home › It's cozy at home › Diagnosis of visual figurative thinking in preschool children. Methods for studying thinking in preschool children with mental retardation

Diagnosis of visual figurative thinking in preschool children. Methods for studying thinking in preschool children with mental retardation

A person’s ability to independently think logically, identify essential features objects and phenomena, to generalize, to draw conclusions, to substantiate one’s judgments, to prove their truth arises and is formed in the course of its intellectual development.

Methodology E.F. Zambatsevičienė (based on verbal material) and the “Abstract Logical Thinking” test by L.A. Yasyukova, in order to study the level.

Methodology "NONSANE"

Target: determine the level of formation of the analysis as an operation logical thinking. Using the same technique, the child’s ability to reason logically and express his thoughts grammatically correctly is determined.

Carrying out the technique:

First, the child is shown a picture. There are several ridiculous situations in it. While looking at the picture, the child receives instructions approximately as follows: “Look carefully at this picture and tell me if everything is in its place and drawn correctly.”

If anything seems wrong, out of place or incorrectly drawn. Then point it out and explain why this one is wrong. Next you will have to say how it really should be.”

Note. Both parts of the instruction are executed sequentially. First, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be.

The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many absurd situations as possible and explain what is wrong, why it is not so and how it really should be.

“SEASONS” Methodology

Target: determine the level of formation of synthesis as an operation of logical thinking.

Carrying out the technique:

The child is shown a picture and asked to look carefully at this picture and say what season is depicted in each part of this picture. In the time allotted for completing this task - 2 minutes - the child will have to not only name the corresponding season, but also justify his opinion about it, that is, explain why he thinks so, indicate those signs that, in his opinion, indicate that that this part of the picture shows this and not any other time of the year.

Method “FIND DIFFERENCES”

Target: Determine the level of formation of comparison as an operation of logical thinking.

The child is shown 2 pictures, which at first glance are identical, but in which there are significant differences (5 differences). In 3 minutes, the child must find as many differences as possible, name and show them.

Methodology “WHAT IS EXTRA HERE?”

Target: determine the level of formation of a generalization as an operation of logical thinking.

Carrying out the technique:

This technique offers a series of pictures that represent different types poultry and one animal, accompanied following instructions: “In each of these pictures, one of the four depicted in it is the odd one out.

Look carefully at the pictures and determine what is different from the others and why it is superfluous.” 3 minutes are allotted to solve the problem.

Methodology “DIVIDE INTO GROUPS”

Name all the figures included in each of the selected groups, and the characteristic by which they are selected.” You have 3 minutes to complete the entire task.

The children's performance of the proposed tasks was assessed on a ten-point system, where.

Developing thinking

The head is crazy, like a lantern without a candle.

Proverb

The main forms of thinking that are formed already in pre- school age, is visual-effective, visual-figurative and logical thinking.

■ Visually effective thinking is thinking in action. It develops in preschoolers in the process of actions with various objects and toys.

■ Visual-figurative thinking - the main form of thinking of future first-graders. Such thinking allows us to highlight the most essential things in objects, to see their relationship to each other and the relationship of their parts. The child learns to use various plans and diagrams.

■ Logical thinking - this is the ability to reason, make conclusions in accordance with the laws of logic. By the end of 6 years of age, children are just beginning to develop the elements of logical thinking.

The operational components of thinking are mental operations: analysis, synthesis, comparison, abstraction, generalization, classification.

Test "Moving a house"

This test allows you to evaluate the child's thinking characteristics. Reveals combinatorial skills and abilities. With its help, you can reveal how much a child can plan his activities and control their results.

Assignment for the child:

- Look at this house. It has six floors. There are three rooms on each floor. Each floor has three residents: a tick, a dot and a stick. (Draw a dot, a tick and a stick next to the house.) Everyone is in their own room. The topmost floor, the sixth, is already populated like this: dot, tick, wand. Let's move into the fifth floor together, so that the procedure for moving into the fifth floor will be different, not the same as on the sixth floor.

So, the dot managed to move into the first room. How will the remaining residents be accommodated? Four more floors remained unoccupied. Place the residents so that all floors are occupied differently and so that the order of occupancy on the fifth and sixth floors is not repeated.

Result

It’s great if the child completely completed the task on his own.

If he completed only two or three options correctly, this is also a good result; nevertheless, you need to see how the child completed this task.

Ideal implementation:

Exercises to develop thinking (logic)

The child must develop all types of thinking: practical-effective, visual-figurative, verbal-logical. Only the development of all types of thinking in their unity can ensure correct and sufficient total reflection reality.

This section contains tasks and exercises that are based on material accessible to children and based on their life experience they teach you to make correct judgments, carry out simple proofs without first mastering the laws and rules of logic themselves, and find several possible solutions, justify the existence of each of them.

The development of a child’s logical thinking will be helped by tasks that will teach:

describe the characteristics of objects;

classify objects by color, shape, size, and their function in life;

compare objects with each other;

recognize objects by given characteristics;

determine the sequence of events;

generalize;

give definitions to certain concepts, others.

Helpful advice

1. Exercises to develop the ability to analyze (compare, generalize)

Exercise 1. “Third food”

An exercise to develop the mental processes of generalization by identifying existing features.

Apple, cherry, tomato.

Hour, kilogram, minute.

Kid, cow, calf.

Hat, scarf, cap.

Soap, broom, washcloth.

Pencil, glass, spoon.

Pan, bag, suitcase.

Sausage, milk, hammer.

TV, refrigerator, sofa.

Cat, dog, wolf.

Helpful advice

Exercise2. "Semantic series"

What will be the fourth word:

Fox - hole, bear - ... (den)

Hospital - treatment, school -.... (training)

Sugar - sweet, lemon - ... (sour)

Fish - water, bird - ... (sky)

Duck - duckling, chicken - ... (chicken)

Birds - feathers, animals - ... (wool)

Autumn - winter, rain - ... (snow)

Pan - ladle, plate - ... (spoon)

Jacket - lock, fur coat - ... (button)

Warm - water, frosty - ... (ice)

Exercise 3. “Confusion”

What should you put in your briefcase (satchel)?

