Forms of thinking in children and features of their development. Development of the form of visual-verbal thinking in a child

Development visual-figurative thinking middle school children preschool age

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

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

1. object-active, or manual, mental operations occur in actions with specific objects;
2. visual-figurative, in which the main unit of thinking is the image;
3. verbal-logical, or conceptual.

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

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

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

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

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

The role of imaginative thinking is explained by the fact that it allows you to outline a possible course of action based on the characteristics of a particular situation. With an insufficient level of development of figurative thinking, but a high level of logical thinking, the latter largely takes on orientation in a specific situation.

The preschooler's reasoning begins with posing a question, which indicates the problematic nature of thinking and acquires a cognitive character in the preschooler. Observation of certain phenomena and their own experience of operating with objects allow preschoolers to clarify their ideas about the causes of phenomena and to come through reasoning to a more correct understanding of them. On the basis of a visually effective form of thinking, children become capable of the first generalizations, based on the experience of their practical objective activity and fixed in words, then by the end of preschool age, due to the fact that the images used by the child acquire a generalized character, reflecting not all features subject, situation, and only those that are significant from the point of view of a particular task, it becomes possible to move on to solving the problem in the mind.

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

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

Poddyakov N.N., Govorkova A.F. summarizing a series of experimental studies of the development of the plan of ideas of preschoolers in age dynamics, we came to the conclusion that in the conditions of specially organized imitative activity for 2-3 lessons, all preschool children developed the ability to imagine the hidden movements of an object and, on their basis, orient their practical actions , and some (especially at the age of 4-5 years) experienced rapid leaps in the development of this ability - from the inability to solve even the most basic two-step problems in terms of visual-figurative thinking to the correct solution of problems with a volume of 5 steps. Researchers have also identified the prerequisites underlying the development of children’s conceptualizations as mastering such relationships as “part-whole” and “model-original.”

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

Thus, we can draw a conclusion, following numerous aspects of scientific researchers, about the need for the emergence and development in preschool age of a visual-figurative form of thinking, which ensures the child’s knowledge of reality in the present and the formation in the future of a higher - verbal-logical (conceptual) form of thinking.

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

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

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

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

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

2. Conditions for the development of visual-figurative thinking in children of middle preschool age during classes in paper construction (origami)

In the process of developing the child’s sensorimotor (visual-effective) intelligence, sensorimotor schemes are formed that provide a reflection of the essential properties of surrounding objects and phenomena, thereby creating the prerequisites for the transition to visual-figurative thinking. The leading role in the formation of such a possibility is given to internal imitative activity, imitation. Playful and imitative activities play a leading role in the formation of imaginative thinking. To develop visual-figurative thinking great importance has an orientation towards the essential connections of the situation - the assimilation of knowledge about the spatial relationships of things.

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

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

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

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

Many figures known in origami begin to fold the same way up to a certain point. Identical blanks are basic forms, the ability to fold which is the key to success in achieving results. Crafts for middle preschool children are based on the basic shapes of a “triangle,” “envelope,” and “kite.”

In order to arouse children's interest in design (origami) and emotionally attune them to it as a creative productive activity, which needs to be included in semantic fields, that is, cultural and semantic contexts (“packaging”) - fields for the production of activity products for games and educational activities, creating collections, creating models, making jewelry-souvenirs, making items for the “theater”. It is advisable to frame all developmental tasks for engaging in productive activities interesting business. Also, the introduction of game characters creates game motivation, causing emotions to spread throughout the entire situation and task. That is, the necessary emotional attitude is created

The development of a preschooler’s thinking is facilitated by all types of activities available to him, and conditions must be organized that promote in-depth knowledge of a particular object. A necessary condition for development creative thinking is the inclusion of children in activities.

3. List of used literature

1. Anastasi A. Psychological testing./Edited by K.M. Gurevich, V.I. Lubovsky.

2. Akhunjanova S. Development of speech of preschoolers in productive species activities.//Preschool education - 1983 - 36 - p.34-36.

3. Bodalev A.A., Stolin V.V., Avanesov V.S. General psychodiagnostics. - St. Petersburg: Rech - 2000-40s.

4. Bulycheva A. Solving cognitive problems: possible forms of classes // Preschool education, 1996 - No. 4 - p.69-72.

5. Wenger L.A., Mukhina V.S. Development of thinking of a preschooler // Preschool education - 1979- 3 7 - p. 20-37.

6. Galiguzova L. Early age: development of procedural play.//Preschool education. - 1993 - No. 4 - p.41-47

7. Galperin P.Ya. Formation of mental actions // Reader on general psychology6 Psychology of thinking - M., 1981

8. Davidchuk A.N. Development of constructive creativity in preschoolers - M., 1976.

9. Lysyuk L.G. Empirical picture of the formation of productive goal setting in children 2-4 years old.//Questions of Psychology; - 2000, - No. 1 - p.58-67

10. Karvasarsky B.D. Clinical psychology - St. Petersburg: Peter, 2007 - 959 p.

11. Kolominsky Ya.L., Panko E.A. To the teacher about the psychology of six-year-old children: A book for teachers. - M.: Education, 1988-190s.

12. Komarova T.S. Visual activities in kindergarten - education and creativity - M., 1990.

13. Korotkova N. Productive activity of children of senior preschool age.//Preschool education - 2001 - 311 - p.29-40

14. Kudryavtsev V. Innovative preschool education, experience, problems, development strategy // preschool education, 1996 - 3 10 - p. 73-80.

15. Methods psychological diagnostics. Issue 2 - Edited by Voronin A.N. - Mu; 1994 - 202 p.

16. Mukhina V.S. Visual activity as a form of assimilation of social experience - M., 1981.

17. Myasishchev V.N., Karvasarsky B.D., S.S. Libiek, thin-legged I.M., fundamentals of general and medical psychology - L.: Medicine, 1975 - 224 p.

18. Nemov R.S. Psychology - M.: VLADOS, 1999 - book 3: Psychodiagnostics. Introduction to scientific and psychological research with elements of mathematical statistics - 632 p.

19. Paramonova L., Uradovskikh G. The role of constructive tasks in the formation of mental activity (senior preschool age) // Preschool education - 1985 - No. 7 - p.46-49

20. Psychology: Dictionary / Under the general editorship of A.V. Petrovsky, M.G. Yaroshevsky - M.: Politizdat, 1990 - 494 p.

21. Development of thinking and mental education of a preschooler / edited by N.N. Poddyakov, A.F. Govorkova - M: Pedagogy - 1985 - 200 p.

22. Rogov E.I. Handbook for a practical psychologist: Tutorial: in 2 books: Book 1: The system of work of a psychologist with young children. - M.: Vlados-Press/ID VLADOS, 2004 - 384 p.

23. Rubinstein S.L. Fundamentals of general psychology - St. Petersburg: Peter, 2002 - 720 p.

24. Sinelnikov V. Formation of mental activity of preschoolers when solving constructive problems // Preschool education. - 1996- No. 8 - p.93-100.

25. Trifonova G.E.O children's drawing as a form of play//Preschool education. - 1996 - No. 2 - 26. Trubnikov N.N. About the categories “goal”, “means”, “result”, M., 1968.

27. Poddyakov N.N. Development of combinatorial abilities // Preschool education, 2001 - 310 - p. 90-99.

28. Poddyakov N.N. Thinking of a preschooler - M., 1977

29. Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology- M.: Academy, 1998- 304 p.

By understanding how a child’s consciousness works, we can begin to develop his thinking. Our brain has two hemispheres. The left hemisphere is analytical, responsible for sound logical thinking. A person with a more developed left hemisphere is distinguished by consistency, algorithm of actions and abstract thinking. He poses a problem, chooses methods for solving it, comprehends the results and draws a conclusion. The right hemisphere is creative. It is responsible for a person’s fantasies and dreams, as a result of which we have music, poetry, painting. People with a developed right hemisphere love to read and write stories, novels and novels themselves. Experts believe that parents should try to develop both logic and creativity in young children, but during classes they should take a closer look at how the child thinks and what comes easier to him.

HOW TO DEVELOP A CHILD'S THINKING.

Human thinking is divided into 4 types. Let's look at them:

VISUAL-ACTIVE THINKING

It manifests itself in a baby when he pulls his hands - trying, touching everything, trying to break a car, tear a soft toy, tear off the hands of dolls. Up to 3 years of age, a child’s games are based precisely on this type of thinking. In adult life, such a child becomes an auto mechanic, designer, service technician, they say about him - “Jack of all trades!”

How to work with a child?

— Collect sorters and construction sets together with your child, build cities and houses from cubes. You will see how an interested child will disassemble your structure and build it in his own way, or add new details the way he sees the object with his thinking. When dismantling your building, the baby analyzes and selects important and unnecessary parts. By combining them, he builds his house, thereby using another mental operation - synthesis.
- Sew the dolls, soft toys different clothes. This is not a whim of little girls; it is by undressing and dressing his favorite toy that the child will thus develop visual and effective thinking. Comparing your dressed doll with her former appearance, the baby makes a generalization and draws a conclusion.

VISUAL-FIGURATORY THINKING.

After 3 years, a preschool child develops visual-figurative thinking. That is, by acquiring tactile skills, feeling objects and putting them into shapes, the child begins to remember their images and details. Composing, for example, a house from individual items, the child establishes the relationship between them, identifies the main features - walls, roof and secondary features - window, door. The baby begins to think, operating with a system of images and embodying these images in drawing, modeling, and appliqué.

How to work with a child?

Draw objects familiar to your child and let him guess - what is it?
- Make shapes, a house, a tree from counting sticks and matches, show it to the child, mix the sticks and ask the child to put together this figure himself.
- Show the folded figure to the child, and then remove 1-3 sticks in different places. Ask your child to assemble the entire object.
— Playing with counting sticks, you can simultaneously introduce your child to the first geometric shapes - square, triangle, rectangle, rhombus. It’s good if the baby remembers the difference between a square and a rectangle.

LOGICAL THINKING.

By the age of 5, preschoolers begin to develop verbal and logical thinking. Logical thinking implies analysis of facts, comparison, highlighting the main thing, generalization and conclusion. Thus, the verbal and logical development of a child consists of expressing the actions of logical thinking in words. If you ask a 3-year-old child, pointing to a car: “What kind of toy is this?”, he will answer: “This is a car, it drives.” A 5-year-old child will answer in a more detailed form: “This is a car, it has large wheels and a body, it carries firewood and sand.” This answer shows the children’s ability to analyze and highlight the main feature of the subject - one of the main mental operations of preschool children.

