Each person is unique in nature, and this is reflected not only in the visual difference from each other and in character traits, but also in what happens in our heads. Looking at the same picture, everyone will describe it in their own way, in their own colors and understanding. Thinking is responsible for this process, which helps us reflect reality, exactly as we see it.

The development of thinking is a very important process that has been practiced since early childhood. The more extraordinary it is, the more creative the person will be. It is thanks to this function that poems, lyrics, paintings, music are born. Thinking is inherent in absolutely any person, in some it is more expressed in a creative direction, while in others it is given in a logical direction, people with a technical mindset. In any case, both figurative and logical thinking requires its development, and special exercises and tasks will help in this as well as possible.

Development of figurative thinking

It would seem that such an activity as the development of imaginative thinking is necessary for children, adolescents, or, in extreme cases, adults whose work is involved in creativity. But this is not so, figurative thinking contributes to:

• easily and clearly solve the tasks or problems;
• analyze what is happening, clearly formulate a thought and summarize reflections;
• calming the nervous system;
• to reproduce in the head what was seen or experienced earlier, etc.

For these and not only reasons, it is important to have a developed imaginative thinking at any age. So, let's look at a few effective exercises that can help improve this brain function:

Development of logical thinking

In addition to figurative thinking, an equally important role is given to logical thinking. The application of logical thinking occurs in the following cases:

• the ability to find the right solution or outcome for a particular task, problem, situation;
• the ability to clearly express their thoughts, to formulate them;
• the ability to identify errors in the presentation of the thoughts of another person and the ability to sum up what was said without spreading demagogy;
• the ability to select arguments to convince another person of the correctness of your point of view.

For the development of logical thinking, the following tasks and exercises are suitable:

Development of abstract thinking

Abstract thinking is closely related to logic. This kind of thinking is inherent only to humans and is not available to animals. Through abstract thinking, we can:

• analyze and summarize information;
• build a logical, generalized chain of what is happening, for example, coffee - cup - hot - aroma. We connect all these concepts together, presenting the big picture;
• systematize knowledge, etc.

For the development of abstract thinking, such uncomplicated and interesting exercises are suitable:

Development of spatial thinking

Spatial thinking is the ability to represent objects, including imaginary ones, in three dimensions in all details and colors. According to statistics, spatial thinking is far from being developed for everyone and is a specific type of mental activity. But, despite this, there are a number of exercises that can help develop this kind of thinking. Here are the following task options:

• what object can be obtained if a triangle is superimposed on a segment?
• What figures can be obtained when two line segments intersect?
• what figures will come out when the two triangles intersect?

The tasks are quite simple, but require concentration, they can be used in the development of thinking, both in an adult and in a child. If initially it is not possible to recreate the images of objects mentally, use paper and a pen. Draw objects and already visually compose the necessary elements from them.

Everything ingenious is simple, this expression is familiar to everyone. But the way it is, but in order to invent or create something ingenious, you just need to get away from the stereotyped, standard thinking. Only by breaking the stereotyped representation and the usual interpretation of objects in oneself, one can easily create something creative. In general, thinking, whether abstract, logical or figurative, is an integral part of normal human development. Just for some, logical thinking is more characteristic, while others are guided more by figurative thinking. But the result is the same, each of these types of thinking requires development, and no matter how old you are 5, 15 or 35, a shake-up for the mind is useful at any age!

Reading strengthens neural connections:

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Good day, dear friends! Do you remember what grades you got in school? I remember. There are no triples in my certificate. But during any year of study there were triples, deuces, and even cola sometimes happened. So I think, who is Alexandra, my daughter, like? Excellent student, hangs on the honor roll! Apparently those additional exercises that we do with her are bearing fruit.

Lesson plan:

Exercise 1

A very interesting exercise! Useful not only for children, but also for adults. This exercise is used as a test at the casting of radio hosts. Imagine, you come to the casting, and they say to you: “Come on, my friend, connect us a chicken with a pole.” In all seriousness, they say so!

The meaning is precisely in this, it is necessary to combine two absolutely unrelated concepts. Radio presenters need this in order to quickly and beautifully compose lead lines to songs during live broadcasts, for easy transitions from one topic to another.

