipher what words are hidden here, and tell me which word from the data is the odd one out.”
The task can be of another type: “Decipher the words and tell me what common word they can be combined with.”
Another version of the task with anagrams: “Decipher the words and tell me into what groups they can be divided.”
This exercise is very similar to our usual puzzles.
Of course, the rebus is the same combinatorial task that can be effectively used for the development of verbal and logical thinking: crosswords teach the child to focus on defining a concept based on the described features, tasks with numbers - to establish patterns, tasks with letters - to analyze and synthesize various combinations. Let's give another similar exercise.
Exercise No. 21. "Twin words"
This exercise is associated with such a phenomenon of the Russian language as homonymy, i.e. when words have different meanings but are spelled the same. "Which word means the same thing as the words:
1) a spring and what opens the door;
2) a girl’s hairstyle and a tool for cutting grass;
3) a branch of grapes and a tool used for drawing.
Come up with words that sound the same but have different meanings."
Additional tasks for the exercise:
4) a vegetable that makes people cry and a weapon for shooting arrows (a burning vegetable and a small weapon);
5) part of a gun and part of a tree;
6) what they draw on, and greenery on the branches;
7) a lifting mechanism for construction and a mechanism that needs to be opened for water to flow.
Abstract logical thinking.
The functioning of this type of thinking occurs based on concepts. Concepts reflect the essence of objects and are expressed in words or other signs. Typically, this type of thinking only begins to develop at primary school age, but the program already includes tasks that require solutions in the abstract-logical sphere. This determines the difficulties that children encounter in the process of mastering educational material. We offer the following exercises, which not only develop abstract logical thinking, but also, in their content, meet the basic characteristics of this type of thinking.
Exercise No. 22. "Formation of concepts based on abstraction and identification of essential properties of specific objects."
“A car runs on gasoline or other fuel; a tram, trolleybus or electric train runs on electricity. All of this together can be classified as “transport.” When they see an unfamiliar car (for example, a truck crane), they ask: what is it? Why?”
Similar exercises are performed with other concepts: tools, dishes, plants, animals, furniture, etc.
Exercise No. 23. “Developing the ability to separate the form of a concept from its content.”
“Now I will tell you words, and you will answer me, which is more, which is smaller, which is longer, which is shorter.
- Pencil or pencil? Which one is shorter? Why?
- Cat or whale? Which one is bigger? Why?
- Boa constrictor or worm? Which one is longer? Why?
- Tail or ponytail? Which one is shorter? Why?"
The teacher can come up with his own questions based on the ones above.
Exercise No. 24. "Developing the ability to establish connections between concepts."
The exercise below involves identifying the relationships in which these words are found. An approximate pair of words serves as a key to identifying these relationships. Knowing them, you can match the control word. Work with this exercise is carried out jointly by an adult and a child. The adult’s task is to lead the child to a logical choice of connections between concepts, the ability to consistently identify essential features to establish analogies. Each task is thoroughly analyzed: a logical connection is found, transferred to the word given next to it, the correctness of the choice is checked, and examples of such analogies are given. Only when children have developed a stable and consistent ability to establish logical associations can they move on to tasks for independent work.
Exercise No. 25. “Formation of the ability to identify essential features to maintain logical judgments when solving a long series of similar problems.”
The adult says to the children: “Now I will read you a series of words. From these words you will have to choose only two, denoting the main features of the main word, i.e., something without which this object cannot exist.
Other words are also related to the main word, but they are not the main ones. You need to find the most important words. For example, garden... Which of these words do you think are the main ones: plants, gardener, dog, fence, earth, i.e. something without which a garden cannot exist? Can there be a garden without plants? Why?.. Without a gardener... a dog... a fence... land?.. Why?"
Each of the suggested words is analyzed in detail. The main thing is for children to understand why this or that word is the main, essential feature of a given concept.
Sample tasks:
a) Boots (laces, sole, heel, zipper, shaft)
b) River (shore, fish, fisherman, mud, water)
c) City (car, building, crowd, street, bicycle)
d) Barn (hayloft, horses, roof, livestock, walls)
e) Cube (corners, drawing, side, stone, wood)
f) Division (class, dividend, pencil, divider, paper)
g) Game (cards, players, fines, penalties, rules)
h) Reading (eyes, book, picture, print, word)
i) War (plane, guns, battles, guns, soldiers)
This exercise allows you to focus your search for a solution, activate your thinking, and create a certain level of abstraction.
Work on developing in children the ability to identify essential features of concepts and establish various relationships prepares favorable soil for the development of abilities to form judgments as a higher stage in the development of abstract logical thinking. The purposefulness of judgments and the degree of their depth depend on the child’s ability to operate with meaning and understand figurative meaning. For this work, you can use various literary materials, proverbs, sayings, which contain the possibility of verbalization and transformation of the text.
Exercise No. 26. "Formation of the ability to operate with meaning."
“Now I’ll read you a proverb, and you try to find a suitable phrase for it that reflects the general meaning of the proverb, for example:
Measure seven times and cut once
a) If you cut it incorrectly, you shouldn’t blame the scissors
b) Before you do, you need to think carefully
c) The seller measured seven meters of fabric and cut it
The correct choice here is “Before you do, you need to think carefully,” and the scissors or the seller are only details and do not reflect the main meaning.”
Sample tasks:
1. Less is more.
a) It is more useful to read one good book than seven bad ones.
b) One tasty pie is worth ten bad ones.
c) It is not quantity that matters, but quality.
2. If you hurry, you will make people laugh.
a) The clown makes people laugh.
b) To do a job better, you need to think carefully about it.
c) Haste can lead to absurd results.