How to work with a child?

— Experts advise that the first time you work with your child, speak out loud your analysis, generalization and conclusion. For example, lay out your clothes and place your shoes next to them, explain: “There are things here, what do they have in common? A jacket is clothing, a dress is clothing, a jacket is clothing, and shoes are not clothing, they are shoes. They are superfluous here, they need to be removed.”
- Make a table and arrange objects according to their purpose, color, geometric shape, animals, birds, fish, flowers. Add 1-2 elements to the line that do not match the rest. The child must find and explain how they differ. Or leave 1 cell free, let the child add a figure that should be in this line and explain why?
- Play opposite words with your child - antonyms: big - ... small, fat - ... thin, cheerful - ... sad, tall - ... short. Let the child tell where the animals live: a hare - ... a hole, a bird - ... a nest, a bear - ... a den. Name the actions that specialists perform: educator - ... educates, builder - ... builds, doctor - ... treats.
— Play board games, checkers, chess with your child, the direct purpose of which is to develop logical thinking.

CREATIVE THINKING.

The development of creative thinking does not depend on the age and formed intellectual data of the child. This type of thinking is characterized by the ability to be creative - to offer new non-standard solutions to old problems. Fantasies and imaginations that every child possesses are prerequisites. creative process. It is parents who should promote the development of creative thinking in children.

How to work with a child?

- Every time after a walk, invite your child to draw the park in which you walked - trees, flowers, paths, benches. Or draw an unusual, funny thing that surprised him on the street today. Let him explain why this struck him.
-When reading fairy tales, stories about animals, invite him to compose the ending of the hero’s story, give him hints, fantasize with him.
— Developing your child’s imagination, organize a Shadow Theater in the evening. Children love performances and actively participate in them. Turn on the lamp, stretch the white fabric, and use a set of cardboard figures to act out a fairy tale. Or show figures on your fingers that are projected in the form of a flying bird, a jumping hare, or a dog.
— Cutting out New Year's snowflakes, origami, sculpting, designing, coloring, fall crafts from pine cones and leaves are types of applied art that develop children's creative thinking.

Dear Parents of Krasnoyarsk!

In our section - "" - "" you will find out the addresses of stores where you can buy toys for babies, sets and construction sets, dolls and accessories, cars and equipment, board and electronic games, and musical instruments.

Help us develop the site, tell your friends about it by clicking the button :)

In this article:

In preschool children, imaginative thinking is dominant among other types of thinking. The child’s readiness to study at school and master the school curriculum will depend on the level of development at which imaginative thinking is located.

What is imaginative thinking?

An image, according to Ozhegov, is the appearance, as well as the type and result of displaying phenomena and objects of the real world in a person’s mind, that is, how he visually represents it.

Creative thinking- this is a certain process of displaying reality in images that can be of a different nature, ranging from visual to tactile and sound. If we compare figurative thinking with logical thinking, during which reality is displayed in the form of some concepts, or with visual-effective thinking, when some practical actions are carried out with objects, then it has significant differences.

The fact is that in the process of “playing” with images of objects, the child gets the opportunity to understand the task in view of its visual representation and find a solution for it. correct solution in the shortest possible time.

In preschool children, imaginative thinking allows them to develop a responsive attitude towards everything good and beautiful that is in life. Without imaginative thinking there would be no creative specialists high class, for example, designers, constructors, writers, and simply creative, proactive, self-confident and comprehensively developed individuals.

In the process of imagining an image in consciousness, previously experienced perceptions are reproduced. When we talk about spatial representation, we mean the ability
person, in in this case preschooler, to see the world in a three-dimensional image, colorful, capable of changing in space.

The child can draw an image of a real object or phenomenon, or something that does not really exist, as, for example, this happens in the imagination of artists or sculptors. Before their works are born, images appear in the minds of the creators.

Why is it important to develop imaginative thinking?

The development of imaginative thinking in childhood is an important process that cannot be neglected for several reasons:

1. To find solutions to any problems, it is important for a preschooler to learn to operate with images and be able to visualize situations.
2. Developed imaginative thinking allows preschool children, and then adults, to learn to react emotionally to aesthetic images of the real world, developing a craving for beauty.

That is why children in preschool age need to be introduced to processes that influence the development of visualization in learning.

Options for developing imaginative thinking

There are several ways to develop imaginative thinking in preschool children. The most effective and affordable of them:

It is necessary to work with preschool children by following a certain sequence of actions:

1. demonstrate;
2. Tell;
3. Practice joint activities;
4. Offer to work independently using the sample;
5. Offer to create something yourself without an example.

It is recommended to work with a preschooler in a favorable environment, motivating him for a positive result, always encouraging and approving. When the baby masters the technique of working with different types of materials, you need to try not to praise, teaching you to evaluate your own capabilities and skills adequately, without overestimating your self-esteem.

Experts recommend that parents not be afraid to work with their children on seemingly very difficult tasks. It is important to teach them to believe in themselves, convincing them that any task can be completed if they think hard, both independently and collectively.

Origami as an effective method for developing imaginative thinking

The ability to identify the most appropriate answer options for solving tasks is developed as a result of repeated training and exercises aimed at developing imaginative thinking. Many of them are built on the design of a modeling nature - the origami technique.

Children, especially preschool age, are not very interested
in construction from paper until they see the results of the manipulations - toys and figures created with their own hands.

Working with paper, children, independently and together with adults, invent and create miniature models of objects and phenomena, people and animals, trying to exclude minor details and highlight the brightest elements. As a result, they get completely new image, placed in a special angular shape.

Naturally, this is due to the peculiarities of the technique of working with paper, which requires bending. And even though the resulting crafts visually resemble the original very vaguely, the child receives great pleasure from the result and calmly imagines the missing elements in his mind.

Understanding the images of objects that preschool children convey while making paper figures occurs in the process of using various techniques and techniques, the purpose of which is to convey the beauty and uniqueness of an object in a new form.

Difficulties and solutions

Designing using paper is very difficult for children in preschool age, because paper is a flat material that is really difficult to shape into a three-dimensional figure.

That is why, in order for children to remain interested in the process, you need to start by teaching them the most simple techniques folding paper, demonstrating the techniques by personal example. Watching the process, the child will think, analyze, try to fold the paper carefully, adhering to the rules -
“adjusting” the corners to each other. All this will require considerable willpower and patience from the baby.

To make your crafts especially bright and beautiful, you need to experiment with the size of the squares and their color. At the same time, it is necessary to convey to the child that the result, namely the quality of the craft, largely depends not on the choice of workpieces, but on how carefully the bending and smoothing of the folds will be carried out. That is why you initially need to show the baby how to fold paper correctly - before he begins the process of creating a figure.

Most of the figures obtained as a result of using the origami technique must be folded up to a certain point similarly to each other. A preschooler’s ability to make such blanks will help him master folding more complex shapes in the future.

How does imaginative thinking develop in preschoolers with mental retardation?

Imaginative thinking has a direct connection with speech, the degree of development of which determines the consolidation of images and ideas.

Preschool children with mental retardation have one characteristic: they are lagging behind in the development of all forms of thinking. Such children have reduced motivation, which negatively affects cognitive activity and results in
into a reluctance to succumb to intellectual stress, even to the point of categorically refusing to complete the task.

In addition, such children in most cases are unable to set a goal for themselves, as well as draw up a plan for achieving it through experience. They are incapable of analysis, generalization, synthesis and comparison due to the immaturity of the operational component.

Diagnosis of the level of development of imaginative thinking in children with mental retardation is ambiguous. Some children easily cope with the assigned tasks, but the vast majority need repeated repetition of the task and help in solving it. Every tenth child with mental retardation cannot cope with the task, despite repetitions and help.

Taking into account the characteristics of such children, it can be noted that for the development of imaginative thinking it is necessary to stimulate cognitive activity, as well as other types of thinking.

Features of figurative thinking in hearing-impaired children

Children with poor hearing are initially forced to grow up in conditions unfavorable for their development, associated with disturbances in spatial orientation and sound perception. Such preschoolers
later they begin to interact with objects, so they are characterized by a lag in the development of perception.

Children of preschool age with such disorders begin to show interest in actions with objects no earlier than the third year of life, and these actions come down mostly to manipulation. This is why there is a delay in practical activities with objects, which leads to a lack of practical experience and delays in the development of imaginative thinking.

Experts in the field of studying the development of thinking of all types in preschool children with hearing impairments argue that success in solving problems of an imaginative-actional nature is largely related to the activities of the preschooler. Usually, he does not have any difficulties with tasks in which he does not need to think about connections that lie on the surface.

Several answer options can lead the child to certain difficulties in making a decision. But it will be even more difficult for hard-of-hearing children with hearing impairments to identify less obvious connections that require assessment and construction of a diagram of several actions.

If we compare hearing-impaired preschool children with healthy children, the options they use to solve problems will be noticeably different from the options used by normally hearing children.

A healthy child who accidentally discovered important component without hesitation will connect it with the solution of the problem, whereas in children with hearing impairments such attempts often do not lead to an assessment of the situation and are nothing more than a search of the most primitive connections and components. This is due to the fact that the attention of preschoolers with hearing impairments is not directed to the means of achieving the goal, but directly to the goal itself.

As a result, such children are unable to analyze their own mistakes and may repeat irrational attempts at solutions several times. In addition, a positive experience for hearing impaired
preschoolers also do not connect with other similar situations, which prevents the formation of the ability to generalize.

Over time, children will make progress in solving problems of a visual-effective nature, although, of course, compared to the rate of development of thinking in healthy children, this will not happen so quickly.

Nevertheless, over time, such children will be able to use the identified patterns, properties and relationships of recorded images of objects, which will confirm the development of planning speech. All this will be possible only if we establish correctional work with hearing-impaired children, developing their imaginative thinking from early childhood.

Principles of development of thinking in preschool children with hearing impairment

A normally functioning speech apparatus in preschoolers with hearing impairments opens up opportunities for the development of thinking. It is possible and necessary to promote the process of its development by using an integrated approach to the development of the personality of such children.