Well, the kids are suitable for the development of creative, creative, quick thinking.

So how do you connect a chicken with a pole? Lots of options:

1. The chicken walks around the post.
2. The chicken was blind, walked and crashed into a pole.
3. The chicken was strong, hit the pole, and it fell.
4. The pillar fell right on the chicken.

Do you want to work out? Good. Connect:

• chamomile with milk;
• headphones with a jellyfish;
• moon boots.

Exercise 2. Word Breakers

If in the previous exercise we connected, then in this we will break one long word into many short ones, consisting of letters of a large word. According to the rules, if a letter occurs once in a long word, then it cannot be repeated twice in short words.

For example, the word "switch" breaks down into:

• tulle;
• key;
• beak.

I don't see any more options, do you?

You can break any long words, for example, “holiday”, “picture”, “towel”, “polar explorer”.

Exercise 3. Puzzles

Solving puzzles helps to think outside the box, creatively. Teaches the child to analyze.

Rebuses may contain images, letters, numbers, commas, fractions, placed in a very different order. Let's try to solve some simple puzzles together.

1. On the first we see the syllable "BA" and "barrel". Connect: BA + Barrel = Butterfly.
2. On the second, the principle is the same: Baran + KA = Bagel.
3. The third is more difficult. Cancer is drawn, and next to it is “a = y”. So in the word cancer, the letter "a" must be replaced with the letter "y", we get "hands". To this we add another "a": hand + a = hand.
4. The fourth rebus with a comma. Since the letter “A” is the first, the guess word begins with it. Next, we see the “fist”, after the picture there is a comma, which means that the last letter must be subtracted from the word “fist”. Let's get "cool". Now we combine everything together: A + kula = shark.
5. The fifth rebus is only at first glance difficult. You need to remove the letter “and” from the word “saw”, and read the word “cat” backwards. As a result, we get: pla + current = handkerchief.
6. The sixth, fully alphabetic rebus. Everything is clear with the first and last letters, but what about the middle? We see the letter "o" drawn in the beech "t", so let's say "in t o". We connect: A + WTO + P \u003d AUTHOR.

Trained? Now try to solve the puzzle yourself.

You can share your answers in the comments. You will find many puzzles in children's magazines and.

Exercise 4. Anagrams

Can an orange be turned into a spaniel and vice versa? "Easily!" anagram lovers will answer. You don't even need a magic wand.

An anagram is a literary device that consists in rearranging the letters or sounds of a certain word (or phrase), which results in another word or phrase.

Just as easily, a dream turns into a nose, a cat into a current, and a linden into a saw.

Well, shall we try? Let's make it so:

• the "carriage" flew to the stars;
• "word" grew on the head;
• "lace" learned to fly;
• "atlas" became edible;
• "pump" settled in the forest;
• "mote" became transparent;
• the “roller” was placed on the table before dinner;
• "bun" learned to swim;
• "chamomile" was spinning by the lantern on summer evenings;
• "Park" could not live without water.

Exercise 5. Logic problems

The more logic puzzles you solve, the stronger your thinking becomes. After all, it is not for nothing that they say that mathematics is gymnastics for the mind. Indeed, when solving some of them, you directly feel how the brain moves.

Let's start with the simpler ones:

1. Kolya and Vasya solved problems. One boy decided at the blackboard, and the other at the desk. Where did Vasya solve problems if Kolya did not solve them at the blackboard?
2. Three old grandmothers live in the same entrance, on the third, fifth and seventh floors. Who lives on what floor, if grandmother Nina lives above Valya's grandmother, and Galya's grandmother lives below Valya's grandmother?
3. Yura, Igor, Pasha and Artem finished in the top four in the running competition. Who took what place? It is known that Yura did not run first or fourth, Igor ran after the winner, and Pasha was not the last.

And the next three problems Sashulya brought from the Mathematical Olympiad. These are tasks for the third grade.

“The gardener planted 8 seedlings. Of all but four, pear trees have grown. All but two pear trees grow pears. Pears from all fruit-bearing pear trees except one are not tasty. How many pear trees have tasty pears?”