3. Strike while the iron is hot.
a) A blacksmith forges hot iron.
b) If there are favorable opportunities for business, you must immediately take advantage of them.
c) A blacksmith who works slowly often gets more done than one who is in a hurry.
4. There is no point in blaming the mirror if your face is crooked.
a) You shouldn’t blame the reason for failure on circumstances if it’s about you.
b) The good quality of a mirror does not depend on the frame, but on the glass itself.
c) The mirror hangs crookedly.
5. The hut is not red in its corners, but red in its pies.
a) You can’t eat pies alone; you must also eat rye bread.
6) A case is judged by its results.
c) One tasty pie is worth ten bad ones.
In elementary school, a child's intellectual development is often ignored. This is due to several reasons. Firstly, the dominant activity is the assimilation of knowledge and skills, which involves solving problems that always have a ready-made solution. Children get used to solving problems based on an already learned rule; they cannot act independently to find a new way to solve it. Secondly, constantly solving standard problems impoverishes the child’s personality. Children get used to evaluating themselves and their capabilities only through the successful or unsuccessful solution of typical problems, the solution of which depends on the degree of assimilation of certain knowledge. This leads to the fact that the child’s self-esteem depends only on diligence and diligence in mastering new knowledge and rules, and not on intelligence, originality and invention.
In connection with the above reasons, the development and correction of intellectual abilities in children of primary school age is one of the important tasks of the school’s psychological and pedagogical staff.
As an example, we can offer several game exercises, which can be carried out during class hours, warm-ups before classes, etc.
Exercise “Riddles”
There are chickens on one bank, and ducklings on the other. There is an island in the middle. Who will swim to the island faster?
Mom is carrying heavy bags. Daughter says:
Mommy, let me help you. I'll carry the bags, and you take me in your arms.
Will the girl help her mother? Why?
The girl Lena was asked:
Do you have a sister?
Does your sister have a sister?
No,” Lena answered.
What do you think?
The children were collecting pine cones in the forest. The boys had large buckets, red, without a bottom. And the girls' ones are small and green. Who will collect the most cones?
A nine-year-old boy had a cat with a short tail. She ate a mouse with a long tail, and the mouse swallowed the straw along with the grain. How old is the boy who had the cat?
The table has four corners. If one corner is sawed off, how many corners will remain?
Tasks to connect the subject (everyday) experience of children.
Task 1. Name the geometric shapes shown in the figure. Find the extra figure and explain why it is extra.
Task 2. What digit does the writing of numbers begin with?
14 18 111 19 10 100
Task 3. What is the name of this figure? Why did it get this name?
Tasks to identify the essential features of a concept
Task 1. Read the words in brackets. Underline the words that are most relevant to the subject.
A) HOSPITAL (garden, doctor, premises, radio, patients)
B) SCHOOL (building, students, chalk, blackboard, letters)
B) RIVER (water, shore, fish, fisherman, mud)
D) BOOK (picture, word, paper, reader, library)
D) SPORT (medal, stadium, victory, competition, music)
E) COMPUTER (screen, keyboard, counts, executes commands)
G) PRINTER (prints, white, silent, connected to the computer)
Task 2. Indicate an item whose characteristic feature is:
A) Scale with divisions.
B) Giving marks and recording comments.
B) Listening to music.
D) Watching movies.
Task 3. Draw objects whose essential features are the following: round and edible; round and inedible.
Task 4. What is different:
A) Window from the door.
B) Pencil pointer.
B) Circle from the oval.
D) Birch leaf from a maple leaf.
Task 5. How are the words of each group similar? How can you name each of the proposed groups in one word?
A) Highway, road, path.
B) City, village, town.
B) Addition, division, subtraction.
Tasks aimed at developing the ability to perform basic logical operations on concepts: generalization, limitation, division and definition
A) Tasks to establish patterns.
Task 1. Fill in the missing numbers:
A) 5, 15, _______, 35, _______, 55;
B) 14, 24, _______, _________, 54;
B) 2, 12, 22, _______, _______, ________;
D) 1,3, ________, ________, 9, ________;
D) 2, 4, 6, ________, ________, ________;
Task 2. Determine the pattern of repetition of figures and complete the sequences.
Task 3. Which of the figures should be in the empty cell of the table?
Task 4. Determine the pattern of repetition of the sequence and draw this sequence: tree, bush, flower, tree, bush, flower...
B) Tasks on combining and separating objects based on certain characteristics.
Task 1. Name the following groups of numbers in one word:
A) 2, 4, 6, 8, ...
B) 1, 3, 5, 7, …
B) 2, 4, 7, 9, 5, 6, …
D) 18, 25, 33, 48, 56, …
Task 2. Several items are listed. How can they be called in one word?
A) Soup, goulash, porridge, jelly.
B) Chicken, goose, duck, turkey.
B) Horse, cow, sheep, pig.
D) Wolf, fox, bear, hare.
D) Potatoes, beets, onions, cabbage.
E) Shoes, boots, sneakers, slippers.
Task 3. Which word is the odd one out in each group? Cross it out. Name the essential feature of the resulting group. Give each group of words a name.
A) Spruce, pine, cedar, birch.
B) Onion, cucumber, apple, carrot.
C) Mushroom, lily of the valley, chamomile, cornflower.
Task 4. Divide the following numbers into two groups: even, odd, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Task 5. Divide these words into groups according to the number of syllables: pencil case, vase, lamp, lampshade, feather, pencil, pumpkin, desk, ruler, notebook, table, floor, pen, hammer, root. How many groups did you get?
Task 6. Write these words in the appropriate columns of the table: doll, boots, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, top, pencil, sneakers, gun.