The influence process must be built taking into account the existing level of development and compensatory capabilities. It is very important that when working with a child
It was possible, despite the defect, to correct the process of personality formation with the comprehensive development of the psyche.

During work Special attention is focused on recreating or correcting the most important mental functions. Attention is paid to the formation of speech and memory, and they try to create suitable conditions for expanding capabilities that can become compensators for the defect.

Of great importance for the development of imaginative thinking in hearing-impaired children is the use of visual aids, which should not only act as an illustration of works, but also help children better understand their content.

Particularly important are visually effective methods and means with the help of which it will be possible to form ideas and concepts at a visual-figurative level of generalizations. We are talking about staging, pantomime or dramatization.

Features of figurative thinking in children with speech defects

The connection between speech defects and certain aspects of mental development in preschool children is the main reason for some of the features of their imaginative thinking. Children with speech impairments can be divided into three groups according to the type of nonverbal intelligence:

In the process of studying the characteristics of figurative thinking, it was concluded that preschool children differ somewhat in their performance on tasks. All children with speech impairments can be divided into those who show a low level of solving visual problems, and those who cope with the task at the same level as healthy children.

The most obvious factor inhibiting the development of imaginative thinking in preschool children with speech underdevelopment is considered to be a limited amount of knowledge about the world, as well as about the functions and properties of objects. This is due to obvious violations of self-organization, which in turn are easily explained by shortcomings in the motivational sphere and lack of constant interest in tasks.

Children with speech impairments cannot always quickly enter into the situation proposed to them, provoked to solve the problem, or, on the contrary, they try to start completing the task too quickly, assessing it superficially and without delving into the specifics. Another category of such preschoolers are children
who begin to do a task, but quickly lose interest in it, even if they cope with the task.

It is important to note that with all this, the possibility of consistent implementation of thought processes in such children is preserved if you help them achieve high level self-organization and expand the stock of knowledge.

The lack of special training aimed at developing the ability to analyze, compare and group will lead to a significant lag in the process of developing visual-figurative thinking.

Development of imaginative thinking at different stages of preschool age

At each stage of preschool age, the preschooler makes a special decision, working on tasks for the development of visual-figurative thinking. For example, young preschoolers are oriented towards external actions. Children use trial and error until they find a suitable solution to the problem. The child remembers the correct option found and can reuse it when solving a similar task.

Children from a group of children of middle preschool age, adhering to the same trial and error method, try to perform actions in their minds, after which, if necessary, solve the problem
They try in practice the option that seemed most effective in their minds.

At older preschool age, children are capable of generalizing practical experience, solving problems in their minds, using generalized images, displaying only those features of the subject that will help find the correct solution to the problem.

During games, construction, and drawing, children develop the sign function of consciousness, during which they learn to build visual-spatial models that are a reflection of real connections, regardless of the intentions and desires of preschoolers. As a result, children, without intentionally creating these connections, use them in the process of solving problems.

Development of artistic and figurative thinking in preschool children

The concept of artistic-imaginative thinking can be divided into components: “artistic” - is a reflection of the characteristics of perception to reveal the image, and “figurative” - the ability to analyze, generalize, and group.

The best way to stimulate the development of artistic and imaginative thinking is to engage in art. Experts are confident that preschoolers need to form a positive picture of the world from a very early age, surrounding them with poetry, music, and introducing them to painting.

Development of artistic and imaginative thinking with
the use of practical techniques and methods will allow children to correctly assess situations, find right decisions for tasks and also come up with innovative ideas.

You can practice with children using music games, based on a number of actions similar to the sound of musical instruments. Preschoolers can also be taught to find the right associations while listening to music, instill the ability to replace elements of musical speech with symbols, and develop a vocabulary of emotions and musical thinking.

Creative tasks and games with the need to demonstrate emotional experiences, build game actions based on the storyline, as well as variations musical activity stimulate the development of artistic and imaginative thinking in preschool children.

Thinking is the most important function of the human brain. No activity can do without it. It underlies successful assimilation new knowledge, skills and abilities. This is why it is so important to develop visual-figurative thinking in a child before he starts school. The selection of intellectual games offered on our website will help you achieve this.

What exactly needs to be developed?

1. The ability to operate with an image, mentally. What does this mean? This means mentally performing various transformations with an object: turning, regrouping objects, separating and combining elements into a whole, etc. At the same time, it is important that the image of the object does not disappear or become distorted.

2. The ability to navigate in space using a simple plan diagram, as well as the ability to create it independently.

4.The ability to mentally plan your actions. Thanks to this skill, the baby will be able to imagine what he will get as a result of his efforts, i.e. create an image of a future result that does not actually exist yet. This ability also opens up new opportunities for planning different paths to achieving a goal, imagining options rather than carrying them out, so you can make the right decision faster.

Exciting games that will captivate not only your baby, but also you, will help you develop visual and figurative thinking. Play helps transform a preschooler’s learning process from a dry and tedious activity into a fun and exciting adventure.

Game No. 1. Puzzle with matches.

The game develops the child’s ability to rearrange the elements of an object and plan his actions mentally.

Take a few sticks or matches and put them together into a schematic image of an object. After this, invite the child to mentally rearrange one or more sticks so as to change this image to another or change it in some way.

According to the rules of the game, it is not allowed to actually move the sticks, but if the child cannot complete this task mentally, let him try in practice. We advise you to make an effort so that the baby still learns to transform an object mentally, because It is precisely this form of play that contributes to the formation of the ability to plan and test one’s thoughts without putting them into practice.

Game No. 2. Chessboard.

Cut out a small chessboard from strong paper. If a regular chess field has dimensions of 8*8 cells, then for starters a field of 3*3 or 4*4 cells will be enough for you. Cut this field into 3 - 4 parts.

Invite your child to assemble a whole field from parts, but so that black and white cells alternate with each other, like on a chessboard.

If several children are playing, you can arrange a competition to see who can assemble the field the fastest. Gradually you can increase the size of the field and cut it into more parts.

Game No. 3. Where does the parrot sit?

The game develops the ability to navigate a simple plan diagram of a limited space.

Draw on a piece of paper a plan diagram of the apartment in which you live or a room that your child knows well.

This diagram shows the following objects: vase with a flower (1), bookcase (2), TV (3), table (4), chair (5), bedside table (6), sofa (7), armchair (8), doors (9), windows (10).

Before starting the game, ask your child to imagine that the bear cub Mishka and the parrot Kesha live in this room. One day, when the little bear went into the forest to pick berries, the parrot came up with the idea new game and decided to play it with the teddy bear. Kesha hid in the room and marked the place with a cross on the diagram where to look for him. But when the little bear returned, he could not find his friend because he did not know how to read the map.

Invite the child to find a parrot (in the place where Kesha hid there should be an object that replaces it, for example, a card with a picture of a parrot). If it is difficult for a child to understand the plan diagram, explain to him what certain images or figures mean and where the corresponding objects are located in the room.

For orientation in the plan diagram, it is also important to indicate the place where the child himself stands. However, do not rush to give advice. Invite your child to look around and choose the nearest landmarks on the left, right, in front and behind. Perhaps he himself will find the point where he is.

If several children take part in the game, you can organize a competition to see who will find it faster parrot; or let one hide Kesha, and the other look for him. Team play options are also possible.

The difficulty of the game depends on the size of the room in which the parrot is hiding, as well as on the number of objects placed in the room and shown on the plan diagram. To diversify the game, you can choose another place familiar to the child, for example, a playground where the child often plays.

Game No. 4. Draw a plan map.

We recommend playing this game after you make sure that the child successfully completes the tasks of the previous game “Where is the parrot hiding?”

Prepare a sheet of checkered paper and a pencil (felt-tip pen). The goal of the game is to teach the child to create a plan map of a familiar space, for example, his apartment or playground. Explain. that people create plan maps to make it easier to navigate the area. Show, for example, a map of the city you live in and tell us about it.

Invite your child to draw up a map of the apartment in which you live. Before starting work, ask to describe what is in the apartment. Let the child choose the objects that he thinks should be depicted on the plan map. after that start drawing.

The next step may be to create a plan map of the area where your home or playground where your baby plays is located. In this case, you need to immediately limit the segment of terrain that should be included in the map and beyond the boundaries of which you cannot go. On the map, this segment should be limited by a rectangular frame and the landmarks that are located outside its perimeter should be indicated (for example, a fence that encloses a playground, or paths in a park that separate it from green spaces).

When drawing up a plan map, children often make the following mistakes:

1 - important planning details are not taken into account;

2 - disrupt the placement of objects in space and their location relative to each other;

3 - some items are not indicated;

4 - distort the size of objects.

Such mistakes are natural for children of this age. The main thing is that you pay attention to them and explain to your child what the mistake is. Strive to ensure that your child corrects his mistakes on his own or with your help. The developmental effect of the game depends on this.

Game No. 5 Weather forecast.

Tell your child that weather forecasters agreed to depict the weather using simple drawings so that without unnecessary words inform the population what the weather will be like in the near future. These pictures can be seen on TV when the weather forecast is broadcast. Meteorologists use drawings like these to make weather maps. Such cards are used, for example, by sailors and pilots.

Show your child cards with weather options and discuss them. Or maybe you decide to draw them yourself with your child.

Now you can start the game. The game is available in two versions.

1. You tell your child “by radio” what the weather will be like (windy, rainy, cloudy), and he finds the corresponding pictures and hangs them on the “Information for Pilots and Sailors” stand. Instead of a stand, you can use a sheet of paper with the appropriate name. As you know, the weather changes frequently. Therefore, after the child completes the task, you again report a change in the weather, for example, now sunny weather is expected, but wind and storm are possible.

2. The child independently talks about the weather using schematic images. To do this, invite him to become a TV announcer and report what the weather will be like today and tomorrow. And you will be a meteorologist who shows the announcer pictures of the weather forecast.

Game No. 6 Collect according to the diagram.

This game develops the child's ability to navigate in a schematic image and teaches how to design.

To play, you can use any building set that includes cubes, bars, arches, etc. Also, you should prepare schematic images of structures assembled from these parts. Every detail of the design must be clearly drawn.

You show your child a diagram of one of the structures, and he must assemble it from the parts that are at his disposal. At the same time, pay attention to the child that the assembled structure must exactly correspond to the diagram.