Exercise 4. “Dividing a whole into parts”

Give your child words (for example, oak, fox, chamomile, orange, onion, forest, car, etc.)

Assignment for the child:

- Choose any word (subject). Now share; this item is in pieces.

For example, an oak is a whole, and its parts are a trunk, branches, twigs, leaves, etc.

Ask your child to first pronounce parts of the whole out loud, and when he completes the task quickly, complicate the exercise.

Let the child mentally divide the object into parts and draw sticks on paper: the number of parts - the same number of sticks.

■ The child will show good result, if in three minutes he names 10-15 parts.

Exercise 5. “House”

Look carefully at the pictures. Which house do you think is drawn correctly? Explain your choice.

Remember: correctly positioning the drawing on the sheet means composing the drawing (see illustration No. 21).

Exercise 6. “Compare”

Find the beetle that is different from all the others. How is it different?

Find identical cups.

2. Exercises to develop figurative representation (thinking)

Exercise 1. “Guessing riddles”

A riddle (an allegorical image of objects or phenomena of reality) is a kind of test of intelligence. It develops and activates mental activity, forcing us to see the extraordinary in the ordinary, and the ordinary in the unusual.

Guessing riddles is a task for naming objects, which develops in children the ability to “see” an object by the verbal designation of its characteristics.

Teaching children to solve riddles means teaching them to correlate the verbal form of description with the graphic form.

When solving a riddle, the child must explain why he gave such an answer.

If the child gave an incomplete explanation, then the adult must complement his answer.

It is advisable to use picture riddles, since looking at the picture helps the child analyze the meaning of the riddle.

Assignment for the child:

- Recognize an object by given characteristics.

Guess what it is:

Himself scarlet, sugar,

The caftan is green, velvet.

(Watermelon)

Helpful advice

Riddles must be pronounced clearly, clearly, with logical emphasis, with pauses.

Sample list riddles for

preschool children

Natural phenomena

Blanket white

Not made by hand,

It was not woven or cut,

It fell from the sky to the ground.

(Snow)

Hanging outside the window

Ice bag,

It's full of drops

And it smells like spring.

(Icicle)

A lanky man walked

I got stuck in the cheese.

(Rain)

The cloud hid sun light,

The bridge collapsed, but there were no chips.

(Rainbow)

The gates rose

There is beauty all over the world.

The sun ordered: “Stop,

The Seven Color Bridge is cool!”

(Rainbow)

No boards, no axes

The bridge across the river is ready.

Bridge like blue glass:

Slippery, fun, light.

(Ice)

I lay across the river,

Helped me run.

(Ice)

In the blue thicket there is a scarlet ball,

He is both bright and hot.

(Sun)

Vegetable world

Round, but not a bow,

Yellow, but not oil,

Sweet, but not sugar,

With a tail, but not a mouse.

(Turnip)

Grandfather is sitting

Dressed in fur coats

Who undresses

He sheds tears.

(Onion)

All cast from gold,

Standing on a straw.

(Ear)

Falling from a branch

Gold coins.

(Autumn leaves)

Golden head

Big and heavy

Golden head

She lay down to rest.

The head is big

Only the neck is thin.

(Pumpkin)

Round, rosy

I'll get it from the tree.

(Apple)

The ball grew white,

The wind blew -

The heat went away.

(Dandelion)

Alenka grows in the grass

In a red shirt.

Whoever passes

Everyone gives a bow.

(Strawberry)

Both on the hill and under the hill,

Under the birch and under the fir tree

Round dances and in a row

Well done guys are wearing hats.

(Mushrooms)

A cap and a leg -

That's all Ermoshka.

(Mushroom)

The sisters are standing in the field:

Dresses are whitewashed, hats are green.

(Birches)

White basket -

Golden bottom,

There is a dewdrop in it

And the sun sparkles.

(Chamomile)

Low and prickly

Sweet and fragrant

Pick the berries -

You'll rip off your whole hand.

(Gooseberry)

Worth Antoshka

On one leg.

Where the sun will be

That's where he'll look.

(Sunflower)

Worth a flatbread N

and one leg,

I'm small myself

And the hat is big.

(Mushroom)

Animal world

Cheren, but not a raven,

Horned, but not a bull,

Six legs - no hooves.

It flies and howls,

He sits down and digs the ground.

(Bug)

Clucking, clucking,

Convenes children

Gathers everyone under his wing

(Chicken)

A bird flies

Who will kill

He will shed his blood.

(Mosquito)

Red paws,

Pinches your heels

Run without looking back.

(Goose)

Not a warrior, but with spurs,

Not a guard, but shouting.

(Rooster)

It has wings, but it doesn’t fly,

There are no legs, but you won’t catch up.

(Fish)

Grayish, toothy,

Prowls across the field,

Looking for calves and lambs.

(Wolf)

Not a king, but wearing a crown,

Not a horseman, but with spurs.

(Rooster)

Who has eyes on horns,

And the house is on the back?

(Snail)

Worth a fortune

Forks in front

There's a broom behind.

(Cow)

There is a nickel,

But you can't buy anything.

(Pig)

With a beard, not old,

With horns, not a bull,

With down, not a bird.

(Goat)

The motley itself,

Eats green

Gives white.

(Cow)

At the bottom, where it is quiet and warm,

A mustachioed log lies.

(Som)

The living castle grumbled

He lay down across the door.

(Dog)

There is a patch in front,

At the back there is a hook,

In the middle is the back,

There are bristles on the back.

(Piglet)

Tail with patterns,

Boots with spurs,

Sings songs,

Time is counting.

(Rooster)

Not a bird, but with wings,

Not a bee, but flying over the flowers.

(Butterfly)

From the branch to the path,

From grass to blade of grass

The spring jumps

Green back.

(Grasshopper)

Little boy.

In a gray army jacket

Snooping around the yards

Collects crumbs.

(Sparrow)

Sleeping or bathing

Everything doesn't take off:

Day and night on legs

Red boots

(Goose)

For parents and children

All clothes are made from coins.

(Fish)

Carpenter using a sharp chisel

Builds a house with one window.

(Woodpecker)

Soft Paws,

And there are scratches in the paws.

(Cat)

With a beard, not a man,

With horns, not a bull.