Task 7. Divide the numbers 1, 2, 3, 5, 8, 12, 16, 24, 35, 48 into two groups: single-digit and double-digit. In which row are the tables correctly divided into groups?
| 1 | 1,2,3,5,12 | 8,16,24,35,48 |
| 2 | 1,2,3,5,8,16 | 12,24,35,48 |
| 3 | 1,2,3,5,8 | 12,16,24,35,48 |
| 4 | 2,3,5,8 | 12,6,16,24,35,48 |
Game developmental tasks and exercises for the development of conceptual thinking.
Task 1. Generalization of a series of specific concepts using generic definitions. Children are asked to generalize several groups of specific concepts and name the following groups in one word:
plate, glass, mug, saucer;
table, chair, sofa, armchair, wardrobe;
shirt, dress, skirt, trousers;
slippers, felt boots, boots, sandals, shoes;
soup, porridge, cutlet, puree;
birch, linden, spruce, pine, aspen;
sparrow, dove, crow, tit, goose, duck;
crucian carp, pike, perch, bream.
Task 2. Concretization of concepts. It is necessary to name objects and phenomena that are included in broader concepts. You can ask children about the following categories: trees, animals, toys, names, furniture, shoes, vegetables, clothes, dishes, birds, fish, fruits, colors, berries, etc.
Task 3. Generalization of a series of concepts of a wider scope. Students are given 5 groups of concepts to generalize, and they must tell what is common between the named categories, how the concepts that are included in one group are similar:
birds, animals, fish;
trees, herbs, flowers, shrubs;
furniture, dishes, clothing;
watches, scales, thermometers;
fire, flood, hurricane.
Task 4. Classification. Children are given 16 cards with images of birds, fish, dishes, furniture - 4 for each group and asked to divide all the cards into groups so that each contains drawings that can be called in one word. Students are then asked to combine the resulting groups into two that are as similar as possible, and explain why they did so.
Task 5. You need to compare pairs of objects by presentation, find signs of difference and similarity: dandelion and chamomile; strawberries and wild strawberries; spruce and birch; apple and maple; rose and bell; cat and dog; chicken and duck; airplane and seagull; animals and plants.
Task 6. Students must guess which object is hidden based on its description. To do this, you need to select an object or its image. Without showing it to children, you need to describe this object: its shape, color, texture.
Task 7. Game “What’s extra?”
A group of concepts is given, from which children must choose the odd one out and give a general name to the rest. The game is available in two versions: verbal and visual.
In the verbal version, groups of four words are offered; it is necessary to highlight which word is superfluous and does not fit with the rest, and how to name the remaining ones in one word (or explain the similarity):
cabbage, potatoes, tomato, apple;
blue, red, beautiful, green;
mom, man, dad, sister;
old, decrepit, small, dilapidated;
birch, pine, maple, aspen;
boot, leg, boot, shoe;
winter, spring, summer, October;
jelly, compote, lemonade, ice cream, etc.
Task 8. Game “Disputants”. Students are encouraged to argue with the teacher. Whatever word he utters, the children must say exactly the opposite and the faster the better: white-black; big small; fast-slow; cheerful-sad; dirty-clean; open-closed; old-new; scream-whisper; break, repair, etc.
Task 9. Game “Bad or good?” Children are offered a certain object (situation), and they must explain what its positive and negative side is. For example, ice cream is good because it’s tasty, bad because it can hurt your throat.
The following words are given: rain, TV, candy, dog, flowers, mosquitoes, run, get sick, onion, wind, cat, computer, music, knife, fire, sun, etc.
Task 10. Game “Words - Overlays”.
Students come up with words - overlays, then choose the funniest or most original word, explaining why they think so.
You can offer the following tasks:
mosquito + brand = mosquito;
zebra + shell = zebra shell;
tree + crow = tree crow, etc.
Exercises for the development of mental operations of analysis and synthesis
Task 1. “Anagram”
Task 2. “Encrypted word”
PORRIDGE
RIVER
PLATE
Task 3. “Echo”
Compose words by separating the first letters from these words:
Task 4. “Encrypted word”
Compose a word from the first syllables of these words:
MILK
SEINE
COCKROACH
Task 5. “Anagram” (hidden word)
Make up words by rearranging the letters:
OGOLAV –
ABARN –
OSOKL –
Task 6.
Compose new words by eliminating one letter from these words:
PLOW –
SCARF -
FEED –
Task 7.
Compose a word from the second syllables of these words:
Task 8. “Entertaining ladder”
Task 9. “Snake”
Make up words based on this model.
A _ _ _ _ _
_ A _ _ _ _
_ _ A _ _ _
_ _ _ A _ _
_ _ _ _ A _
_ _ _ _ _ A
_ _ _ _ A _
_ _ _ A _ _
_ _ A _ _ _
_ A _ _ _ _
A _ _ _ _ _
Exercises to find essential features of objects
Task 1. Select two words that are most significant for the word before the brackets:
Forest (leaf, trees, apple tree, hunter, bush)
River (shore, fish, mud, water, fisherman)
Task 2. Sports (stadium, orchestra, award, competition, spectators)
Hospital (garden, doctor, radio, patients, room)
War (guns, soldiers, battles, airplane, guns)
Exercises – logic problems
Problem 1. Ivan Fedorovich is the father of Marina Ivanovna, Kolya is the son of Marina Ivanovna. How is Kolya related to Ivan Fedorovich?
Task 2. Mom, dad and I were sitting on a bench. In what order did we sit if we know that I was sitting to the left of dad and mom was to my left?
Problem 3. Tolya caught perch, ruffe, and pike. He caught the pike earlier than the perch, and the ruff later than the pike. What fish did Tolya catch before others?
Can you tell which fish was caught last?
Problem 4. Two fathers and two sons were walking, carrying three oranges. How many oranges did each person carry?