“Vasya, Petya, Vanya wear ties of only one color: green, yellow and blue. Vasya said: "Petya does not like yellow." Petya said: "Vanya wears a blue tie." Vanya said: "You are both deceiving." Who prefers what color if Vanya never lies?

And now attention! A task of increased difficulty! "On the backfill," as they say. I couldn't solve it. I suffered for a long time, and then I looked at the answers. She is also from the Olympics.

“The traveler needs to cross the desert. The transition lasts six days. The traveler and the porter who will accompany him may take with him a supply of water and food for one person for four days each. How many porters will the traveler need to realize his plan? Enter the smallest number."

If you still fall asleep on any task, then contact me, I will help)

Exercise 6. Match puzzles

Matches are not toys for children! A tool for training thinking. For safety reasons, I suggest replacing matches with counting sticks.

These simple little sticks make very complex puzzles.

First, let's warm up:

• fold two identical triangles from five sticks;
• of seven sticks, two identical squares;
• remove three sticks to make three identical squares (see picture below).

Now more difficult:

Move three sticks so that the arrow flies in the opposite direction.

The fish also needs to be turned in the other direction, while shifting only three sticks.

After shifting only three sticks, remove the strawberry from the glass.

Remove two sticks to make two equilateral triangles.

The answers can be found at the end of the article.

Exercise 7

And now let's work as Sherlock Holmes! Let us seek the truth and discover lies.

Show the child two pictures, on one of which depict a square and a triangle, and on the other a circle and a polygon.

And now offer cards with the following statements:

• some figures on the card are triangles;
• there are no triangles on the card;
• there are circles on the card;
• some of the figures on the card are squares;
• all shapes on the card are triangles;
• there are no polygons on the card;
• There are no rectangles on the card.

The task is to determine whether these statements are false or true for each picture with figures.

A similar exercise can be carried out not only with geometric shapes, but also with images of animals. For example, put a cat, a fox and a squirrel on the picture.

Statements can be as follows:

• all these animals are predators;
• there are pets in the picture;
• all the animals in the picture can climb trees;
• all animals have fur.

Pictures and statements to them can be selected independently.

Exercise 8. Instruction

We are surrounded by a variety of things. We use them. Sometimes we do not pay any attention to the instructions that are attached to these items. And it also happens that there are simply no instructions for some very necessary items. Let's fix this misunderstanding! We will write the instructions ourselves.

Take, for example, a comb. Yes, yes, the usual comb! That's what we got with Alexandra.

So, instructions for using the comb.

1. A comb is a device for making hair smooth and silky, made of plastic.
2. Use a comb should be with increased shaggy and curly.
3. In order to start combing, approach the comb, gently take it in your hand.
4. Stand in front of a mirror, smile, bring the comb to the roots of your hair.
5. Now slowly move the comb down to the ends of your hair.
6. If there are obstacles in the form of knots on the way of the comb, then run the comb over them several times with weak pressure, while you can scream a little.
7. Each strand of hair is subject to processing by a comb.
8. Combing can be considered finished when the comb does not meet a single knot on the way.
9. After combing, it is necessary to rinse the comb with water, put it in a place specially designated for it.
10. If a tooth has broken off a comb, you need to throw it in the trash.
11. If all the teeth of the comb have broken off, send it after the tooth.

Try writing instructions for a pot, or slippers, or a glasses case. It will be interesting!

Exercise 9. Making up a story

Stories can be composed in different ways, for example, based on a picture or on a given topic. By the way, this will help. And I suggest you try to compose a story based on the words that must be present in this story.

As always, an example.

Words are given: Olga Nikolaevna, poodle, sequins, turnip, salary, gray hair, castle, flood, maple, song.

Here's what happened to Sasha.

Olga Nikolaevna walked down the street. On a leash, she led her poodle Artemon, the poodle was all shiny. Yesterday he broke the lock on the locker, got to the box of glitter, and poured it all over himself. And Artemon gnawed through the pipe in the bathroom and made a real flood. When Olga Nikolaevna came home from work and saw all this, gray hair appeared in her hair. And now they were going for turnips, as turnips calm the nerves. And the turnip was expensive, worth half the salary. Before entering the store, Olga Nikolaevna tied the poodle to a maple tree and, singing a song, went inside.