(Goat)

On one worth a leg,

He looks intently into the water,

Pokes his beak at random -

Looking for frogs in the river.

(Heron)

In rich clothes,

Yes, I'm a little blind,

Lives without a window

Haven't seen the sun.

(Mole)

Sleeps during the day flies at night,

It scares passersby.

(Owl)

small ball

He's rummaging around under the bench.

(Mouse)

Touching the grass with hooves,

A handsome man walks through the forest,

Walks boldly and easily

Horns spread wide.

(Elk)

Household items

With legs - without arms,

With sides - without ribs,

With a seat - without a belly,

With a back - without a head.

(Armchair)

There is a pond on the window,

Fish live in it.

On glass shores

There are no fishermen.

(Aquarium)

In linen country

Along the Prostynya River

The steamer is sailing

Back and forth

And behind him there is such a smooth surface -

Not a wrinkle to be seen.

(Iron)

Four brothers

One sash

belted,

They are under one roof.

(Table)

They're going, they're going,

And everything is here and here.

(Watch)

Whoever comes into the house

He takes me by the hand.

(Door knob)

The loudmouth screams

Across the sea-ocean.

(Radio)

Two bellies

Four ears.

(Pillow)

Smooth,

glass,

They look into it.

(Mirror)

From a hot well

Water flows through the nose.

(Kettle)

Stretched out like an accordion

Miracle stove under the window.

(Battery)

Smooth, fragrant,

Washes clean.

(Soap)

We have a robot in our apartment.

He has a huge trunk.

The robot loves cleanliness

And it hums like a Tu liner.

He willingly swallows dust,

Doesn't get sick, doesn't sneeze.

(Vacuum cleaner)

Bone tail

And on the back there is a bristle.

(Toothbrush)

He has a rubber tail

With a canvas stomach.

How his engine hums,

He swallows both dust and litter.

(Vacuum cleaner)

This eye is a special eye.

He will quickly look at you,

And will be born

The most accurate portrait of you.

(Camera)

Transport, cars

It's crackling, not a grasshopper,

It's not a bird that flies,

It's luck, not the horse.

(Airplane)

What kind of bird:

Doesn't sing songs

Doesn't build a nest

It carries people and cargo.

(Airplane)

Doesn't fly, doesn't buzz,

A beetle is running down the street.

And they burn in the beetle's eyes

Two shiny lights.

(Automobile)

At the sand pits

The mountain is steep

Stands a giant

With an iron fist.

(Excavator)

Long neck I'll believe it

I’ll pick up a heavy load,

Where they order, I will put it,

I serve man.

(Crane)

Wonderful house - runner

On my eight legs

Day after day on the road:

Runs along the alley

Along two steel snakes.

(Tram)

This bird has no wings

But one cannot help but marvel:

As soon as the bird spreads its tail -

And will rise to the stars.

(Rocket)

Amazing carriage!

Judge for yourself:

The rails are in the air, and he

He holds them with his hands.

(Trolleybus)

There's a house going down the street

It takes us to work.

Not on chicken legs,

And in rubber boots.

(Bus)

All it was summer,

Winter was expected.

The time has come -

We rushed down the mountain.

(Sled)

This horse doesn't eat oats

Instead of legs - two wheels,

Sit astride and rush on it,

Just steer better.

(Bike)

What a horse

Plows the earth

Doesn't he eat hay?

(Tractor)

Products

Liquid, not water.

White, not snow.

(Milk)

White stone

Melts in water.

(Sugar)

Sits on a spoon

Dangling my legs.

(Noodles)

White - like snow

In honor of everyone.

(Sugar)

There is a barrel -

Without lock

And without a nick.

(Egg)

Black, hot,

And everyone loves it.

(Tea)

What is poured into the frying pan?

Yes, they bend it four times?

(Pancakes)

They don't eat me alone

And without me they eat little.

(Salt)

Tools

Lots of teeth

But he doesn’t eat anything.

(Saw)

Bows, bows,

When he comes home, he will stretch out.

(Axe)

wooden neck,

Iron beak

Knock, knock, knock.

(Hammer)

Small bird,

Steel spout,

Flax tail.

(Needle and thread)

They beat Yermilka

On the back of the head.

He doesn't cry

Only hides his nose.

(Nail)

A cloud made of iron,

And the cloud has a handle.

This cloud is in order

She walked around the garden bed.

(Watering can)

I walk next to the janitor,

I'm shoveling snow around,

And I help the guys

Make a slide, build a house.

(Shovel)

I'm a one-eared old woman

I'm jumping on the canvas

And a long thread from the ear,

Like a web I pull.

(Needle)

Two ends, two rings,

There are carnations in the middle.

(Scissors)

They put me on two fingers

And whatever is needed, I cut it.

(Scissors)

Helpful advice

Kids really love the game “Who knows more?” Ask your child to tell you what they know about sugar (lemon, apple, etc.). Arrange a competition with him: who can name the most characteristics of this item (color, taste, size, shape).

By playing this game, you develop your child's creative thinking.

Exercise 2. “Assemble a picture”

Cut any pictures into pieces, let the child assemble them and “treat” them.

Helpful advice

The following exercise is very useful for the development of imaginative thinking, memory, and attention of a child: ask your child to list the objects around you that are round in shape (square, triangular, etc.).

You can list objects by classifying them by color (green, red, blue, etc.) or size (large, small, very small, etc.).

This exercise can be done anytime and anywhere.

3. Exercises to develop logical thinking

Exercise 1. “Determining the sequence of events”

1. Tell me what you did with the apple? Show a whole apple in the picture. How did the artist depict what happened to the apple?

2. Place 3-4 pictures randomly in front of the child, connected by a single plot. Invite him to arrange them in the order of actions reflected in the plot, to compose a story (see illustration No. 22).

Helpful advice

Look at various pictures, photographs, and real scenes from life with your child.

Ask the child to guess what happened before the event that the child sees in the picture. Ask what happens next.

Such conversations will help develop the child’s powers of observation, the ability to foresee events, and find the causes of certain phenomena in life.

Exercise 2. “Searching for patterns”

Option 1.

Continue the list of words.

How can you name the following items in one word?

March, April, May, June... - months.

Bread, milk, sausage, pasta... - products.