Task 5. My name is Tolya. My sister only has one brother. What is the name of my sister's brother?
Problem 6. Kolya is taller than Vasya, but shorter than Seryozha. Who is taller: Vasya or Seryozha?
Task 7. For the holiday, students decorate the school building on four sides with 12 flags. They must be arranged so that there are 4 flags on each side. Draw the answer.
Problem 8. The thermometer shows three degrees below zero. How many degrees will these two thermometers show?
Problem 9. The rope was cut in six places. How many parts did you get?
Problem 10. When a goose stands on one leg, it weighs 3 kg. How much will a goose weigh if it stands on two legs?
Games for developing thinking functions
Game 1. Making sentences.
Children are offered three words that are not related in meaning, for example, “lake”, “pencil”, “bear”. Children need to make as many sentences as possible that would necessarily include these three words (you can change the case and use other words). Answers can be banal (“The bear dropped a pencil into the lake”), complex, going beyond the situation indicated by the three initial words and introducing new objects (“The boy took a pencil and drew a bear swimming in the lake”), and creative, including these objects in non-standard connections (“A boy, thin as a pencil, stood near a lake that roared like a bear”).
Game 2. Elimination of unnecessary things.
Any three words are suggested, for example, “dog”, “tomato”, “sun”. Children should be left with only those words that denote similar objects in some way, and one word “superfluous” that does not have this common feature should be excluded. You should find as many options as possible for excluding an extra word, and most importantly, more features that unite the remaining pair of words and are not inherent in the excluded, extra one. Without neglecting the options that immediately suggest themselves (exclude “dog”, but leave “tomato” and “sun” because they are round), it is advisable to look for non-standard and at the same time very accurate solutions. The one with the most answers wins.
Game 3. Search for analogues.
Any object or phenomenon is called, for example, “helicopter”.
Children need to be prescribed as many analogues as possible, i.e. other items similar to it in various essential characteristics. It is also necessary to systematize these analogues into groups depending on what property of a given object they were selected taking into account. For example, in this case they can be called “bird”, “butterfly” (they fly and land); “bus”, “train” (vehicles); “corkscrew” (important parts rotate), etc. The winner is the one who named the largest number of groups of analogues.
Game 4. Methods of using the item.
A well-known object is called, for example, “book”. It is necessary to name as many different ways of using it as possible: a book can be used as a stand for a film projector, it can be used to cover papers on the table from prying eyes, etc. A ban should be introduced on naming immoral, barbaric ways of using objects. The winner is the one who indicates the most different functions of objects.
Game 5. “Come on, guess!”
The class is divided into two groups. The first group conceives a subject. The second group must guess by asking questions. The first group has the right to answer only “yes” or “no” to these questions. Children from two groups stand in two lines opposite each other. First, the first child from the second group asks the question: “Is it alive?” The first child from the first group answers: “Yes.” Then the second child from the second group asks the question: “Did I see him?” The second child from the first group answers: “Yes.” Etc. After guessing the object, the groups change roles.
Game 6. “Let’s identify the toy.”
Children bring a toy to the game. The driver is selected. He goes out the door. The teacher and the children come up with some kind of story in which the main character is one of the toys. A driver is invited. The guys tell him a made-up story, without naming the main character, but replacing him with the pronouns “he” or “she”. The presenter must show the toy, which is the main character of the story being told. If the driver guessed correctly, another leader is chosen and the game is repeated.
"Cross out the excess"
For the lesson you will need cards with rows of 4-5 words or numbers.
After reading the series, the child must determine what common feature unites most of the words or numbers in the series, and find the one that is odd. Then he must explain his choice.
Option 1
The words are combined according to their meaning.
Pan Pan,ball , plate.
Pen,doll , notebook, ruler.
Shirt,shoes , sweater dress.
Chair, sofa, stool,closet.
Funny,brave , joyful, happy.
Red Green,dark , blue, orange.
Bus, wheel, trolleybus, tram, bicycle.
Option 2
Words are united not by meaning, but by formal characteristics (for example, they begin with the same letter, with a vowel, have the same prefix, the same number of syllables, the same part of speech, etc.). When compiling such a series, you need to ensure that only one sign matches. Performing the exercise requires a high level of attention development.
Phone, fog,port , tourist (Three words begin with the letter "T".)
April, performance, teacher,snow , rain. (Four words end in "b".)
Wall, paste,notebook , legs, arrows. (In four words, the stress falls on the first syllable.)
Figure, strength, wind, life, minute. (In four words the second letter is “I”.)
Option 3
16, 25, 73, 34 (73 is extra, the rest of the numbers have a sum of 7)
5, 8, 10, 15 (8 is extra, the rest are divisible by 5)
64, 75, 86, 72 (72 is extra, for the rest the difference in numbers is 2)
87, 65, 53, 32 (53 is extra; for the rest, the first digit is 1 more than the second)
3, 7, 11, 14 (14 is extra, the rest are odd)
"Invisible Words"
For the lesson you will need to type words in which the letters are mixed.
For example, there was a word “book”, it became “nkagi”. This evil sorceress got angry and made all the words invisible. It is necessary to return each word to its former, correct form. Completing the task requires high concentration. During the exercise, the ability to analyze the material is trained.
Option 1
Restore the correct order of letters in words.
Dubřa, kluka, balnok, leon, gona, sug.
Selnots, imza, chenite, tarm, myase.
Pmisio, kroilk, bubaksha, stovefor, bomeget.
Kovora, kirutsa, shakok, sakoba.
Option 2
To make it more interesting for your child to complete the task, you can group the words into columns so that after decoding, the first letters of correctly written words will also form a word.