Before starting construction, let the child name the drawn object, tell about its purpose, and point out the main details of the design. After the structure is assembled, analyze with your child whether he did everything correctly, look at the mistakes, and suggest how they can be corrected.

To make the game more difficult, you can increase the number of parts that make up the structure. Or show your child the diagram, and then ask him to assemble the structure from memory. Then the game will develop not only thinking, but also memory.

Game No. 7 Rearrangement

This game develops the child's ability to mentally plan his actions.

The game offers cards with four fields, three of which depict different figures, pictures or numbers. One field remains free. The figures on both cards of each pair are the same, but their locations are different.

Before starting the game, invite your child to carefully examine the figures on the cards and say how the top card differs from the bottom. Then tell the rules of the game: with the help of several permutations (or moves) you need to place the pieces of the top card in the same places as on the bottom card. In this case, in one move you can move only one piece and only to a free field. The number of moves (permutations) is indicated with right side cards.

For example, to complete the task on the first pair of cards, you need to move the star on the top card from field 1 to field 3.

If your child has difficulties during the lesson, offer to rearrange the pictures practically (not mentally). But still, strive to ensure that the child voices the permutations of the figures, doing this in his mind, because it is the mental rearrangement of the figures that contributes to the development of the ability to plan his actions mentally.

MOSCOW DEPARTMENT OF EDUCATION

State budgetary educational institution

higher professional education in Moscow

MOSCOW CITY

PSYCHOLOGICAL AND PEDAGOGICAL UNIVERSITY

Faculty of Educational Psychology

COURSE WORK

Development of visual-figurative thinking in preschool age

Direction 050400.62 Psychological and pedagogical education

Profile Psychology and pedagogy preschool education

Head Zinchenko E.A.

Student Sukhova T.A. 4th group, 1st year

Moscow, 2014

INTRODUCTION

Chapter 1. General characteristics of the development of thinking in children of senior preschool age

1Theoretical basis visual-figurative thinking

1.2Psychological and pedagogical characteristics of senior preschool age

3Visual-figurative thinking is the basis of cognitive activity of older preschoolers

Chapter 1 Conclusions

Chapter 2. Features of the development of visual-figurative thinking in preschool children

1Stages of development of visual-figurative thinking in older preschoolers

2.2Conditions for the development of visual-figurative thinking in children

Conclusions for Chapter 2

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

Currently, the problem of mental education of preschool children is of particular relevance. For a number of years, the main efforts of Soviet scientists studying the cognitive processes of preschool children were focused on studying two problems. One of them is the problem of the development of perception processes. The second problem is the problem of forming conceptual thinking. At the same time, the problem of developing visual-figurative thinking in preschoolers has been much less developed. Important materials on this issue are contained in the works of A.V. Zaporozhets, A.A. Lyublinskaya, G.I. Minskoy and others.

However, the main features of the formation and functioning of visual-figurative thinking have not yet been sufficiently studied. It is now indisputable that in the mental development of preschool children important have visual-effective and visual-figurative thinking. The development of these forms of thinking largely determines the success of the transition to more complex, conceptual forms of thinking. In this regard, in modern psychological research, a significant place is occupied by the study of the basic functions of these more elementary forms, the determination of their role in the general process mental development child. A number of studies have shown that the capabilities of these forms of thinking are extremely great and are not yet fully used.

With age, the content of preschoolers’ thinking changes significantly, their relationships with other people become more complicated, play activity develops, and various shapes productive activity, the implementation of which requires knowledge of new aspects and properties of objects. Such a change in the content of thinking also requires its more advanced forms, which provide the opportunity to transform the situation not only in terms of external material activity, but also in terms of what is represented.

A number of studies (B.G. Ananyev, O.I. Galkina, L.L. Gurova, A.A. Lyublinskaya, I.S. Yakimanskaya, etc.) convincingly show the important role of imaginative thinking when performing various kinds activities, solving both practical and cognitive problems. Were allocated Various types images and their function in the implementation of mental processes has been studied.

The problem of figurative thinking was intensively developed by a number of foreign scientists (R. Arnheim, D. Brown, D. Hebb, G. Hein, R. Hold, etc.) A number of domestic studies reveal the structure of visual-figurative thinking and characterize some of the features of its functioning ( B.G. Ananyev, L.L. Gurova, V.P. Zinchenko, T.V. Kudryavtsev, F.N. Limyakin, I.S. Yakimanskaya, etc.).Many authors (A.V. Zaporozhets, A. .A. Lyublinskaya, J. Piaget, etc.) consider the emergence of visual-figurative thinking as a key moment in the mental development of a child. However, the conditions for the formation of visual thinking in preschoolers and the mechanisms for its implementation have not been fully studied. It should be noted that the ability to operate with ideas is not a direct result of the child’s acquisition of knowledge and skills.

Analysis of a number of psychological studies gives reason to believe that this ability arises in the process of interaction of various lines of psychological development of the child - the development of objective and instrumental actions, speech, imitation, play activity etc. Analysis of both domestic and foreign research shows that the development of visual-figurative thinking is a complex and lengthy process, a comprehensive and complete study of which requires a cycle of experimental and theoretical works.

The object of the study is the visual-figurative thinking of preschool children.

The subject of the study is the process of development of visual-figurative thinking in preschoolers

The purpose of the study is to identify the features of the development of visual-figurative thinking in preschool children.

Research objectives:

Consider thinking as a mental process;

Conduct an analysis of available theoretical data and psychological and pedagogical literature.

Chapter I. General characteristics of the development of thinking in children of senior preschool age

1 Theoretical foundations of visual and figurative thinking

Thinking is the highest cognitive process. It represents the generation of new knowledge, an active form of creative reflection and transformation of reality1.

Thinking is the most generalized and indirect form of mental reflection, establishing connections and relationships between cognizable objects.

The difference between thinking and others mental processes is that it is almost always associated with the presence of a problem situation, a task that needs to be solved, and an active change in the conditions in which this task is given. Thinking, unlike perception, goes beyond the limits of sensory data and expands the boundaries of knowledge. In thinking based on sensory information, certain theoretical and practical conclusions are made. It reflects existence not only in the form of individual things, phenomena and their properties, but also determines the connections that exist between them, which most often are not given directly to man in his very perception. The properties of things and phenomena, the connections between them are reflected in thinking in a generalized form, in the form of laws and entities.

Thinking as a separate mental process does not exist; it is invisibly present in all other cognitive processes: perception, attention, imagination, memory, speech. The highest forms of these processes are necessarily associated with thinking, and the degree of its participation in these cognitive processes determines their level of development.

In a number of studies B.G. Ananyeva, P.Ya. Galperina, A.V. Zaporozhets, V.P. Zinchenko, E.I. Ignatieva, S.L. Rubinshteina, I.S. Yakimanskaya convincingly shows the important role of thinking in performing various types of activities and solving both practical and cognitive problems.

Thinking is the movement of ideas that reveals the essence of things. Its result is not an image, but a certain thought, an idea. A specific result of thinking can be a concept - a generalized reflection of a class of objects in their most general and essential features.

A person can think with varying degrees of generality, relying more or less on perceptions, ideas or concepts in the thinking process. Depending on this, three main types of thinking are distinguished: objective-effective, visual-figurative and abstract.

Subject-specific thinking is a type of thinking associated with practical actions on objects. In its elementary form, objectively effective thinking is characteristic of young children, for whom thinking about objects means acting and manipulating with them.

Visual-figurative thinking is a type of thinking that is based on perception or ideas. Thoughts are visual and figurative, a person is tied to reality, and the images themselves necessary for thinking are presented in his short-term and operative memory. This form of thinking is most fully and comprehensively represented in children of preschool and primary school age.

Abstract thinking, which predominantly characterizes older schoolchildren and adults, is conceptual thinking, devoid of direct visualization, inherent in perception and ideas.

All of the listed types of thinking coexist in humans and can be represented in the same activity. However, depending on its nature and ultimate goals, one or another type of thinking dominates. For this reason they all differ. In terms of their degree of complexity, in terms of the demands they place on a person’s intellectual and other abilities, all of these types of thinking are not inferior to each other.

Interaction with a cognizable object (or its model) - important condition thought process. Such interaction can occur both in terms of practical changes and in terms of visual perception. In the process of the latter, an image of the perceived object appears and various types of transformations of this image are carried out.

V.P. Zinchenko notes: “...there is not only reproductive, but also productive perception, and in the visual system there are mechanisms that ensure the generation of a new image.”

One of the types of visual-figurative thinking is visual.

“Visual thinking is a human activity, the product of which is the generation of new images, the creation of new visual forms that carry a certain semantic load and make meaning visible. These images are distinguished by their autonomy and freedom in relation to the objects of perception.”

In research on visual thinking, a methodological approach has been developed that has made it possible to obtain important data that perceptual, identification and mnemonic actions are involved not only in the information preparation of a mental act, but also in its implementation. These materials provide an opportunity to take a fresh look at the formation of imaginative thinking in preschool children.

One of the main objectives of our study of visual-figurative thinking in preschool children was to study the conditions for its occurrence, as well as to identify its role in the general process of mental development of children. This form of thinking is not only a prerequisite for conceptual thinking, but also performs specific functions that cannot be performed by other forms of thinking.

Various forms of a child’s thinking (visual-effective, visual-figurative and conceptual) never function in isolation from each other. Thus, in conceptual thinking there are always figurative components; in the process of figurative thinking, concepts or related formations play a significant role. Therefore, when we talk about the figurative or conceptual thinking of children, this is to a certain extent an abstraction. In fact, the child’s thinking acquires one or another character depending on the predominance of one or another of its components (figurative or conceptual). When solving certain classes of problems, operating with images comes to the fore, and the entire thinking process acquires specific features that distinguish it from conceptual thinking.

Visual-figurative thinking is essential not only for the child, but also for the successful implementation of many types of professional activity adults - designers, operators, etc.

Within certain limits, visual-figurative thinking is characterized by special patterns of functioning and allows one to cognize aspects and properties of objects that are actually inaccessible to conceptual thinking; It would be more accurate to say this - accessible, but only in close connection with imaginative thinking. One of the features of the latter is that in its process objects are represented in our consciousness differently than in conceptual thinking. This determines the peculiarities of operating with the content reflected in the human consciousness.