Table, chair, wardrobe, sofa... - furniture.

Chamomile, cornflower, dandelion, buttercup... - wildflowers.

Shoes, boots, felt boots, sandals... - shoes.

Refrigerator, iron, vacuum cleaner, TV... - household electrical appliances.

Rose, carnation, aster, tulip... - garden flowers.

Pencil, pen, notebook, pencil case... - school supplies.

Compote, porridge, borscht, bread... - food.

Plate, cup, spoon, glass... - dishes.

A car, a doll, cubes, a pyramid... - toys.

Hammer, axe, saw, shovel... - tools.

Oak, birch, aspen, maple... - trees.

Option 2.

Consider every line and every column. What is the pattern here? Find a pattern in the arrangement of figures. Draw the missing figure.

Option 3.

Think about what shapes are not in the cells. Draw and color them to make a beautiful rug.

Option 4.

Continue the pattern (row).

Consider the pattern that was started on the piece of paper. Find a pattern. Draw the same pattern to the end of the line.

Exercise 3. “Answers to logical questions (situations)”

Sample questions:

What is the difference between a cup and a glass?

Why does it snow in winter and not in summer?

What is the name of your mother's mother?

When can you go sledding - winter or summer?

What is the name of the place where they sell bread? (Treat, cut, sew)

What should a pedestrian do at a red traffic light? Why?

Which words have opposite meanings:

Big - start - high - take - ... etc.

When do you have breakfast - in the morning or in the evening?

How many ends do two sticks have?

How are a tree and a bush similar? How are they different?

Words for comparison: briefcase and bag, pen and pencil, notebook and book, etc.

Example situations:

1. There are two rams standing. One looks to the left, the other to the right. Do they see each other?

2. There are 5 apples growing on a pine tree. One apple fell. How many apples are left to grow on the pine tree?

3. Listen to the story about the duckling: “Once a goat came up to the duckling on the lawn. “Oh, how small you are,” she said to the duckling. The duckling ran away from the goat and heard a beetle buzzing in the grass: “Wow, what a big duckling!” The duckling thought: “Am I big or small?” Help the duckling answer this question.

4. Boil one egg for 4 minutes. How many minutes will it take to cook 2 eggs?

5. 3 birds were sitting on a branch. Two birds flew away. How many birds flew away?

6. Vova woke up in the morning and saw out the window blue sky, bright sun. He exclaimed in surprise: “Mom, just recently I was heavy rain! Now answer the question: “How did Vova guess that it was raining, since he was fast asleep at that time?”

7. Sasha was getting dressed to go to school. Mom approached closed window, looked down the street and said: “What strong wind! Dress warmly." Answer the question: “How did mom know that there was a strong wind outside, since the window was closed?”

8. There was a strong wind blowing outside and it was raining. Sasha sat in the room and looked at pictures in books. He wanted to go for a walk, but he couldn’t go for a walk in this weather. Dad entered the room, went to the window, looked out of it and said: “What a heavy rain! But it will end soon, get ready to go for a walk.” Answer the question: “How did dad know that the rain would stop soon?”

Exercise 4.

Color the big balls so that the small ball is between the yellow and red, and the green is next to the red.

Exercise 5. “Relationship between the number of objects and the number”

Show the parrot holding the card with the correct answer.

Exercise 6. “Proverbs”

An adult offers simple proverbs. The child must give his explanation of the meaning of the proverbs. Sometimes the child can give several explanations. The task of adults is to listen carefully to the child, and then clarify the meaning of the proverb.

The proverb teaches you to think and ponder, listen and heed.

A proverb develops and enriches speech.

Proverbs contain wisdom and beauty.

Sample list of proverbs for preschool children

About teaching

Learning is light, ignorance is darkness.

The bird is red in plumage, and man is in learning,

Learning is beauty, ignorance is simplicity.

Repetition is the mother of learning.

Where there is learning, there is skill.

Study and work live together.

People are greeted by their clothes, but they are seen off by their minds.

The world is illuminated by the sun, and man is illuminated by knowledge.

A mind without a book is like a bird without wings

Think first, then act.

About labor, work

By work and masters to know.

Easy to break, difficult to do.

Every deed is illuminated with love.

Whoever is first in work, to him glory everywhere,

The eyes are afraid, but the hands are doing.

To live without anything is to smoke the sky,

Patience and work will grind everything down.

More action - less words.

Don't be lazy, but work hard.

Have fun, play, but know the matter.

About skill

Skillful hands They are not afraid of work.

Whatever you try, you will be happy about it.

The work praises the master.

If you have patience, there will be skill,

The master's work is afraid.

He won't hit his face in the dirt.

Time for business, time for fun.

To avoid mistakes, there is no need to rush.

Seven times measure cut once.

About the book and the benefits of reading

A house without a book is like without windows.

Choose a book like you choose a friend.

In a book, look not for letters, but for thoughts.

A book is your friend, without it it’s like having no hands.

Knowledge is the sun, a book is a window.

The book will help you in your work and help you out in trouble.

He who reads a lot knows a lot.

Speak not about what you read, but about what you understood.

Thinking games

"Name the neighbors"

The game develops the speed of thought processes.

Rules of the game.

The players sit in a circle. The driver throws the ball and calls the number of the first ten. The player who caught the ball names the “neighbors” of the numbers.

Gradually complicate the game: use numbers of the second (third, etc.) ten.

"Let's make a bouquet"

The game develops in children the ability to distinguish objects by size and color.

For the game you will need drawings of flowers of different sizes (they can be cut out from postcards or colored paper).

Rules of the game.

The driver suggests making a bouquet of flowers, placing larger flowers at the bottom and smaller ones at the top.

- number of flowers in each bouquet;

- number of white (red) flowers;

- number of daisies (roses, carnations);

- number of large (small) flowers, etc.

"Colorful balls"

The game is aimed at developing quick thinking. Rules of the game.

The players sit in a circle. The driver throws a red ball, the children name animate objects. The driver throws a blue ball, the children name inanimate objects.

Play the game “Numbers and Letters” in the same way.

"One is many"

The game is aimed at developing quick thinking.

Rules of the game.