Write the invisible words correctly and read the new word, consisting of the first letters of the deciphered words.
PTLAOK –
CHREKA –
GIRA-
VDUZOH –
ADE-
BRUAT –
Answer: hi.
VAUD –
URVAK –
CHICO –
KSSLA –
Answer: lesson.
KSOTMY –
LEWIS –
OTNOG –
OKNEA –
Answer: cinema.
POSEK –
OVUB –
KODCHA –
AVSUTG-
FUCK –
OBADI –
KHUKYAN –
Answer: gift.
Option 3
Restore the correct order of letters in the words and find among them one that is superfluous in meaning.
1. There are invisible animals here, but one word is superfluous (perch).
Yazats, devmed, black, nokyu, levok.
2. There are invisible flowers here, but one word is superfluous (birch).
Pyualtn, zora, bzerea, snarsits, lydnash.
3. There are invisible trees here, but one word is superfluous (acorn).
Oinsa, bdu, juldier, nelk.
Option 4
Find another word in one word by rearranging letters.
1. Find invisible animals by swapping letters in words.
Strength, salt, jar, peony.
2. Find the invisible game in the word.
Cone.
3. Find the invisible tree in the word.
Pump.
4. Find a piece of invisible clothing in the word.
Lapot.
5. Find the invisible flower in the word.
Midge.
Option 5
There are many invisible words hidden in one word. For example, several words are hidden in the word “word”: hair, solo, ox and lov. Try to find as many invisible words as possible in the words:
pillow
keyboard
rocket
shop
present
parents
"Another letter"
This exercise contains riddles and tasks according to which, by replacing one letter in a word, you can get a new word. The number of letters in words cannot be changed. For example: oak - tooth, dream - catfish, steam - feast.
Option 1
Guess the riddles.
They can give it to us at school,
If we don't know anything.
Well, if with the letter “T”,
Then he will meow for you.(col - cat)
Anyone can walk on it.
With the letter “P” - it pours from the forehead.(sex - sweat)
If “K” - the hostess is crying.
If "G" - the horse is galloping.(onion - meadow)
With “R” - she’s an actor,
With “S” - everyone needs it in the kitchen.(role - salt)
With the letter “D” is the entrance to the apartment,
With the letter “3” - lives in the forest.(the door is a beast)
With “D” - mom dresses up in a dress,
With “N” - at this time they fall asleep.(daughter - night)
With “L” - the goalkeeper didn’t help out,
With “D” - we change the calendar. (goal - year)
With the letter "K" - she is in the swamp,
With "P" - you will find it on the tree.(bump - kidney)
With a "T" - he's on fire with food,
With “3” - with horns, with a beard.(boiler - goat)
With "R" - both hide and seek and football.
With "L" - she is given an injection. (game - needle)
Option 2
Given are words with one missing letter. Form as many words as possible by replacing the gaps with one letter at a time, as in the example.
Sample: ...ol - role, salt, moth, pain, zero.
Ro... -
Glasses -
Ba... -
Ar -
Ara -
Aika -
En -
Om -
Option 3
Get from one word to another through a chain of words by replacing one letter at each stage. For example, how do you get the word “goal” from the word “smoke”? It is necessary to make several transformations: smoke - house - room - count - goal. Only nouns can be used in the chain; only one letter changes each time. By performing this exercise, the child learns to analyze and predict the result. It is advisable to achieve the goal in the least number of moves, that is, the one with the shorter chain wins.
Get the word “steam” from the word “moment”, the word “mouth” from the word “cheese”, the word “ball” from the word “house”, the word “hour” from the word “moment”.
"Houses"
Completing mathematical tasks develops logical thinking. We offer the game “Houses”, the content of which can become more complex depending on the child’s level of knowledge.
Option 1
Place one of the symbols of mathematical operations in the free window of the house so as to get a number on the roof.
Option 2
Place one of the symbols of mathematical operations in the free windows of the house to get a number on the roof as a result. There are several possible solutions to these tasks.
"Rebuses"
We suggest you teach your children to solve puzzles. This activity perfectly develops logical thinking, analysis and synthesis techniques. To learn how to solve puzzles, you need to familiarize yourself with the special rules for composing them.
Basic rules for solving puzzles
1. A noun in the nominative case is guessed.
2. Parts of a word are sometimes represented by pictures or symbols. They can be read in different ways. For example: 1 - unit, count, one. You need to check all options.
3. Commas before a picture or symbol indicate the number of letters that need to be dropped from the beginning of the word indicated by the picture or symbol. For example: ,☆ - read as "riding".
4. Commas after a picture or symbol indicate the number of letters that need to be dropped from the end of the word indicated by the picture or symbol.
5. If an equality is indicated above the picture, for example A = I, then the letter A must be replaced with I.
6. If the equality 2 = And is indicated, then the second letter in the word must be replaced with And.
7. Letters or designs can be depicted within, above, below, behind, or on other letters. This is how parts of the words “in”, “above”, “under”, “for”, “on” are designated.
8. The numbers above the pictures mean a change in the order of the letters in the word.
Using the rules, solve the puzzles.
"Addition and Subtraction"
To develop the ability to think logically, we offer exciting examples of addition and subtraction. These are special examples in which words, rather than numbers familiar to the child, are used. You need to perform mathematical operations with them, having first guessed the original word and written the answers in brackets. We provide a sample solution to such examples.