In conceptual thinking, movement around an object is carried out in the logic of operating concepts, where the main role is played by various kinds of judgments, inferences, etc. Here there is a strict regulation of the process by the structure of individual concepts and their interrelations. Reality is reflected in concepts; a number of significant connections and relationships are highlighted in it, but some of the features are omitted, which is a necessary result of abstraction. These omitted features cannot be filled in with logical operations. It is necessary to return to reality itself and implement new forms of its transformation, during which new images and new concepts are formed.

In the process of visual-figurative thinking, the diversity of aspects of the subject is more fully reproduced, which appear not in logical, but in factual connections. And in this aspect, visual-figurative thinking approaches thinking “in complexes”, studied by L. S. Vygotsky. The ability to present an object with all the particular and, in a given system of analysis, secondary features can serve as the basis for rethinking the entire problem situation. These secondary properties can become the beginning of a line of analysis that will allow you to see the object in a new plane, in a different system of connections, where these secondary properties and connections will appear as essential.

Another important feature of visual-figurative thinking is the ability to display in a sensory form the movement and interaction of several objects at once. There is reason to believe that it is this feature that underlies the figurative cognition of basic kinematic dependencies by preschool children - the dependence of the distance traveled on the speed and time of movement, the dependence of movement time on the speed of the distance, etc.

V.P. Zinchenko, analyzing the specifics of visual imagery (visual thinking), notes: “the main advantage of the visual image (as well as the visualized image) is the breadth of coverage of the displayed situation.”

L.L. Gurova notes that visual-figurative thinking has its own logic, which cannot be considered as a primitive replenishment of undeveloped logic. Figurative logic is heuristic in nature, often leading to intuitive decisions.

2 Psychological and pedagogical characteristics of senior preschool age

Senior preschool age is designated in psychology as the age of formation of psychological readiness for schooling and the formation of its prerequisites. This period is characterized by a crisis of 6-7 years, described in the works of L.S. Vygotsky, L.I. Bozhovich, A.V. Zaporozhets.

So, L.S. Vygotsky noted that the older preschooler is characterized by mannerisms, capriciousness, fidgetiness, and clowning. He begins to act like a buffoon, speaks “in a voice that is not his own,” grimaces, and in general he is characterized by a general lack of motivation in behavior, stubbornness, and negativism.

Analyzing these manifestations, the scientist explained them by the loss of childish spontaneity, involuntary behavior, which disappears as a result of the beginning differentiation of external and internal life. Another distinctive feature of this critical period is L.S. Vygotsky believed in the emergence of a meaningful orientation in his own experiences: the child suddenly discovers the fact of the presence of his own experiences, discovers that they belong to him and only him, and the experiences themselves acquire meaning for him. This is due to the emergence of a specific new formation - a generalization of experience (intellectualization of affect): the world, as such, around the child is still the same, but the child’s attitude towards it changes.

L.I. Bozhovich argues that the crisis of 6-7 years is associated with the emergence of a new, core systemic neoplasm for the child’s personality - an “internal position” that expresses a new level of self-awareness and reflection of the child. Until the age of 6-7 years, a child almost does not think about his place in life, purpose and does not strive to change it; but in older preschool age, in connection with his general progress in mental and intellectual development, a clearly expressed desire appears to take a new, “more adult” position in life and fulfill a new one, important not only for himself, but also for the people around him activity. In other words, a child of this age becomes aware of his social “I.” It was at this time that “back to school” games and imitation of adults’ “work” appeared.

The uniqueness of the social formation of the psyche of an older preschooler lies in the fact that its development is mediated by the leading, dominant mental form at that time - ideas.

Almost all researchers of this period of child development emphasize that it is essential for him to have a calm emotionality, devoid of affective outbursts and conflicts. This special character of the course emotional life children is closely related to the emergence of their ideas.

S.L. Rubinstein, P.Ya. Galperin, N.N. Poddyakov and other psychologists note that children’s ideas are fragmentary, unstable, and diffuse. However, in the preschool period there is a process of their intensive development in various types of play and productive activities.

The development of various types of children's activities, such as design, visual activity, as well as the complication of educational tasks in the classroom, creates the need for older preschoolers to form fairly accurate, stable and voluntarily updated ideas about external properties items. Developing ideas leave an imprint on the entire process of mental development. Therefore, such forms of the psyche and components of psychophysiological functions as imagination, figurative memory and remembering specific words.

Numerous studies by domestic psychologists E.F. Rybalko, A.V. Skripenko, S.A. Lukomskaya, E.I. Stepanova, L.A. Golovey, N.A. Grishchenko, L.N. Kuleshova, L.A. Wenger point out the complex nature of the development of cognitive processes in older preschool age.

The process of development of children's perception in preschool age was studied in detail by L.A. Wenger and described as follows. In older preschool age, under the influence of productive, design and artistic activity The child develops complex types of perceptual, analytical and synthetic activity, in particular the ability to mentally dissect a visible object into parts and then combine them into a single whole. Perceptual images related to the shape of objects also acquire new content. In addition to the outline, the structure of objects, spatial features and relationships of its parts are also highlighted.

The child’s attention at the beginning of preschool age reflects his interests in relation to surrounding objects and the actions performed with them. The child is focused only until interest wanes. The appearance of a new object immediately causes a shift of attention to it. Therefore, children rarely do the same thing for a long time. During preschool age, due to the complication of children's activities and their progress in general mental development, attention becomes more focused and stable.

So, if younger preschoolers can play the same game for 30-50 minutes, then by the age of five or six years the duration of the game increases to one and a half hours. This is explained by the fact that the game reflects more complex actions and relationships between people and interest in it is maintained by the constant introduction of new situations. The stability of attention also increases when children look at pictures and listen to stories and fairy tales. Thus, the duration of looking at a picture approximately doubles by the end of preschool age; a six-year-old child is more aware of a picture than junior preschooler, highlights more interesting aspects and details in it.

But the main change in attention in older preschool age is that children for the first time begin to control their attention, consciously direct it to certain objects and phenomena, and stay on them, using certain methods for this. The origins of voluntary attention lie outside the child’s personality. This means that the development of involuntary attention itself does not lead to the emergence of voluntary attention. The latter is formed due to the fact that adults include the child in new types of activities and, using certain means, direct and organize his attention.

Similar age-related patterns are observed in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him, gives best experience. Thus, the volume of recorded material is largely determined by the emotional attitude towards a given object or phenomenon.

Z.M. Istomina analyzed that in older preschool age there is gradual transition from involuntary to voluntary memorization and reproduction of material. At the same time, in the corresponding processes, special perceptual actions are identified and begin to develop relatively independently, mediating mnemonic processes and aimed at better remembering, more fully and more accurately reproducing the material retained in memory. Compared with primary and middle preschool age, the relative role of involuntary memorization in six- to seven-year-old children decreases somewhat, but at the same time, the strength of memorization increases.

At older preschool age, the child is able to reproduce the impressions received after a sufficiently long period of time. A 5-7 year old child needs to develop all types of memory - figurative and verbal-logical, short-term, long-term and operational. However, the main emphasis should be on the development of arbitrariness of the processes of memorization and reproduction, since the development of these processes, as well as arbitrary forms of the psyche in general, is one of the most important prerequisites for children’s readiness to study at school.

According to a study by O. Tsyn, in children aged 5-6 years, imagination indicators are at the center of the structure of cognitive functions and various components of intelligence. In the development of preschoolers’ ideas, words and actions, practical analysis of objects in the surrounding world, are essential. Their accelerated development is facilitated by the general social context of raising a child. Being updated in close connection with knowledge functioning in the speech plane, these ideas were successfully used by children in the general course of their cognitive activity.

In older preschool age, the child’s speech becomes more connected and takes the form of dialogue. The situational nature of speech, characteristic of young children, here gives way to contextual speech, the understanding of which by the listener does not require correlation of the statement with the situation. In preschool age, the development of speech “to oneself” and internal speech is noted.

A number of studies have shown that in preschool age one of the important forms The child's internal activity is a plan of representations. He can anticipate future changes in the situation, visually imagine various transformations and changes in objects (A.V. Zaporozhets, A.A. Lyublinskaya, G.I. Minskaya).

This plan does not appear in the form of “pure ideas”. It is included in the elementary forms of the child’s conscious activity. The reality surrounding the child does not appear to him as a chaos of disparate phenomena. He already has a relatively simple, but still system of specific and generalized ideas about surrounding things, recorded and objectified in speech form. This system serves as the basis for a fairly broad orientation in the world around the child and allows one to correctly qualify perceived phenomena.

As Leontyev A.N noted, didactic games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a teaching task. Adults are guided by it when creating this or that didactic game, but they put it in a form that is entertaining for children. Here are examples of educational tasks: to teach children to distinguish and correctly name colors (“Salute”, “Colored rugs”) or geometric figures(“Ice drift”), clarify ideas about tableware (“Katya the doll is having lunch”) or clothes, develop the ability to compare objects by external features, location in space (“What has changed”, paired pictures), develop the eye and coordination of small movements (“Catch fish", "Flying caps"). The educational task is embodied by the creators of the game in appropriate content and is implemented through game actions that children perform.

What attracts a child to a game is not the educational task inherent in it, but the opportunity to be active, perform game actions, achieve results, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.

Thus, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by her learning task. This encourages the child to be attentive, remember, compare, classify, and clarify his knowledge. This means that the didactic game will help him learn something in an easy, relaxed manner. This unintentional learning is called autodidactism.

Author of one of the first pedagogical systems preschool education F. Frebel was convinced that the task of primary education was not learning, but organizing play. While remaining a game, it must be imbued with a lesson. Froebel developed a system of didactic games, which represents the basis of educational work with children in kindergarten. This system includes didactic games with different toys, materials (ball, cubes, spheres, cylinders), arranged strictly sequentially according to the principle of increasing complexity of learning tasks and game actions. An obligatory element of most didactic games were poems and songs rhymed by F. Froebel and his students in order to enhance the educational impact of the games.

Another world-famous system of didactic games, authored by M. Montessori, also received mixed reviews. It is close to Froebel’s position: the game must be educational, otherwise it is an “empty game” that has no impact on the child.