The players sit in a circle. The driver throws the ball and calls the word in the singular. The player who caught the ball returns it to the driver, calling the word in the plural.

"Stone - cotton wool"

Rules of the game.

The players are divided into two teams: “stone” and “cotton wool”. The driver names words that begin with the letter B. If the sound B is hard, then the command “stone” claps his hands. If it’s soft, then the command is “cotton wool”.

Of the three types of thinking: verbal-logical, figurative-logical and visual-effective - in children preschool age The last two species are quite developed and predominate.

As for the first - verbal-logical, this type of thinking in preschool childhood It's just beginning to develop. Therefore, when diagnosing the intelligence of preschool children, it is first necessary to pay attention to figurative-logical and visual-effective thinking.

It is these two types of thinking that the described psychodiagnostic techniques concern. Both imaginative and effective thinking have several aspects that are manifested to varying degrees when solving different problems. In this regard, for diagnosing figurative-logical and visual-effective thinking of children, we offer three different techniques, one for each of the essential aspects of each type of thinking.

Since the level of intellectual development of younger and older preschoolers is different, this set of techniques includes different variants for children of various ages: from 3 to 4 years and from 4 to 5 years. Where age-related diagnostics of thinking are methodically divided, there are special reservations that limit the scope of application of the described methods to a certain age of children .

Methods for assessing figurative and logical thinking

Methodology "Seasons" .

This technique is intended for children aged 3 to 4 years. The child is shown rice. 18 and are asked, after carefully looking at this drawing, to say what time of year is depicted in each part of this drawing. In the time allotted for completing this task - 2 minutes - the child will have to not only name the corresponding season, but also justify his opinion about it, i.e. explain why he thinks so, indicate those signs that, in his opinion, indicate that this part of the picture shows exactly this, and not any other time of year.

Evaluation of results

10 points - within the allotted time, the child correctly named and associated all the pictures with the seasons, indicating on each of them at least two signs indicating that the picture depicts exactly given time of the year (in total at least 8 signs for all pictures).

8-9 points - the child correctly named and associated with at the right times year all the pictures, indicating 5-7 signs confirming his opinion in all the pictures taken together.

6-7 points - the child correctly identified the seasons in all the pictures, but indicated only 3-4 signs confirming his opinion.

4-5 points - the child correctly identified the time of year in only one or two pictures out of four and indicated only 1-2 signs to support his opinion.

0-3 points - the child was unable to correctly identify any season and did not accurately name a single sign (different quantities points, from 0 to 3, are given depending on whether the child tried or did not try to do this) .

Conclusions about the level of development

10 points - very high.

8-9 points - high.

6-7 points - average.

4-5 points - low.

0-3 points - very low.

Methodology "Divide into groups" .

This version of the technique, designed to diagnose the same quality of thinking as the previous technique, is designed for children aged 4 to 5 years. The purpose of this technique is to assess the child’s figurative and logical thinking. He is shown the picture shown in Fig. 21, and offer the following task:

“Look carefully at the picture and divide the figures presented on it into as many groups as possible. Each such group should include figures distinguished by one characteristic common to them. Name all the figures included in each of the selected groups, and the characteristic by which they are selected." .

You have 3 minutes to complete the entire task.

10 points - the child identified all groups of figures in less than 2 minutes. These groups of shapes are as follows: triangles, circles, squares, diamonds, red shapes (in the picture they are black), blue figures (shaded in a line), yellow figures (in the box), large figures, small figures.

Comment. When classified, the same figure can be included in several different groups .

8-9 points - the child identified all groups of figures in a time from 2.0 to 2.5 minutes.

6-7 points - the child identified all groups of figures in a time from 2.5 to 3.0 minutes.

4-5 points - in 3 minutes the child was able to name only 5 to 7 groups of figures.

2-3 points - in 3 minutes the child was able to identify only 2 to 3 groups of figures.

0-1 point - in 3 minutes the child was able to identify no more than one group of figures.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Methods for assessing visual-effective thinking

Methodology "Reproduce the drawings" .

This technique is intended for children aged 3 to 4 years. Her task is to ensure that in the special empty squares shown on the right in Fig. 25, reproduce the pictures shown in the same figure on the left. For this, the child is given a dark-colored felt-tip pen and rice. accompanied by the following instructions:

“On the right, in the empty cells, you need to draw exactly the same figures that are on the left. You need to do this as carefully as possible, evenly shading all parts where there are dark fields, without leaving empty areas and without going beyond the specified contour." .

You have 5 minutes to complete the task.

Evaluation of results

10 points - the child completed the entire task in 5 minutes, i.e. drew all six figures in empty matrices. At the same time, in none of the figures were there any empty, unhatched areas left in those places where the shading should have been continuous, and the contours of the figures went beyond the specified samples by no more than 1 mm.

8-9 points - the child completed the task in 5 minutes. At the same time, in each figure no more than one or two areas remained unshaded, and the contours of the executed figures differed from the originals by no more than 1 mm .

5-7 points - the child completed the task in 5 minutes, but his work has at least one of the following shortcomings: almost every figure has 3 to 4 unshaded areas; the contours of some figures differ from the originals by up to 1.5 mm.

4-6 points - in 5 minutes the child was able to shade 4-5 figures out of six, and each of them contains at least one of the following disadvantages: at least one fifth of its area remains unshaded; the contours of some figures differ from the originals by up to 2 mm.

2-3 points - the child was able to shade only 2-3 figures in 5 minutes, and in each of them at least one of the following shortcomings can be found: at least one fifth of its part remains unshaded; the contours of some figures differ from the originals by up to 2 mm.

0-1 point - the child was able to shade no more than one figure in 5 minutes, and it has at least one of the following shortcomings: at least one quarter of the figure’s area is not shaded; the contours of some figures differ from the originals by up to 3 mm.

Methodology "Cut out the shapes" .

This technique is intended for psychodiagnostics of visual and effective thinking of children aged 4 to 5 years.

Her task is to quickly and accurately cut out the shapes drawn on it from paper. In Fig. the six squares into which it is divided depict various figures.

During testing, this drawing is presented to the child not as a whole, but in individual squares. To do this, the experimenter first cuts it into six squares.