Addition
Given: boo + shade = unblown flower
Solution: boo + tone = bud
Subtraction
Given: mode of transport - o = unit of measurement Solution: metro - o = meter
Option 1
Replace the words in brackets with the correct ones to use addition to get the correct equation.
b + food = misfortune
k + insect = girl's hairstyle
y + bad weather with rain = danger
y + country house = success
o + opponent = long pit
y + child-girl = fishing tackle
o + weapon = edge of the forest
s + animal fur = heard during fun
y + one = done to the patient
m + fish soup = insect
y + ball in goal = in triangle
for + country house = requires a solution
ka + reward = whim
o + settlement = plot of land
av + tomato = weapon
ba + shade = white bread
about + for scooping food = on a notebook and on a book
ku + for nails = hand with fingers pressed to the palms
ko + actor plays = monarch
by + misfortune = success in battle
at + pine forest = apparatus
at + battle = waves offshore
Answers : trouble, scythe, threat, luck, ravine, fishing rod, edge, laughter, prick, fly, corner, task, whim, vegetable garden, machine gun, loaf, cover, fist, king, victory, device, surf.
Option 2
Replace the words in brackets with the correct ones to obtain the correct equality using subtraction.
vessel - a = money is kept there
moral poem - nya = low voice
underwear - s = afraid of everything
tomato - at = separate book
shallow place in the river - ь = it is written on the board
strong fear - great master = snake
bird - pronoun = criminal
military unit - k = we walk along it at home
man's facial hair - solemn verse = pine forest
bird - oka = garbage
flower - s = game
fantasy - ta = knight's weapon
you can cook in it - yol = pet
on the neck in winter - f = geometric figure
young plant - approx = human height
the goalkeeper is wearing them - a = on clothes around the neck
type of sport - with = the body has right and left
Answers: bank, bass, coward, tom, chalk, already, thief, floor, boron, rubbish, lotto, sword, cat, ball, height, gate, side.
"Next number"
The ability to compare and analyze develops well when performing tasks in which it is necessary to identify a pattern. We suggest using series of numbers for this. The child needs to discover a pattern within a series of numbers and continue it following the same logic.
3, 5, 7, 9... . (Series of odd numbers, next number is 11.)
16, 22, 28, 34... . (Each next number is 6 more than the previous one, the next number is 40.)
55, 48, 41, 34... . (Each next number is less than the previous one by 7, the next number is 27.)
12, 21, 16, 61, 25.... (In each pair of numbers, the digits are swapped, the next number is 52.)
"Definitions"
Every object or phenomenon has many signs, but we don’t always notice them. When completing this task, the child must look at objects and phenomena from different angles.
The exercise can be performed individually or collectively, in the form of a competition.
Option 1
Come up with as many definitions as possible that characterize objects or phenomena. (The task trains analysis skills, as it is necessary to isolate parts from the whole.)
Snow - cold, fluffy, light, white, lacy, iridescent, thick, beautiful, etc.
River -
Firework -
Clouds -
Kitty -
Rainbow -
Option 2
Think about the listed definitions and guess the object or phenomenon that they characterize. (This option is more difficult; synthesis skills are trained when performed: it is necessary to combine all the signs and determine which subject they relate to. The gender of adjectives and participles is a clue.)
Gusty, hurricane, warm, piercing wind.
Dark, quiet, moonlit, black - ... (night).
Long, asphalt, forest, broken - ... (road).
Kind, caring, beloved, beautiful - ... (mother).
Short, long, cropped, shiny - ... (hair).
Magical, interesting, folk, kind - ... (fairy tale).
Strong, fragrant, sweet, hot - ... (tea).
Hot, cheerful, long-awaited, sunny - ... (summer).
Loyal, shaggy, noisy, beloved - ... (dog).
Round, bright, yellow, hot - ... (sun).
"Confusion-2"
This exercise contains sentences in which some words are mixed up or replaced. In order to complete tasks, you need to use logical thinking.
Option 1
Due to unforeseen circumstances, one word disappeared from the sentence, and its place was taken by an inappropriate, random word. Put order in each sentence: remove a random word and return the right word.
I overslept this morning, I was in a hurry, but, unfortunately, I came to schoolearlier. (with delay)
I boughtloaf , presented it to the conductor and boarded the train, (ticket)
It was hot outside, so Masha put onfur coat (sundress)
On the roof of grandma's house wasstick , from which smoke came out when the stove was lit. (pipe)
Whendawn , we began to look into the night sky, looking at the stars and the moon. (it got dark)
I love swimming on the beach and lying on asphalt.(sand)
Option 2
And in these sentences the words changed places, and it became very difficult to understand what was being said. Restore the correct word order in the sentences.
My friends were playing on the playground.
I got an A in Russian language class.
It is interesting to observe the life of aquarium fish.
I made gifts for all my relatives.
It was quiet after the fresh and stormy street.
You can see falling stars in the August night sky.
"Tasks with text"
To complete the exercise, prepare excerpts of texts.
Doing tasks with texts perfectly develops logical thinking. In this exercise we present several options for such tasks. They apply to any passages from literary works unfamiliar to the child (fairy tales, short stories, etc.).
Option 1
Read the passage and invite your child to come up with 5-7 headings for it. They must reflect the main content and be original. Tell your child that they can use words from the text. If an exercise is performed by several people, it can be carried out in the form of a competition.
Option 2
Read a passage consisting of 10-15 sentences and ask to convey its contents in 2-3 sentences, that is, to make a brief retelling. This exercise will develop in the child the ability to generalize material and highlight the main thing. It is useful to perform such tasks for the development of logical thinking.
Option 3
Read the passage to your child, skipping the middle part, which the child must complete. The logical connection between the child's insertion and the beginning and end of the source text is assessed.
Option 4
Read the passage and invite your child to come up with a continuation of the text. This task develops both imagination and logical thinking, since the content of the continuation must be justified by previous events described in the passage.