Now try it yourself! Here are three sets of words:

1. Doctor, traffic light, headphones, lamp, mouse, magazine, frame, exam, janitor, paper clip.
2. First grader, summer, hare, button, gap, bonfire, Velcro, shore, plane, hand.
3. Konstantin, jump, samovar, mirror, speed, sadness, trip, ball, list, theater.

Exercise 10

We have already worked as detectives. Now I propose to work as a police officer. The fact is that the words in well-known proverbs and sayings violated the order. We will deal with violators of the order. Try to arrange the words the way they are supposed to stand.

1. Food, comes, time, in, appetite.
2. You will pull out, not, labor, from, a fish, a pond, without.
3. Measure, one, a, one, seven, cut, one.
4. And, ride, sled, love, carry, love.
5. Waiting, no, seven, one.
6. Word, cat, and, nice, kind.
7. One hundred, a, rubles, have, don't, have, friends, a hundred.
8. Falls, not, apple trees, far, apple, from.
9. Flowing, stone, not, water, recumbent, under.
10. Autumn, consider, by, chickens.

I want to clarify. We don't do this on purpose. That is, it doesn’t happen that I say: “Come on, Alexandra, sit down at the table, let’s develop thinking!” No. All this in between times, if we go somewhere, we go, before going to bed instead of books. It is very interesting to do it, so you don’t have to force anyone.

Well, now the promised answers to matchstick puzzles!

Puzzle Answers

About two triangles of five matches.

About two squares out of seven.

We get three squares.

Expand the arrow (watch the color of the sticks).

We turn the fish.

And about two equilateral triangles.

I recently found this video on the Internet. It has completely different exercises. We tried, until it turns out with difficulty. Well, let's practice. See if you can use it too.

Dare! Get busy! Develop with your children. Try these "golden" exercises. Show off your results in the comments!

Thank you for your attention!

And I look forward to visiting again! Here you are always welcome!

The world surrounding a person is full of concrete things that can be seen, heard, touched. Nevertheless, there is a lot in our life that neither the eyes, nor the ears, nor other sense organs are able to determine. For example, how to imagine infinity, or how to measure the power of love, or what will happen if a modern person is suddenly moved to the distant past? There are answers to these questions, but they are ambiguous, because each person has his own idea of ​​\u200b\u200bwhat you can’t see with your eyes, you can’t hear with your ears and you can’t touch with your hands. This feature is given to him thanks to abstract thinking, which is also called abstract-logical.

Abstract-logical thinking is the privilege of exclusively people. Animals do not have the ability to draw conclusions, analyze, compare and reflect. They act on instinct. Unlike them, a person can not only study the world around him, but also, on the basis of his experience, represent its components in images and symbols, and even predict the future, considering an alternative course of events. By the way, to understand what abstract thinking is, its skills are just the same.

What are the forms of abstract thinking

Depending on what questions a person is able to answer about the world around him, three forms of abstract thinking are distinguished:

• concept - allows a person to answer the question: “What is this?”, And in one or two words. Here, for example, a woman is standing at a bus stop, and next to her is a tall woman, and a little further away is also a woman, also tall, but extremely beautiful;
• Judgment is the ability of a person to understand “what is happening or will happen?”. For example, when a bus pulls up, the women at the bus stop are likely to get on public transport;
• inference - will allow you to draw a conclusion on the topic: "Why did this happen this way?". Suppose a bus drove up to the women standing at the bus stop, but only one entered it. Why are the other two left? Apparently, this route does not suit them.

Thus, abstract-logical thinking enables a person to go beyond the visible and tangible boundaries of the surrounding world and immerse himself in the world that he creates in his mind.

It should be understood that abstract thinking in psychology is the interaction of connections between the causes of phenomena and their consequences based on personal conclusions. It has nothing to do with what constitutes the area of ​​isolated emotions and feelings. Intuition also refers to the concept, which is not a form of abstract thinking.