The child takes turns receiving all six squares with pictures. (the order of their presentation is marked with numbers on the figures themselves), scissors and the task of cutting out all these shapes as quickly and accurately as possible. (The first of the squares is simply cut in half with scissors horizontal line, drawn in it.) .

Evaluation of results

When assessing the results obtained, this method takes into account the time and accuracy of the child completing the task.

10 points - all figures were cut out by the child in no more than 3 minutes, and the contours of the cut out figures differed by no more than 1 mm from the given samples.

8-9 points - all the figures were cut out by the child in a time of 3 to 4 minutes, and their contours differ from the originals by 1 mm to 2 mm.

6-7 points - all the figures were cut out by the child in a time of 4 to 5 minutes, and their contours differ from the originals by 2-3 mm.

4-5 points - all the figures were cut out by the child in a time of 5 to 6 minutes, and their contours differ from the originals by 3-4 mm.

2-3 points - all the figures were cut out by the child in 6 to 7 minutes, and their contours differ from the originals by 4-5 mm.

0-1 point - the child did not complete the task in 7 minutes, and the figures he cut out differ from the originals by more than 5 mm.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Bibliography

Anikeeva, N.P. Education by play / N.P. Anikeeva. – Moscow: Education, 1987. – 144 p. 1.
Donaldson M. Mental activity of children: Trans. from English / M. Donaldson; Scientific ed., preface and comment. V. I. Lubovsky. – Moscow: Pedagogy, 1985. – 189 p. 6.
Lyublinskaya, A. A. Child psychology / A. A. Lyublinskaya. – Moscow: Education, 1971. – 410 p. 7.
Mukhina, V.S. Age-related psychology: phenomenology of development, childhood, adolescence / V. S. Mukhina. – Moscow: Academy, 2003. – 456 p. 10.
Nemov, R. S. Psychology: in 3 books. Book 3: Psychodiagnostics: introduction to scientific. psychol. research with elements of mat. statistics / R. S. Nemov. – 4th ed. – Moscow: VLADOS, 2008. – 631 p.
Tikhomirov, O. K. Psychology of thinking / O. K. Tikhomirov. – 2nd ed., erased. – Moscow: Academy, 2005. – 288 p. 15.
Uruntaeva, G. A. Workshop on the psychology of preschoolers / G. A. Uruntaeva. – 2nd ed., rev. – Moscow: Academy, 2012. – 367 p.

To determine the level of development of thinking in older preschoolers, we selected the following methods:

Methodology "Logical problems"

Brainstorm

The technique was developed by A.3. Zak and is intended to diagnose the level of development of theoretical analysis and internal action plan in older preschoolers. The results of the study allow us to establish the degree of development theoretical method solving problems in general, to draw a conclusion about the peculiarities of the child’s development of such an intellectual skill as reasoning, i.e. how a child can draw conclusions based on the conditions that are offered to him as initial ones, without involving other considerations related to situational, and not the content side of the conditions.

The technique can have both individual and frontal use.

Estimated operating time: 30 - 35 minutes.

Instructions to subjects:

"You have been given sheets with the conditions of 22 problems. Look at them. The first four problems are simple: to solve them, just read the condition, think and write in the answer the name of only one person, the one who, in your opinion, will be the most cheerful, the strongest or the fastest of those mentioned in the problem.

Now look at problems 5 to 10. They use artificial words and meaningless letter combinations. They replace ours ordinary words. In problems 5 and 6, meaningless letter combinations represent words such as more fun, faster, stronger, etc. Problems 7 to 10 are similar to the previous ones.

Next come problems 11 and 12. These problems are “fairytale” because they tell something strange and unusual about animals known to all of us. These problems must be solved using only the information about animals that is given in the task conditions.

In problems 13 to 16, you need to write one name in the answer, and in problems 17 and 18 - whoever thinks is correct: either one name or two. In problems 19 and 20, it is obligatory to write only two names in the answer, and in the last two problems - 21 and 22 - three names, even if one of the names is repeated."

Tasks to present:

1. Tolya is more fun than Katya. Katya is more fun than Alik. Who's the most fun?
2. Sasha is stronger than Vera. Faith is stronger than Lisa. Who is the weakest?
3. Misha is darker than Kolya. Misha is lighter than Vova. Who is darkest?
4. Vera is heavier than Katya. Vera is easier than Olya. Who is the lightest?
5. Katya is more beautiful than Lisa. Lisa is more beautiful than Lena. Who is the most beautiful of all?
6. Kolya is smarter than Dima. Dima is smarter than Borya. Who is smartest?
7. Sasha is more fun than Zhenya. But Zhenya is sadder than Kolya. Who is the saddest?
8. Dima is weaker than Renat. But Dima is stronger than Petya. Who is the weakest?
9. Misha is smarter than Nikita. Nikita is smarter than Grisha. Who is smartest?
10. Vova is happier than Denis. Denis is happier than Petya. Who is the happiest?
11. A dog is lighter than a beetle. A dog is heavier than an elephant. Who is the lightest?
12. A horse is lower than a fly. A horse is taller than a giraffe. Who is tallest?
13. Popov is 68 years younger than Bobrov. Popov is 2 years older than Semenov. Who is the youngest?
14. Utkin is 3 kg lighter than Gusev. Utkin is 74 kg heavier than Komarov. Who is the heaviest?
15. Masha is much weaker than Lisa. Masha is a little stronger than Nina. Who is the weakest?
16. Vera is a little darker than Lyuba. Vera is a little darker than Katya. Who is darkest?
17. Petya is slower than Kolya. Vova is faster than Petya. Who is faster?
18. Sasha is heavier than Misha. Dima is lighter than Sasha. Who is easier?
19. Vera is more fun than Katya, and easier than Masha. Vera is sadder than Masha and heavier than Katya. Who is the saddest and the hardest?
20. Rita is darker than Lisa and younger than Nina. Rita is lighter than Nina and older than Lisa. Who is the darkest and the youngest?
21. Yulia is more fun than Asya. Asya is lighter than Sonya. Sonya is stronger than Yulia. Julia is heavier than Sonya. Sonya is sadder than Asya. Asya is weaker than Yulia. Who is the funniest, the lightest and the strongest?
22. Tolya is darker than Misha. Misha is younger than Vova. Vova is shorter than Tolya. Tolya is older than Vova. Vova is lighter than Misha. Misha is taller than Tolya. Who is the fairest, who is the oldest and who is the tallest?