"Pantomime"
This game perfectly develops logical thinking. What is pantomime? Pantomime is a performance using facial expressions and gestures, without words. The minimum number of participants is 5, one of them is the leader, the rest are divided into two teams. The presenter thinks of words, monitors compliance with the rules and awards points for correct completion of the task. Teams take part in the game one by one.
The presenter comes out with a member of the first team from the room in which the other players are located and calls the word. For example, “bathhouse”. The player must, using pantomime,
show the given word to your team, whose members can ask questions. The person showing cannot respond, but can only nod their head or use other gestures. Its goal is to show a given object or phenomenon in such a way that the team quickly guesses. The presenter can limit the time for pantomime. For each word guessed by the team, 1 point is awarded. Then the second team receives the task. The game can be played with three participants, one of whom is the leader. Then no points are awarded, but the words are simply guessed.
All the exercises and games that are offered in this article will help children master the techniques of logical thinking and learn to think logically using practical material. Gradually increasing the complexity of tasks allows you to develop logical thinking. This will help the child in school and will make the process of learning easier, more interesting and more successful.
Help your child by explaining the essence of the tasks and examples of their implementation, which are given in the exercises.
The exercises offered in the book will allow the child to independently make comparisons, analysis, synthesis, and classification.
Having mastered the skills of logical thinking, the child will learn to build conclusions, think clearly and clearly, and solve any problems. This is the surest path to excellent studies!
Alena Ivanovna Zaikova
Development of thinking in children
The very concept of figurative thinking implies operating with images, carrying out various operations (mental) based on ideas. Preschool children (up to 5.5 - 6 years old) have access to this type of thinking. They are not yet able to think abstractly (in symbols), distracted from reality, a visual image. Therefore, efforts here should be focused on developing in children the ability to create various images in their heads, i.e. visualize. Some exercises to develop visualization abilities are described in the section on memory training. We did not repeat ourselves and supplemented them with others.
Insufficient development of abstract logical thinking - the child has poor command of abstract concepts that cannot be perceived with the help of the senses (for example, equation, area, etc.). The functioning of this type of thinking occurs based on concepts. Concepts reflect the essence of objects and are expressed in words or other signs.
Personality development is a process of natural change in personality as a systemic quality of an individual as a result of his socialization. Possessing natural anatomical and physiological prerequisites for the formation of personality, in the process of socialization the child interacts with the outside world, mastering the achievements of mankind. The abilities and functions that develop during this process reproduce historically formed human qualities in the individual. Mastery of reality in a child is carried out in his activities with the help of adults: thus, the process of education is leading in the development of his personality. R. l. carried out in activities controlled by a system of motives inherent in a given individual. The activity-mediated type of relationship that a person develops with the most reference group (or person) is the determining (leading) factor of R. l. According to A.V. Petrovsky, as a prerequisite and result of R. l. needs emerge. At the same time, an internal contradiction constantly arises between growing needs and real opportunities to satisfy them.
Alena Ivanovna Zaikova
Games that develop the thinking of junior schoolchildren
Collection
2 "KP"
Kamyshlov
2014
“Light, come on!”
Goal: formation of thinking skills, development of memory for events.
Material: table lamp or floor lamp.
Progress of the game:
Say: “Light, come on!” – and at this moment turn on the lamp. With the lamp lit, tell your child his favorite rhyme or sing a song. Then say: “Lights, go out!” – and turn off the lamp.
Put your fingers to your mouth and say in a barely audible voice: “It’s time to be silent.” Then say again in your normal voice: “Lights, come on!” - and start the game over. Soon the child will pronounce the necessary words himself.
"Merry Count"
Purpose: warm-up exercise. Can be used to develop thinking and attention in schoolchildren.
To carry out this exercise, a set of cards with numbers from 0 to 9 for each team is prepared in advance. The group is divided into 2 teams. Teamsline up opposite the leader, in front of whom there are two chairs.
Each player receives a card with one of the numbers. After the team leader reads the example, the players with the numbers that make up the result run out to the leader and sit on chairs so that the answer can be read. Let's say this was an example: 16+5. Participants who have cards with the numbers 2 and 1 in their hands should sit on the chairs next to the leader, since the sum of 16 and 5 is 21. The team that managed to do this quickly and correctly earns a point. The score goes up to five points.
"Say the opposite"
Goal: development of thinking and imagination.
Big - small, thick - thin, black - white, hot - cold, empty - full, light - heavy, clean - dirty, sick - healthy, child - adult, fire - water, strong - weak, cheerful - sad, beautiful - ugly, coward - brave.
"Terrain Plan"
Goal: Development of teamwork skills.
Material: cardboard playing field, a set of cards with a drawn plan of the area - toy houses, trees, bridges, river, lake.
Conduct: Children are divided into teams and choose any card with a plan and arrange the toys in accordance with this plan.
"Shortening the Story"
Goal: developing organization and increasing clarity, the ability to be distracted from trifles.
Progress of the game: Present it printed or read a short story. Its content must be conveyed as concisely as possible, using only one, two or three sentences, and so that there is not a single extra word in them. In this case, the main content of the story, of course, must be preserved, but minor points and details should be discarded. The winner is the one whose story is shorter while maintaining the main content. It is possible to jointly refine and polish the most successful answers.
"Tree of Wisdom"
Leading. First, let's quickly but carefully read the text. Now everyone writes a note asking a difficult question about the text. After that, wrap the note and attach it to the tree with a paper clip. (The role of the tree can be played by the leader.)
After this, the participants take turns approaching the tree, “plucking” the note and answering the question out loud as fully as possible. The rest evaluate the question and answer.
"Name the objects"
Students take turns naming all the objects that surround them in the classroom or school. Then, according to the teacher’s instructions, they name words on the topics:"Vegetables", "Furniture", "Clothing", "Plants", "Dishes" . Preliminarily talk with the children about the fact that all words can be divided into groups, each group has a name, ask the children why, in their opinion, the words belong to different groups. In the process of children’s answers, help them correctly formulate their thoughts.