The possibilities of abstract thinking

Thanks to the ability of a person to see more than the surrounding reality offers, he receives unique opportunities as a gift:

• evaluate objects or phenomena by comparing them with each other;
• analyze what is happening, decomposing the event into components or combining its disparate parts into a whole;
• abstract from specific circumstances, separating signs from the subject;
• generalize or concretize objects or phenomena, finding correspondences between the particular and the general;
• systematize and classify knowledge, extracting what is necessary and pushing aside what is superfluous for a given moment in time.

All these abilities are inherent in every person, but to varying degrees. However, it is in the power of man to improve these abilities. That is why the question: “How to develop abstract thinking?” relevant at any age, although the sooner an answer is found to it, the better.

How to develop abstract thinking?

The development of abstract thinking must begin from early childhood. The younger a person is, according to scientists, the easier it will be for him to learn a new science for himself. The main thing is to do it gradually and according to age. Parents can take on board a lot of simple tricks:

• play associations - for example, fantasize what the objects around you look like;
• compose fairy tales with your child, the heroes of which can be everything that you have at hand - a comb, a refrigerator, a zucchini grown in a garden;
• draw each other's drawings or ask your child to continue one given sketch in different versions - what is hidden behind the zigzag across the entire page or what spiral circles can mean;
• invent life stories for people you accidentally see - whether they are just passers-by on the street or strangers from glossy magazines;
• create chains of associations - for example, what words can correspond to the word "rest" or what the word "delicious" implies;
• solve logical puzzles together - remember, in childhood, we all tried to transport a wolf, a goat and cabbage to the shore in one boat?

There are many ways to develop abstract thinking. It is enough to deal with a child for only half an hour a day, and after some time he will amaze you with the logicalness of judgments and the ability to draw conclusions.

Attention!

An Israeli clinic specialist can advise you -

Bubnova Ksenia Alexandrovna

Here is your baby and became a first grader. Or maybe he will go to school next year, but already now you are worried about the question: "Will it be difficult for my child to study? What should I pay attention to when preparing for school?" In this article I will talk about how to help the baby develop abstract - logical thinking. After all, good abstract-logical thinking is the key to successful mastery of the school curriculum. A simple test will help you determine if your child (we are talking about preschoolers and children of primary school age) is sufficiently developed.

Test "Increased or decreased".
Conservation of mass.

Take two plasticine balls 5 cm in diameter. Show them to the baby, let him make sure that each has the same amount of plasticine: “Imagine that this is pie dough. If we bake two pies from these balls, and you eat one, and I eat the other, will we eat equally? Or will you eat more ? Or me?"

After that, take one of the balls and make a biscuit (flat oval) about 8 cm long out of it: "And now the plasticine is the same in the ball and the biscuit? Or is there more in the ball? Or in the biscuit? (Beat the food situation). Depending on the answers you can try to confuse the child: "Look at the biscuit, it is flat, very thin. Don't you think that you can eat more in a ball?" Before rolling the biscuit into a ball again, as at the beginning, ask the child: "If I make a ball out of this biscuit, will I have as much as now?" Make a ball out of the biscuit and show that the same amount of substance is left.Third procedure with plasticine: divide one of the balls into small pieces (approximately 8-10 "crumbs"), and then ask the child to compare all the resulting pieces with the ball.

Abstract-logical thinking is poorly developed.
Here are the answers and explanations the child gives: "There is more in the ball because the sausage is thinner" or "There is more in the biscuit because it is longer." This means that the baby is focused on one of the dimensions, sometimes moving from one to another, but does not connect them. A reminder of the initial amount of the substance does not change his mind. Sometimes children suggest the possibility of returning to the same number of balls.

Abstract - logical thinking is not very well developed.
The child oscillates between affirmation and denial. If you confuse him by suggesting the wrong answer, the baby does not resist.

Abstract - logical thinking is well developed. The child argues something like this: "It is the same here and there, because if you make a ball again, it will be the same." Or: "After all, nothing was taken away and nothing was added, therefore it is the same here and there."