Right answers:

1. Tolya.
2. Lisa.
3. Vova.
4. Katya.
5. Katya.
6. Kolya.
7. Zhenya
8. Petya
9. Misha
10. Vova
11. Elephant.
12. Fly.
13. Semenov.
14. Gusev.
15. Nina.
16. Faith.
17. Kolya and Vova.
18. Dima and Misha.
19. Katya, Masha.
20. Nina, Lisa.
21. Julia, Asya, Sonya.
22. Vova, Tolya, Misha.

Research results.

1. Level of development of the ability to understand the learning task

Correctly solved 11 problems or more - high level.

From 5 to 10 tasks - average level.

Less than 5 tasks - low level.

2. Level of development of the ability to plan your actions.

Correctly solved all 22 problems - high level.

The last 4 (i.e. 18 - 22) are not solved - average level.

Less than 10 tasks - low level.

Only problems 1 and 2 have been solved - the child can act “in his head” to a minimal extent.

Only the first problem has been solved - he can’t plan his actions, it’s even difficult to replace in his “mind” this attitude quantities to their inverse, for example, the ratio “more” to the ratio “less”.

3. Level of development of the ability to analyze the conditions of the problem.

Correctly solved 16 problems or more, including problems 5 to 16, means a high level of development.

Problems 5 to 16 partially solved (half or more) - average level.

Problems 5 to 16 have not been solved - low level of development, the child is not able to identify the structural generality of the problem, its logical connections.

Methodology "The fourth odd one"

The results of the study make it possible to establish the degree of development of theoretical knowledge, to draw a conclusion about the peculiarities of the formation of such an intellectual skill as reasoning in a child, i.e., how a child can draw conclusions based on the conditions that are offered to him as initial ones, without involving other considerations, related to the situational, rather than the content side of the conditions.

Four words are read to a 5-6 year old child, three of which are interconnected in meaning, and one word does not fit the rest. The child is asked to find the “extra” word and explain why it is “extra.”

- book, briefcase, suitcase, wallet;
- stove, kerosene stove, candle, electric stove;
- tram, bus, tractor, trolleybus;
- boat, car, motorcycle, bicycle;
- river, bridge, lake, sea;
- butterfly, ruler, pencil, eraser;
- kind, affectionate, cheerful, angry;
- grandfather, teacher, dad, mom;
- minute, second, hour, evening;
- Vasily, Fedor, Ivanov, Semyon.

For each correct answer, 1 point is awarded, for each incorrect answer - 0 points.

10-8 points - high level of development of generalization;
7-5 points - average level of development of generalization, cannot always identify the essential features of objects;
4 or less points - the ability to generalize is poorly developed.

Game "Danetka"

The essence of this wonderful game for everyone is that the presenter thinks of a word or tells the conditions of some completely unusual situation, and the players (children or adults) must solve the word or explain the situation by asking questions that can be answered with one of five answers : "Yes"; "No"; "Yes and no"; “there is no information about this”; "It's not important."

Questions in the "Danetka" are formulated directly during the game. The goal of "danetki" is to teach children to ask strong questions, teach to find criteria for classifying any objects in the surrounding world, learn to listen to others, be attentive (do not repeat questions).

Advantages of "Danets":

1. The game "Danetka" has no age restrictions. This game is quite exciting and interesting for children and adults. The trick is to choose a really interesting object for this category of players.
2. The game "Danetka" is absolutely easy to play. For example: “I wished for a plant in the middle zone. In ten questions, identify the plant that I wished for.”
3. It is easy to vary the difficulty level of the game. For example, the initial situation: “I made a wish for one of the heroes of the fairy tale “Seven Little Goats”” - it’s simple. But “I thought of a philosophical term” is more complicated.

Visual "danetki"

Many objects or pictures are laid out on the table. They ask the question: “What object did I wish for?” Possible screening questions: · Is the item on the right side of the table? “Yes.” · Is the object in the top quarter of the table? “No”, etc. By narrowing the search field by “territorial” attribute, you can use specific characteristics: shape, color, weight.

Situational "danetki"

Situational “Danetki” answer the questions: How could this happen? How to get out of a dead end? How to explain strange behavior person? Situational “Danetki” develop the ability to find cause-and-effect relationships.

For example, explain the situation: 1. One man dug up the potatoes, and another beat him hard for it.2. The man loved to fly, but for some time he stopped using an airplane.3. First they hit each other with a huge blow, quarreled, then they met, and then they got married. How could this happen?

Coming up with a theme for a situational “danetka” (“Riddles”) without skill is not easy. If you find it difficult to come up with a situation, entrust it to the children. Turn the process of coming up with topics for situational "danets" into a fun exercise in developing wit.

We can propose such an algorithm. First, an unusual situation is invented, then it is described and the question is asked: how could this happen? For example, “The wind blew and the man was late for the meeting.” And the situation could have played out this way. The car in which this man had to go to the meeting was leaving the garage. The wind blew, causing the loose garage door to move and damaging the car.

If it is difficult to come up with a situation, then take a ready-made situation from literary work, for example fairy tales. A key or unusual situation is selected from a fairy tale and played out with mysterious questions.

The simplest thing is to think of a hero from a literary work known to children - fairy tales, poems, fables, even songs (Tatyana Larina, Buratino, Chernomor, Ivanushka the Fool).

1. They baked it for people, but the fox ate it. (Kolobok) 2. At first she fell in love with him very much and declared her love, but he refused, then he fell in love with her, declared his love, but she refused. (Eugene Onegin) 3. First he caught her, talked to her and let her go. Then she herself swam to him, gave him gifts, but she was offended and sailed away. ( gold fish) 4. At first they made him to eat, but they didn’t eat him, then he ran away and was eaten. (Kolobok)5. One genius told the second that he was a genius, for which he was poisoned by the second. ("Mozart and Salieri" by A.S. Pushkin) 6. Someone boasted and was left without breakfast. ("The Crow and the Fox" by I.A. Krylov) 7. Four animal musicians climbed on top of each other and greatly frightened the robbers. ( The Bremen Town Musicians) 8. All frogs croak. But one frog croaked so loudly that it fell from a great height into the swamp. What's the matter? (Frog traveler)

Topics for "Danetki" and possible continuations of the game

What vegetable did I have in mind? - Is this a root vegetable? (Carrots, beets, radishes) - Is this a leaf vegetable? (Cabbage, salad) - Is this a fruit vegetable? (Tomatoes cucumbers)

What name did I think of? - Is this a man's name? - Does the name start with a vowel? - Is there such a name in our group?