"Finish the word"
The teacher pronounces the first syllable of the word, and the children must complete it. One by one, the teacher throws the ball to each child, says the first syllable, the child catches the ball and finishes the word. Then he must throw the ball back. Syllables: ra, go, po, zem, do, la, ka etc.
"Finish the sentence"
This game is played similarly to the “Finish the Word” game, only now the children need to catch the ball and finish the sentence:It’s warm in summer, and in winter...; birds fly, and snakes...; in autumn the leaves are yellow, and in summer...; sugar is sweet, and lemon...; It’s light during the day, but at night...; the crow croaks, and the sparrow...; the driver drives the car, and the pilot … The second version of the game is that children must complete the beginning of the phrase with the words""because"", ""because"": today I am cold because...; Mom is in a good mood because...; the boy was offended by his friend because...If children make mistakes, it is necessary to parse the sentence and find out why the selected word or the end of the phrase chosen by the student is not suitable. It is also necessary to help complete the sentence correctly.
"Guess and name"
It is necessary to name the word according to its meaning.
An inscription on a letter, parcel, telegram, which indicates where and to whom the letter is sent, etc. (Address)
A place where medicines are prepared and sold. (Pharmacy)
Room for parking and car repairs. (Garage)
Fruits and berries boiled in sugar syrup. (Jam)
One who fights the enemy. (Warrior, fighter)
Baby sheep. (Lamb)
Deciduous tree with white bark. (Birch)
A slice of bread with butter, cheese, sausage. (Sandwich)
"Establishing Relationships"
The board on the left shows the relationship between the two concepts. From the row of words on the right, choose one so that it forms a similar relationship with the top word.
school hospital
training doctor, student, treatment, patient
leg hand
boot fist, gloves, finger, bracelet
coat boot
button shop, leg, lace, hat
bird man
nest city, worker, carriage, house
fish fly
network mosquito, room, buzz, cobweb.
"Get it by youself"
In this game, children learn to perform actions by analogy and identify essential features. For the game you will need a selection of unfinished statements, for example: pencil - lead, ballpoint pen - ... (rod);
house - brick, glass -...(glass);
skates - ice, skis -... (snow);
eagle - bird, pike -... (fish);
driver - car, pilot -... (plane);
night – moon, day –…(sun), etc.
"Encrypted Word"
The teacher pronounces the words syllable by syllable. From each word it is necessary to separate the first syllables and form a new word from them, for example:
co los – ro ta, va for (cow),
ma tire – ma Lina (mother),
co ra – lo That, side
gray (gingerbread man).
Make a word from the last two syllables:
snakeI– ra ma(pit),
Zee ma- I ma(mother), etc.
"Definitions"
The teacher shows one card on which an object is drawn, and then the second. The goal of the game is for the child to be able to come up with a word that is located between these words and would serve as a “transition bridge” between them. Each child answers in turn. If children cannot understand the tasks, examples should be given. For example, for the words “goose” and “tree” (pictures with images are shown), the following words can be transitional bridges: “fly” (the goose flew up a tree), “cut” (a goose was cut out of a tree ), "hide" (the goose hid behind a tree). If a child finds it difficult to answer after the examples given, he definitely needs to be helped and led to the correct answer.
"Continue the series of numbers"
A series with a certain sequence of numbers is specified. Children must understand the pattern of constructing the series and continue it.
For example, 1, 3, 5, 7… 1, 4, 7… 1, 5, 9… .
"Add-ons"
Children listen to riddle poems and choose the appropriate word.
There is a big fight in the river: two...(crayfish) quarreled.
-Where did the sparrow have lunch? - At the zoo with... (animals).
Ra-ra-ra - begins... (game). Ir-ir-ir - my dad... (commander).
Ry-ry-ry - the boys have... (balls). Ar-ar-ar - hanging on the wall... (lantern).
Ro-ro-ro - Raya has a new ... (bucket). Lo-lo-lo - outside... (warm).
Ru-ru-ru - we continue... (the game). Lu-lu-lu - the table is in ... (corner).
Re-re-re - there is a house on... (mountain). Sha-sha-sha - mother washes... (baby).
Ri-ri-ri - on the branches... (bullfinches). Shu-shu-shu - I’m writing a letter to a friend... (writing).
Ar-ar-ar - ours is boiling... (samovar). Zha-zha-zha - there are needles at... (hedgehog).
« Very, very tasty pie"
A poem is read to children without finishing the words in the lines; they must choose the word that has the appropriate meaning.
I wanted to throw a ball, But for some reason the guests... When the guests arrived,
And guests to come... I waited until I had enough strength, Even for crumbs... .
I bought flour, bought cottage cheese, then a piece...
Baked it crumbly... Then he pulled up a chair and sat down,
Pie, knives and forks are here, And a pie in a minute...
"Words with a given letter"
Children are given the task of coming up with words with a given letter:
a) starting with the letter “p”;
b) ending with the letter “a”;
c) the second letter from the beginning of the word “e”. Options may vary.
"What it is?"
Children are asked to explain what a particular word means. For example, “a letter is a piece of paper on which you can write about yourself and send it in an envelope by mail.” Ensure that children give an accurate definition, which contains instructions and individual specific characteristics. The sets of words can be very different:boat, magazine, scarf, loafer, steamer; plane, hammer, book, friend, boots etc.
"Continue the series"
The teacher says one, two, three words. The students’ task is to continue the series of words that the teacher started and identify the sign.
Cup, glass, box,….
Book, stone,...
Wardrobe, cube...