The author of one of the first domestic pedagogical systems of preschool education E.I. Tikheyeva announced a new approach to didactic games. According to Tikheyeva, they are only one of the components of educational work with children, along with reading, conversation, drawing, singing, gymnastics, and labor. E. I. Tikheyeva directly considered the effectiveness of didactic games in raising and teaching children to be dependent on the extent to which they are in tune with the interests of the child, bring him joy, and allow him to show his activity and independence. Educational tasks involve the formation of mental operations (comparison, classification, generalization), improvement of speech (enrichment of vocabulary, description of objects, composing riddles), development of the ability to navigate distance, time, space. The content of didactic games was the surrounding life.

E.I. Tikheyeva developed didactic materials, board-printed games, geometric mosaics, which are used in preschool institutions.

In Soviet pedagogy, a system of didactic games was created in the 60s. Its authors are famous teachers and psychologists: L.A. Wenger, A.P. Usova, V.N. Avanesova. Recently, the searches of scientists (Z.M. Boguslavskaya, O.M. Dyachenko, N.E. Veraksa, E.O. Smirnova) have been moving towards creating a series of games for full development children's intellect, which are characterized by flexibility, initiative of thought processes, transfer of formed mental actions to new content. In such games there are no fixed rules; on the contrary, children are faced with the need to choose ways to solve a problem. IN preschool pedagogy A traditional division of didactic games has developed into games with objects, board-printed, and verbal.

A number of studies have shown that with age, the content of preschoolers’ thinking changes significantly - their relationships with people around them become more complicated, play activity develops, various forms of productive activity arise, the implementation of which requires knowledge of new aspects and properties of objects. Such a change in the content of thinking also requires its more advanced forms, which provide the opportunity to transform the situation not only in terms of external material activity, but also in the imaginable, ideal level. In the process of visually effective thinking, the prerequisites for more complex shape visual-figurative thinking, which is characterized by the fact that the solution of certain problems can be carried out by the child in terms of ideas, without the participation of practical actions.

3 Visual-figurative thinking is the basis of cognitive activity of an older preschooler

Thinking is a very complex holistic and at the same time concrete form of mental activity. The thinking process is aimed at obtaining new information about an object and involves the use of only familiar methods of action.

The thinking of children of senior preschool age is figurative in nature. This thinking is specific in that it relies not on actions, but on ideas and images: when solving problems, a preschooler can imagine a situation and mentally act in it.

Research in the field of studying the visual-figurative thinking of preschoolers was carried out by J. Piaget, N.N. Poddyakov, L.I. Bozhovich, L.V. Zankov, D.B. Elkonin and dr. In preschool age, a child’s thinking is based on his ideas. The child may think about things that he does not perceive at the moment, but that he knows from his past experience. Operating with images and ideas makes the preschooler’s thinking extra-situational, going beyond the perceived situation and significantly expanding the boundaries of cognition.

Analysis of children's ideas about surrounding objects and phenomena allows us to identify two different, but interconnected ways of forming these ideas.

The first way is the formation of ideas in the process of direct perception of objects, but without their practical transformation. Based on perceptual actions, children develop the ability to reproduce in imagination various items and phenomena that previously acted as objects of their perception.

The second way is the formation of children's ideas in the process of practical, transformative activities of the children themselves. The methods of practical transformation of objects learned with the help of an adult act as a powerful tool for understanding the surrounding world of things. These methods are of particular importance for detecting hidden, not directly perceived aspects, properties and connections of objects.

Thus, the plane of children’s ideas does not appear in “pure form”; it is included in the system of forms of social experience acquired by the child, fixed in speech form.

However, there are two different lines of research, which from different angles lead us to one basic conclusion that speech in one form or another takes part in this process. Research by A.N. Sokolova showed that in the process of visual-figurative thinking, hidden speech impulses arise. The results of these works indicate that visual-figurative thinking is in fact always associated with speech processes.

Another line of research leads us to the same conclusions, in which the peculiarities of the formation in preschoolers of the ability to operate with their ideas were studied. In the work of N.P. Sakulina showed that operating with images of objects is formed in children in the process of special organization of their cognitive activity.

Imaginative thinking includes three thought processes: creating an image, operating with it and orienting in space. All these three processes have a common basis, a foundation that does not depend on the type and content of human activity.

When studying various objects or their images, the child identifies certain relationships in them, depending on which of the substructures of figurative thinking is dominant in him (main, predominant, more developed, used more often than others). In general, this type of thinking consists of five intersecting substructures.

According to the research of J. Piaget, the following substructures of figurative thinking are distinguished: topological, projective, ordinal, metric, compositional (algebraic).

With the help of the first substructure - topological - the child, first of all, isolates and more easily operates with such characteristics of objects as continuous-discontinuous, connected-incoherent, compact-non-compact, belongs-does not belong, establishes areas of inclusion and intersection of spatial figures. He, as it were, “fashions” in the representation the required image or the necessary visual transformations. Children operate with such characteristics as together, inside, outside, on a plane, intersect at the border, have (do not have) common points, the internal (external) part of objects, their union. Those who are dominated by this substructure do not like to rush. They carry out each action in great detail, trying not to miss a single link in it. They “walk” through various labyrinths with great pleasure and never get tired, consistently moving a pencil or other object along intricate intertwined lines, finding out who is calling whom, and with great pleasure solving other similar problems that require continuous coherent movement or transformation.

Those who have a dominant projective substructure - this dominant provides the ability to recognize, create, imagine, operate and navigate among visual objects or their graphic images from any point of reference, from different angles. It allows you to establish similarities between a spatial object or its model (real or symbolic) with their various projections (images).

A favorite activity for children with this dominant substructure is to view and study an object from different points of view, from different angles. They are happy to establish the correspondence of a certain thing to its image and, conversely, the image to the thing. Searching for and finding different ways to use an object in practice, its everyday purpose and application possibilities is a great joy for them. Therefore, when looking at given drawings, it is these children who first of all notice a different angle, a projection of the image.

Comparison and evaluation in a general qualitative manner are preferred by those for whom the ordinal substructure is dominant. Based on it, the child manages to isolate properties, establish and classify relationships on various grounds: size (larger-smaller, longer-shorter), distance (closer-further, lower-higher), shape (round, rectangular, triangular), position in space (above-bottom, right-left, front-behind, parallel-perpendicular, behind, between, next to), the nature of movement (from left to right-right to left, from top to bottom-from bottom to top, forward-back), temporary spatial representations (first -then, before-after, earlier-later), etc. these children act logically, consistently, in order. Working on an algorithm is their favorite pastime.

“Metrists” (children with a dominant metric substructure) focus their attention on quantitative characteristics and transformations. The main question for them is “how much?” what is the length, area, distance, magnitude in numerical terms. They take great pleasure in recalculating, determining specific numerical values ​​and measuring lengths, distances, extents, and distances.

Children with a dominant compositional (or algebraic) substructure constantly strive for all sorts of combinations and manipulations, isolating additional parts and assembling them into a single whole (single block), reducing (“collapsing”) and replacing several transformations with one, even without a direct need for this , quickly and easily switch from direct action to reverse action. These are the same “hurries” who do not want and with great difficulty force themselves to trace in detail, pronounce, explain all the steps of the solution or justify their own actions. These future (or present) Ostap Benders (“great schemers”) think and act quickly, but they often make mistakes.

From the described point of view (model), to form imaginative thinking in children means to form in them each of the indicated substructures in their unity and interconnections.

Possession of knowledge about the structure of figurative thinking makes it possible to explain and understand many seemingly paradoxical and not entirely clear situations. For example, why does one think slowly but correctly, while the other, although quickly, is often mistaken? It's all about the dominant substructure. The first in this case perceives the world and solves problems, isolating first of all topological relationships, and acts consistently, in detail, without missing the slightest detail. Therefore, his process takes a long time, but it is difficult for him to make mistakes. The second one, with a dominant compositional (algebraic) substructure, constantly “collapses” (reduces) its actions, skips, and skips entire pieces. Therefore, it is natural for him not to replace something, to miss something, but at the same time the process (due to numerous abbreviations) proceeds very quickly. It becomes clear why, of course, smart people Sometimes they behave extremely stupidly. After all, we evaluate the behavior and actions of another from our position, from our point of view, and cannot switch to the substructure of the other.

Taking into account these theoretical positions, it is easy to understand that it is not necessary, and indeed impossible, to always demand from children the unambiguous answer we expect. Indeed, depending on the dominant substructure of figurative thinking, various options are very often possible, sometimes not coinciding with the expected answer of the adult. How often children baffle adults with their unexpected answers. There is no need to suppress the child’s initiatives; children should think independently, in their own ways, inherent in their dominant substructures.

The visual and figurative reflection of the reality surrounding the child is in close connection with speech. Objects and phenomena, as well as their individual properties and connections, are cognized in figurative form and recorded in speech terms, i.e. There is a simultaneous reproduction of various objects in the minds of children with the help of figurative and verbal means.

Here it is necessary to distinguish between the speech and conceptual aspects of children’s cognitive activity. Reflection in speech is no longer a figurative reflection, but also not a conceptual one. The meanings of words for a child undergo a long development process before they reach the conceptual level.

Children's ideas can only accompany the speech plan, playing the role of simple illustrations. However, in a number of cases, the actualization of ideas and their manipulation are carried out with the aim of deeper and more complete knowledge of the object.

The relationship between the figurative and verbal reflection of objects and phenomena is manifested in the particular actualization of their images. As a rule, when a person tries to directly imagine an object “head-on”, he does not succeed well. The simple name of this item is ineffective. However, the plane of ideas comes to life and begins to actively function in the course of reasoning about this subject - about its external features, its functional properties, etc. the ideas that arise in this case can have a noticeable reverse influence on the very course of reasoning.

Conclusions on chapter 1

Senior preschool age is considered the age of formation of readiness for schooling. At this age, further development of cognitive processes occurs. One of the most complex processes is thinking - an indirect, generalized reflection of reality. A person can think with varying degrees of generality, and in the process of thinking rely more or less on perceptions, ideas, and concepts. Depending on this, three main types of thinking are distinguished: objective-effective, visual-figurative, abstract. In children of senior preschool age, thinking is based on the plane of ideas; it is figurative in nature.

A number of studies have shown that in preschool age one of the important forms of a child’s internal activity is the plan of ideas. He can anticipate future changes in the situation and visually imagine various transformations and changes in objects.