What part of the clothing did I have in mind? - Is it outerwear? - Is it men's clothing?

What fairy tale did I have in mind? - Is it a Russian fairy tale?

Which historical figure Am I up to it? - Is this a man?

What is one thing I must do in the morning? What color did I have in mind? What property of ice cream, light bulb, watermelon, pencil did I wish for? What country am I thinking of? What kind of writer, storyteller, poet, scientist did I have in mind? What famous battle did I have in mind?

Conclusions on the second chapter

In this section we have provided exercises to develop visual imaginative thinking, verbal-logical and abstract.

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.

At approximately the age of 6-7 years (with entry into school), the child begins to form two new types of thinking - verbal-logical and abstract. The success of schooling depends on the level of development of these types of thinking.

Insufficient development of verbal-logical thinking leads to difficulties in performing any logical actions (analysis, generalization, highlighting the main thing when drawing conclusions) and operations with words. Exercises for the development of this type of thinking are aimed at developing in the child the ability to systematize words according to a certain characteristic, the ability to identify generic and specific concepts, the development of inductive speech thinking, the function of generalization and the ability to abstraction. It should be noted that the higher the level of generalization, the better developed the child’s ability to abstract.

Here we also provide a description of logical tasks - this is a special section on the development of verbal and logical thinking, which includes a number of different exercises. Logical tasks involve the implementation 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 noted by domestic psychologist S.L. Rubinstein, “in conclusion...knowledge is obtained indirectly through knowledge without any borrowing in each special 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 conclusions are judgments of the same generality) inferences.

Traductive reasoning can be used as a first step in learning to solve problems logic problems. These are tasks in which, due to the absence or presence of one of two possible signs for 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? Different?”

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.

Typically, this type of thinking only begins to develop in primary school age, but in school curriculum tasks that require solutions in the abstract-logical sphere are already included. This determines the difficulties that children have in the process of mastering educational material. We offer exercises that not only develop abstract logical thinking, but also, in their content, meet the basic characteristics of this type of thinking.

This includes tasks to develop the ability to identify essential properties (signs) of specific objects and abstraction from secondary qualities, the ability to separate the form of a concept from its content, establish connections between concepts (logical associations), and develop the ability to operate with meaning.

Methodology E.F. Zambatsevičienė (based on verbal material) and the “Abstract Logical Thinking” test by L.A. Yasyukova, in order to study the level of development of logical thinking.

Methodology "NONSANE"

Target : determine the level of formation of analysis as an operation of logical thinking. Using the same technique, the child’s ability to reason logically and express his thoughts grammatically correctly is determined.

Carrying out the technique:

First, the child is shown a picture. It contains several ridiculous situations with animals. While looking at the picture, the child receives instructions approximately as follows: “Look carefully at this picture and tell me if everything is in its place and drawn correctly.” If anything seems wrong, out of place or incorrectly drawn. Then point it out and explain why this one is wrong. Next you will have to say how it really should be.”

Note. Both parts of the instruction are executed sequentially. First, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many absurd situations as possible and explain what is wrong, why it is not so and how it really should be

“SEASONS” Methodology

Target: determine the level of formation of synthesis as an operation of logical thinking.

Carrying out the technique:

Method “FIND DIFFERENCES”

Target: Determine the level of formation of comparison as an operation of logical thinking.

The child is shown 2 pictures, which at first glance are identical, but in which there are significant differences (15 differences). In 3 minutes, the child must find as many differences as possible, name and show them.

Methodology “WHAT IS EXTRA HERE?”

Target: determine the level of formation of a generalization as an operation of logical thinking.

Carrying out the technique:

This technique presents a series of pictures showing different objects, accompanied by the following instructions: “In each of these pictures, one of the four objects depicted in it is redundant. Look carefully at the pictures and determine which item is superfluous and why.” 3 minutes are allotted to solve the problem.

Methodology “DIVIDE INTO GROUPS”

The child is shown a picture and given the following task: “Look carefully at the picture and divide the figures presented on it into as many groups as possible. Each such group should include figures distinguished by one characteristic common to them. Name all the figures included in each of the selected groups, and the characteristic by which they are selected.” You have 3 minutes to complete the entire task.

Children's performance of the proposed tasks was assessed using a ten-point system, where:

8-10 - high level

5-7 - average level

0-4 - low level

Table No. 1

Levels and criteria for the development of logical thinking operations in children

Levels	Criteria	Points
	Analysis	Synthesis	Comparison	Generalization	Classification
High	In the allotted time (3 minutes), the child noticed all 7 absurdities and managed to explain 5-7 absurdities as they should really be	In the allotted time, the child correctly named and associated all the pictures with the time of year, naming 6-10 signs	In the allotted time (3 minutes) I found 12-15 differences, named them and showed them	The child solved the problem in a time of 1 to 1.5 minutes, naming the extra object in all the pictures and correctly explaining why they were extra.	The child identified all groups of figures in up to 2.5 minutes	8-10
Average	The child noticed and noted all the existing absurdities, but did not have time to explain 4-6 absurdities and say how it should really be	The child correctly identified the seasons in all the pictures, but indicated only 1-5 signs confirming his opinion	In the allotted time I found 8-10 differences	The child completed the task in 1.5 to 2.5 minutes	The child identified 7-9 groups of figures in a time of 2.5 to 3 minutes
Short	During the allotted time, the child managed to discover less than 4 absurdities, without explaining any	The child correctly identified the seasons in less than 3 pictures and did not name a single sign	Found less than 8 differences in the allotted time	The child solved the problem in more than 3 minutes, or did not solve it at all	In 3 minutes I identified less than 5 groups of figures