Test "Which word is superfluous?"

Let your child know that you are going to play now. The superfluous word was hidden among the words that "fit" each other in meaning. The task is to find the "inappropriate" word. Then read the first row of words.

Tulip, lily, bean, chamomile, violet.

If the kid answered incorrectly, give him a chance to correct the mistake. If the answer is correct, ask the question: "Why?" The same work is carried out with the rest of the rows of words. The question "Why?" set from 1 to 9 row.

Rows of words:

1. River, lake, sea, bridge, pond.
2. Doll, jump rope, sand, ball, spinning top.
3. Table, carpet, armchair, bed, stool.
4. Poplar, birch, gooseberry, linden, aspen.
5. Chicken, duck, eagle, goose, turkey.
6. Circle, triangle, pointer, square.
7. Sasha, Vitya, Stasik, Petrov, Kolya.
8. Cheerful, fast, sad, delicious, careful

If the child in most cases is not mistaken and can answer the question "Why?" (for tasks 1 - 9), his level is assessed as high, if he successfully completed half of the tasks - as average. If the level is low (the child did not cope with even half of the tasks), you should not worry - you just need to work with the baby. Try another test.

"What do they have in common?"

It is evaluated in the same way as the previous one.
Ask your child how one word can describe what you read.

1. Perch, crucian - ...
2. Cucumber tomato - …
3. Wardrobe, sofa - …
4. June July - …
5. Elephant, ant - ...

First, you read these rows to the baby, then give the task (call it in one word). Ask the child to give an answer when you read the words again. If the task is not clear, tell the child, think together how, say, to name a rose and a chamomile in one word. Ask if you can say: "Rose and chamomile are flowers"?

There are several more tests (Amthauer's awareness test, analogy test) with a scoring system for assessing the level of development of abstract-logical thinking. You can familiarize yourself with them by reading the wonderful book "How to prepare a child for school" (authors - A. A. Rean and S. N. Kostromina), based on which this article was prepared. However, according to the results of the proposed tests, you can determine whether your baby has problems and how serious they are.
And now - a little theory. Abstract - logical thinking is largely based on concepts. Concepts reflect the essence of objects and are expressed in words or other signs. Usually, in a preschool child, this type of thinking is just beginning to develop, however, tasks that require solutions in the abstract-logical sphere are included in the first grade program. It's better to start exercising early.

Exercise "What and why?"

Psychologists call it this way: "The formation of concepts based on abstraction and highlighting the essential properties of specific objects."
You explain to the child: "A car runs on gasoline or other fuel; a tram, trolleybus or electric train runs on electricity. All this together is transport." When you see an unfamiliar car (for example, a truck crane), ask "What is this? Why?" Similar exercises can be performed with other concepts: tools, utensils, utensils, plants, animals, furniture, etc.

Exercise "Cards"
(Formation of artificial concepts)

You will need to make three sets of cards (nine cards in each set). The cards should depict geometric shapes (one on each card): a triangle, a square, a circle. Each figure is depicted against a background of three degrees of saturation: pale pink, pink, red. In the first set, all pieces are black. In the second - white, in the third - gray. On the reverse side of the cards are written meaningless combinations of three letters. For the first set - PAK, for the second - BRO. For the third - VIL. You need to divide the cards into groups and invite the children to guess the intended combination of figures.

The child must identify the signs that unite the figures into a group. At the same time, he can sometimes use meaningless words written on the back of the cards: the figures belonging to the same group have the same inscriptions on the back. It is very important to ensure that the child looks at the back of the card as little as possible. Thus, the child, willy-nilly, will have to form artificial concepts using two rows of stimuli: one row performs the function of an object to which the child's activity is directed, the other row functions as signs that organize this activity.

Exercise "More, Longer and Shorter"
(Formation of the ability to separate the form of a concept from its content)

Tell the child: "Now I will tell you the words, and you will answer me, which is more, which is less, which is longer, which is shorter."
Pencil or crayon? Which one is shorter? Why?
Cat or whale? Which one is more? Why?
Boa constrictor or worm? Which one is longer? Why?
Tail or ponytail? Which one is shorter? Why?
You can come up with your own questions based on the ones above.