In the process of visual-figurative thinking, the diversity of aspects of objects is more fully reproduced. Objects and phenomena, as well as their individual properties and connections, are cognized in figurative form and recorded in speech.

A child, informing an adult about his impressions and actions, objectifies in speech the results of his cognitive and practical activities. Receiving their assessment from an adult, the child himself learns to see and evaluate his actions as if from the outside, from socially developed positions.

With age, the content of preschoolers' thinking changes - their relationships with people around them become more complicated, play activity develops, and various forms of productive activity arise.

Didactic games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games encourage children to be attentive, remember, compare, classify, and clarify their knowledge about the world around them.

CHAPTER II. FEATURES OF THE DEVELOPMENT OF VISUAL-FIGURATORY THINKING IN SENIOR PRESCHOOL CHILDREN

1 Stages of development of visual-figurative thinking in older preschoolers

At preschool age, the transition from visual-effective to visual-figurative thinking occurs. According to P.N. Poddiakov, ideas are an important basis that largely determines the success of the formation of visual-figurative thinking in children. “The latter is characterized by the fact that children’s cognition various properties and connections between things occurs in the process of operating with images of these things. But before operating with an image, you must be able to actualize it.”

Poddyakov identified six stages of thinking development from junior to senior preschool age. These steps are as follows.

The child is not yet able to act in his mind, but is already capable of using his hands, manipulating things, to solve problems in a visually effective way, transforming the problem situation accordingly,

Speech is already included in the process of solving a problem by the child, but it is used by him only to name objects with which he manipulates in a visually effective way. Basically, the child still solves problems “with his hands and eyes,” although in verbal form he can already express and formulate the result of the practical action performed.

The problem is solved figuratively through the manipulation of object representations. Here, the ways of performing actions aimed at transforming the situation in order to find a solution to the problem are probably realized and can be verbally indicated. At the same time, differentiation occurs in the internal plan of the final (theoretical) and intermediate (practical) goals of action. An elementary form of reasoning aloud arises, not yet separated from the performance of a real practical action, but already aimed at theoretically clarifying the method of transforming the situation or the conditions of the task;

The child solves the problem according to a pre-compiled, thoughtful and internally presented plan. It is based on memory and experience accumulated in the process of previous attempts to solve similar problems.

The problem is solved in terms of actions in the mind, followed by the execution of the same task in a visually-effective plan in order to reinforce the answer found in the mind and then formulate it in words.

The solution to the problem is carried out only internally with the issuance of a ready-made verbal solution without subsequent return to real, practical actions with objects.

An important conclusion that was made by N.N. Poddyakov from studies of the development of children's thinking, is that in children the stages and achievements in improving mental actions and operations have not completely disappeared, but are transformed and replaced by new, more advanced ones. They are transformed into “structural levels of organization of the thinking process” and “act as functional stages in solving creative problems.”

When a new problem situation or task arises, all these levels can again be included in the search for the process of solving it as relatively independent and at the same time as components of the logical links of the holistic process of searching for its solution. In other words, children's intelligence already at this age functions on the basis of the principle of systematicity. It presents and, if necessary, simultaneously includes in the work all types and levels of thinking: visual-effective, visual-figurative and verbal-logical.

It is known that thinking (visual and effective) begins to actively develop in children at the age of three. During the same period, the first substructure appeared - topological. It is at this time that the child begins to distinguish such topological characteristics as closed and open figures. For example, if you ask a child to divide drawn objects into two groups, then in one group he puts squares, triangles, circles, cubes and balls - closed figures, and in the other - open figures (spirals, horseshoes).

The projective substructure appears next in the child’s figurative thinking. This is easy to detect if, for example, you invite children to fence off the house with posts. Children under four years old lay out the fence along a continuous, wavy path, without worrying about its shape (as long as it is topologically continuous). After four years they are already building a straight fence. Therefore, it becomes clear that it is premature to offer three-year-olds to assemble a pyramid according to the proposed scheme, which requires some kind of program. This task presupposes that children have a projective substructure, which they do not yet have at this age. This fact is confirmed by the observations of I.Ya. Kaplunovich over the actions of children in the classroom.

The third in the discussed sequence appears the ordinal substructure. It is the basis of the “principle of conservation” during various transformations of lengths, volumes, etc., which appears in children after five years. Until the child has mastered the ordinal substructure and the principle of conservation (he has not begun to realize, for example, that after pouring from a narrow vessel into a wide one, there is no less liquid, although the height of the column has noticeably decreased), he has to form measurement (quantitative) relationships, skills bills are useless.

Only after mastering ordinal relations in a child can and should move on to the formation of a metric, and then a compositional (algebraic) substructure.

Outlined theoretical ideas about the stages of development of imaginative thinking in preschool children allow us to draw the following conclusion: the topological substructure is the basis, the foundation for the development of subsequent substructures of imaginative thinking in children, the initial “cell” for its formation. Experimental research and practice of preschool education show that at a low level of development, the further formation of other substructures (projective, ordinal, etc.) is extremely difficult. If we begin training with the formation of a topological substructure and topological concepts in children, then further progress in mastering the content and intellectual development is noticeably easier.

Moreover, within the framework of the formative experiment, the following feature was discovered. When identifying difficulties in mastering educational material and understanding it, it is more effective not only to correct and “remove” the intellectual difficulties found in a child, but rather to make efforts aimed at significantly increasing the level of development of the topological substructure. In other words, if a teacher has discovered intellectual difficulties in a child, then it makes sense to once again present the same material and content to him, but focusing specifically on topological relationships. Therefore, it becomes clear that without forming this substructure, you cannot move on to working with the next ones.

The presence of a topological substructure in a child’s figurative thinking contributes to the formation of other substructures and facilitates the further development of intellectual abilities. She is responsible for children’s ability to analyze, substantiate their conclusions, reason, and draw conclusions. Thanks to it, children acquire the ability to act in stages, sequentially, continuously, when one judgment naturally follows from another in a chain of mental transformations.

Having achieved that children are able to freely isolate and operate with topological concepts and relationships, in the middle group of a preschool institution one should begin to form a projective substructure for the four-year-olds. Further, at the age of five (the older group), children must master the first ordinal relations. Through this activity they develop the following corresponding substructure. And only by the end of the year in the senior group does it make sense to master and operate metric relations. Working with counting operations at an earlier age does not allow children to make quantitative transformations with numbers and quantities consciously. At best, they can remember quantitative characteristics, develop mechanical skills and perform some arithmetic operations on numbers, without understanding the meaning or essence of the transformations being performed. Awareness is impossible, if only due to the absence of the famous phenomenon of J. Piaget - the principle of conservation of quantity. Therefore, it is advisable to study the natural series of numbers earlier than in the second half of the year senior group.

The presence of dominant substructures in figurative thinking must be taken into account in the process of cognitive activity of children of senior preschool age. So, for example, in order to learn a new song, it is very important for a “topologist” to understand, comprehend both the text and the music, and somehow connect them.

It will be difficult for a child inclined to order if he does not have the opportunity to imagine, dance, or depict the situation described in the song (for example, a clubfooted bear or a trembling hare). “A man of order,” first of all, must establish the sequence, the order of actions in the content of the song, the patterns of the sound of instruments, the alternation of low and high, quiet and loud sounds, slow and fast rhythms. The “metrist” most likely will not start “working” on a piece of music and will not experience it until he hears or counts, for example, how many times a particular note is repeated in a piece of music, how many instruments are available or used , how many children sing, etc. It is very difficult for children with a compositional dominant to repeat and reproduce a song several times. They often begin to go out of tune not because of a lack of hearing, but due to the constant desire to construct a new one (rhythm, they try to build a second or third voice, without even suspecting the existence of such). Taking into account these individual characteristics of the children, the teacher manages to significantly facilitate the learning process for them.

And finally, in preparatory group With six-year-old children, you can actively engage in the development of compositional relationships and, accordingly, the formation of a compositional substructure.

The formation in preschool children of the main substructures of figurative thinking in the specified sequence gives them the opportunity to consciously and deeply cognize the world and its patterns. This is explained by the fact that the described path corresponds to the psychological nature of the child’s intellectual development and prepares him to overcome various difficulties and problems that he will encounter in the future.

The presence of all five of these substructures in children's thinking is the most important indicator of their intellectual readiness for school. In addition, it shows that after this, children are well oriented in all types of spatial relationships that are adequate to the corresponding substructures (for example, they absolutely clearly distinguish between right and left). They exhibit some manifestations of conscious components of theoretical thinking, which traditionally appear for the first time with good effective teaching only at primary school age (for example, the action of planning). The proposed approach clearly implements the well-known position of D.B. Elkonin and V.V. Davydov that “in logical-psychological terms, the content educational material should be given to children in the form of structures for their activities.”

To develop the topological substructure, games and tasks such as “Labyrinth”, “Choose the right way" In addition to games, it is good to use attributes that are interesting for children (for example, toys from Kinder Surprises, models), since a preschool child will be very happy to move a car or a doll across paper not with a pencil or finger.

To develop the projective substructure, it makes sense to use various schematic images, for example, a floor plan for finding a hidden object, a map-type diagram for choosing the right road, the location of an object.

This kind of task very well develops initiative, independence and imagination of children. They allow preschoolers to engage in meaningful activity, discover new properties of objects, notice their similarities and differences, learn to see its different sides in each object, starting from a separate feature of the object, and build its image as a whole. For these purposes, by the end of this age period it is quite possible and necessary to offer children tasks for planning their own activities.

For the formation of an ordinal substructure of figurative thinking, various tasks for the development of observation are very effective.

Tasks for the development of the metrical substructure of figurative thinking in children usually do not cause any difficulties. All of them are associated with operating and orientation in quantitative relations. Therefore, these should include teaching children to count, various tasks and examples like: “Where are there more objects and why?” etc.

The development of the compositional substructure is facilitated by various games with cubes and construction sets. In addition, the development of this component of figurative thinking is facilitated by tasks to combine objects or concepts, comparison of two objects, two phenomena, two concepts.

All these games and tasks contribute to the development of children’s independent creative thinking and the formation of their intellectual readiness for learning at school.

2 Conditions for the development of visual-figurative thinking in older preschool age

thinking child preschool

The main condition for the development of thinking in a child is the position of an adult, which has in every age period its specificity.

The scope of problems that the child solves expands due to knowledge gained from an adult or in his own activities and observations. Therefore, the acquisition of knowledge is not an end in itself of mental education, but its means and at the same time a condition for the development of thinking. The child analyzes his experience, establishes analogies between the familiar and the unfamiliar, which leads him to unique conclusions.

It is the adult’s speech that guides the child’s thinking, gives it generality, purposefulness, problematic nature, some organization, planning and criticality. The development and organization of a child’s perception leads to the formation of his first mental operations - discrimination and comparison. It is necessary to provide the baby with a certain independence so that he can actively act with objects.

An adult teaches a child to see and formulate a problem in speech - to pose a question, and also to reflect in it the results of knowledge, although the child is not yet solving actual intellectual problems, but only practical ones.

In preschool age, in the context of extra-situational-cognitive communication with adults, a special kind of “theoretical” activity arises. Numerous children's questions arise regarding various areas of activity. The attitude of an adult to children's issues largely determines the further development of thinking. When answering them, it is necessary to provide the child with the opportunity, with the help of an adult, peers, or independently, to find the required answer, and not rush to give knowledge in finished form. The main thing is to teach a preschooler to think, reason, and make attempts to resolve issues that arise. This position of an adult forms independent thinking and an inquisitive mind. Reliability, certainty and laconicity of answers, but at the same time their exhaustive nature, confirmed by examples and observations, contributes to the further development of curiosity in preschoolers.

An indifferent attitude to questions reduces the cognitive activity of a preschooler. You should not only treat children’s questions carefully, respectfully and tactfully, but also encourage children to ask.

It is necessary to teach the child to compare, generalize, analyze, organizing observations, experimentation, and familiarization with fiction. When a preschooler is encouraged to explain in detail, in detail, phenomena and processes in nature and social life, then reasoning turns into a way of cognition and solving intellectual problems. And here it is important for an adult to show tolerance and understanding of the unusual explanations that a preschooler gives, in every possible way supporting his desire to penetrate into the essence of objects and phenomena, establish cause and effect relationships, and learn hidden properties.

We emphasize that the development of coherent speech in a child contributes to the development of thinking, giving it a generalized and conscious character. If you do not teach a child to establish connections, then he will remain at the level of sensory perceived facts for a long time.

Not only mastering ways of thinking, but also mastering a system of knowledge allows a preschooler to more effectively solve intellectual problems. The principles of selection of such knowledge and their content have been studied in detail in preschool pedagogy. Let us only emphasize that assimilation should be considered not as an end in itself, but as a means of developing thinking. Mechanical memorization of various information, fragmentary and chaotic, copying adult reasoning does not do anything for the development of a preschooler’s thinking. V.A. Sukhomlinsky wrote: “...Do not bring down an avalanche of knowledge on a child... - inquisitiveness and curiosity can be buried under an avalanche of knowledge. Know how to open one thing to the child in the world around him, but open it in such a way that a piece of life will sparkle in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child will want to return again and again to what he has learned.”

Cognitive activity is characterized by the fact that the solution of a specific cognitive task represents the formulation of the next, perhaps more general, task, and its solution, in turn, leads to the formulation of another task, etc. A person’s cognitive activity determines his self-development.

To create in children positive attitude It is recommended to apply a “strategy for creating success” to cognitive activity. It is necessary to take into account the child’s preferences for one or another content of learning and accustom him to mental work on the educational material that is interesting to him, one should select those tasks that the child can objectively perform well, this will increase his self-esteem (one should give feasible tasks and help in necessary cases ), improve mood, increase willingness to participate in educational work, which contributes to the formation of a positive attitude towards learning. The content of educational material should be interesting, emotional, and use various forms of collective activity. In a word, encourage the child, his slightest success. It should be qualitative analysis, emphasizing all the positive aspects, as well as responding adequately to mistakes, counting them normal occurrence- learn from mistakes.

V.A. Sukhomlinsky wrote that positive emotions associated with the experience of success are the child’s faith in himself18.

The discovery of a new world of serious human activity stimulates in the child an active desire to participate in this life. In this regard, the life of a preschool child is characterized, firstly, by the relative separation of his activities from adults, secondly, by the expansion of living conditions, thirdly, by the discovery of the social functions of people and their relationships to each other, and fourthly by the active desire of the child participate in the lives of adults.

Figurative thinking also develops most clearly when perceiving fairy tales, stories, etc. brightness of ideas, liveliness, spontaneity, the possibility of emotional assistance and empathy with the hero of a literary work, but not in terms of real participation in his activities, but in terms of ideas. All this helps the development of visual and imaginative thinking.

Conclusions on Chapter 2

Thus, visual-figurative thinking is the main type of thinking of an older preschooler and is important for a wide variety of human activities. Ideas are an important basis that largely determines the success of the formation of visual and figurative thinking in children.

Visual-figurative thinking consists of five intersecting substructures: topological, projective, ordinal, metric, compositional (algebraic). The presence of dominant substructures in figurative thinking must be taken into account in the process of cognitive activity of children of senior preschool age. The formation of substructures gives older preschoolers the opportunity to consciously and deeply understand the world around them and its patterns.

Dominant substructures in figurative thinking must be taken into account in the learning process, since they give rise to individual ways of children’s activities. The presence of all five of these substructures in children's thinking is the most important indicator of their intellectual readiness for school.

Games and tasks aimed at developing substructures contribute to the development of children’s independent imaginative thinking and the formation of readiness for school learning.

The main condition for the development of thinking in a child is the guidance of an adult. The scope of problems that the child solves expands due to knowledge gained from an adult or in his own activities and observations.

As a result of cognitive communication with an adult, numerous children’s questions arise that relate to various areas of activity. The attitude of an adult to children's issues largely determines the further development of thinking.

Children need calm emotionality. Figurative thinking develops most clearly when perceiving fiction(emotional assistance and empathy of a child with a literary character), as well as through games, exercises, and tasks.

All this helps the development of visual-figurative thinking. The world of adults opens up before the child, which makes him want to participate in the lives of adults.

CONCLUSION

Thinking is the highest cognitive process. The difference between thinking and other cognitive processes is that it is almost always associated with the presence of a problem situation, a task that needs to be solved, and an active change in the conditions in which this task is given.

Thinking as a separate mental process does not exist; it is present in all other cognitive processes: perception, memory, attention, imagination, speech.

At the age of four to seven years, according to J. Piaget, there is a gradual conceptualization of mental activity, which leads the preschool child to pre-operational thinking. The thinking of a preschooler remains largely visual, including elements of mental abstract operations, which can be considered as a progressive change compared to the previous early age.

An analysis of psychological and pedagogical literature showed that the problem of developing visual-figurative thinking in preschoolers was dealt with by A.V. Zaporozhets, A.A. Lyublinskaya, G.I. Minskaya, I.S. Yakimanskaya, L.L. Gurova, B.G. Ananyev, J. Piaget, D. Hebb, D. Brown, R. Holt and others.

Both domestic and foreign studies show that the development of visual-figurative thinking is a complex and lengthy process. Analyzing the views of representatives different approaches and schools in relation to the dynamics of thinking in preschool age, we note the significant age-related changes this most important system function, ensuring the child’s adaptation to the conditions of life in the subject and social environment. The main change in the thinking process in preschool age is the transition from external action to the internal plane, which ensures by the end of preschool childhood the ability to act in the mind.

Many authors consider the emergence of visual-figurative thinking as a key moment in the mental development of a child. However, the conditions for the formation of visual-figurative thinking in preschoolers and the mechanisms for its implementation have not been fully studied.

Research by scientists and the results of an experimental study of visual-figurative thinking in preschool children allowed us to identify the following features of the development of visual-figurative thinking in preschool age:

Visual-figurative thinking is the main type of thinking of a preschool child. Already in middle preschool age, children can master many capabilities associated with this type of thinking (mentally transform images of real objects, build visual models, plan their actions in the mind);

the emergence of visual-figurative thinking is a key moment in the mental development of a child;

the ability to operate with ideas arises in the process of interaction between various lines of a child’s psychological development - the development of objective and instrumental actions, speech, imitation, play activities, etc.

the initial stages of the development of visual-figurative thinking are closely adjacent to the development of perception processes;

tasks in which connections essential to achieving a goal can be discovered without testing are usually solved by children of older preschool age in their heads, and then carry out an error-free practical action;

the success of the transition from an external to an internal plan of action in preschool children is determined by the level of orientation-research activity aimed at identifying the significant connections of the situation.

Based on the results obtained, we have developed recommendations for parents and educators on the development of visual-figurative thinking in preschoolers.

BIBLIOGRAPHY

.Allahverdov V.M., Bogdanova S.I., etc. Psychology: textbook. - M.: TK Welby, Prospekt publishing house, 2004 - 752 p.

2.Vallon A. Mental development of the child. - M.: Education, 1967

.Wecker, L.M. Psyche and reality. Unified theory of mental processes. - M.: Smysl, 1998 - 685 p.

.Wenger L.A. Development of cognitive abilities in the process of preschool education / Edited by L. A. Wenger. - M.: “Pedagogy”, 1986. - 225 p.

.Wenger L.A., Kholmovskaya V.V., Dyachenko O.M. and others. Diagnostics of mental development of preschool children - M.: Pedagogika, 1978 - 248 p.

.Vygotsky L.S. Thinking and speech / Ed.G.N. Shelogurova. - 5th ed., revised - M.: Labyrinth, 1999

.Vygotsky, L.S. Psychology / L.S. Vygotsky. - M.: APRIL PRESS EKSMO PRESS, 2002. - 1008 p.

.Galperin P. Ya., Elkonin D. B. On the analysis of J. Piaget’s theory on the development of children’s thinking. - In the book: J. Flavell. Genetic psychology of Jean Piaget/Trans. from English M., 1967. - 621 p.

.Zaporozhets A.V. Selected psychological works, in 2 volumes. Volume 1. Mental development of the child / Under. ed. V. V. Davydova, V. P. Zinchenko. - M.: Pedagogy, 1986. - 320 p.

10. Kravtsova E.E. Psychological neoplasms of preschool age<#"justify">Elkonin D. B. Mental development in childhood: Selected psychological works. // Edited by D. I. Feldshtein. - M.: Institute of Practical Psychology, 199

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.