Exercise "What is it called?"

You read the given series of words to the child and then ask how these objects can be called in one word. You can invite the child to continue the row. Example: duck, chicken ... All these are birds. And also a dove, a crow, a turkey.
Rows of words:

1. Perch, crucian carp - _______________
2. Cucumber tomato - ____________
3. Wardrobe, sofa - ________________
4. June July - _________________
5. Butterfly, ant - ____________
6. Tree, flower - _______________
7. Coat, skirt - ________________
8. Teacher, doctor - ________________
9. Bus, tram - _____________
10. Monday Tuesday - ________
11. Spring Summer - __________________
12. Morning evening - __________________
13. Pot, spoon - _____________
14. Doll, ball - ___________________
15. Boots, shoes - ________________

Exercise "Difference and similarity"

The child must determine how the concepts differ and how they are similar:

1. Morning evening
2. cow - horse
3. Pilot - tanker
4. Skis - skates
5. Tram - trolleybus
6. Lake - river
7. Rain - snow
8. Train - plane
9. deceit is a mistake
10. Little girl - big doll
11. apple - cherry
12. Crow - sparrow
13. Milk - water
14. Gold Silver
15. Sleigh - cart
16. Sparrow - chicken
17. Evening - morning
18. Oak - birch
19. Fairy tale - song
20. Painting - portrait

Exercise "Who can't do without something"
(Helps the child learn to highlight the essential features to maintain the logic of judgments if he solves a long series of the same type of problems.)

You explain the assignment as follows: "Now I will read a series of words. Of these words, you need to choose only two, meaning something that the main subject cannot do without. Other words are also related to the main word, but they are not the main ones. You need to find the most important words. For example, a garden ... What do you think, which of these words are the main ones: plants, gardener, dog, fence, earth, that is, without which there can be no garden? Can there be a garden without plants? Why? .. Without a gardener ... dogs ... fences ... earth? .. Why?"
Each of the proposed words is analyzed in detail. The main thing is that the child understands why this or that word is the main, essential feature of this concept.

Sample tasks:

1. Boots (laces, sole, heel, zipper, shaft)
2. River (shore, fish, angler, mud, water)
3. City (car, building, crowd, street, bicycle)
4. Barn (hayloft, horses, roof, livestock, walls)
5. Cube (corners, blueprint, side, stone, wood)
6. Division (class, dividend, pencil, divider, paper)
7. Game (cards, players, fines, penalties, rules)
8. Reading (eyes, book, picture, print, word)
9. War (aircraft, guns, battles, guns, soldiers)

The next stage of your studies should be the formation of judgments, and for this the child needs to learn to understand the figurative meaning of the phrase. For this training, you can use various literary material, proverbs, sayings that can be understood both literally and figuratively.

For example, work on explaining the following proverbs:
"Measure seven times, cut once"
"Less is better"
"Hurry up - make people laugh"
"Strike while the iron is hot"
"Business before pleasure"
"Do not get into your sleigh"

The work on proverbs is carried out as follows.
Tell the baby: "Now I will read you a proverb, and she will try to find a suitable phrase for it from those that I will offer you."

To the proverb "Measure seven times, cut once" offer three options:

1. If he himself cut off incorrectly, then you should not blame the scissors.
2. Before you do, you need to think carefully.
3. The seller measured seven meters of fabric and cut it off.

The correct choice is the second option.
Work on the rest of the proverbs in the same way. Of course, at first the baby will not cope without your help, this task is quite difficult not only for preschoolers, but also for children of primary school age. Think together, think together, make it clear to the child that sometimes you yourself cannot immediately find the right answer. And now - the most important thing. You need to work with your child in such a way that everything you do seems to him an interesting and exciting game. Show maximum patience, tact and goodwill! In no case should the kid feel that you are unhappy with him, that something is not working out for him! After all, it can’t work right away! Do not forget to praise the child for the smallest victory. Tell him with delight: "You see, before this task seemed difficult to you, but now you did it so well!"

Good luck to you and your child!