The development of logical thinking of younger students. The development of logical thinking in schoolchildren

Development of cognitive UUD on the example of logical thinking

Content

1. Introduction

3. Diagnosis of the level of development of logical thinking of children in grade 2

6.Conclusion

Introduction

The radical changes taking place in the field of education are caused by the need of society for personnel capable of making non-standard decisions, able to think logically. The school should prepare a thinking, feeling, intellectually developed person. And intelligence is determined not by the amount of accumulated knowledge, but by a high level of logical thinking.

Junior school age is productive in the development of logical thinking. This is due to the fact that children are included in new types of activities for them and systems of interpersonal relations that require them to have new psychological qualities. At primary school age, children have significant reserves of development. With the child entering school, under the influence of learning, the restructuring of all his cognitive processes begins.

Many foreign (J. Piaget, B. Inelder, R. Gaison, etc.) and domestic (P. P. Blonsky, L. S. Vygotsky, S. L. Rubinshtein, P. Ya Galperin, A. N. Leontiev, A. R. Luria, P. I. Zinchenko, A. A. Smirnov, B. M. Velichkovsky, G. G. Vuchetich, Z. M. Istomina, G. S. Ovchinnikov etc.) researchers.

The development of logical thinking occurs in several stages, the first two occur at the age of elementary school students. I realized that a primary school teacher has a big responsibility. “Have I done enough work so as not to miss the favorable time for the development of the logical thinking of my students,” this question haunted. Previously, it seemed to me that the level of development of this type of thinking would depend on the number of logical tasks solved with students. I always analyzed non-standard tasks with students in the lesson, created a personal “piggy bank” of such tasks, and made individual cards with them. But my work with children on the development of logical thinking was episodic and most often carried out at the end of the lesson. Primary school teachers often use imitation-type exercises that do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, and flexibility are not sufficiently developed. This is what indicates the urgency of the problem. Thus, it is at primary school age that it is necessary to carry out purposeful work to teach children the basic methods of mental actions.

The possibilities of forming methods of thinking are not realized by themselves: the teacher must actively and skillfully work in this direction, organizing the entire learning process in such a way that, on the one hand, he enriches children with knowledge, and on the other hand, he forms the methods of thinking in every possible way, contributes to the growth of cognitive forces and students' abilities.

The purpose of this work- identify methods for the development of logical thinking

Tasks:

1. Study the literature on this topic.

2. Diagnosis of the level of development of logical thinking of children in grade 2

3. Develop a system of exercises that contribute to the development of logical

thinking.

Analysis of psychological and pedagogical literature on the problem of the development of logical thinking

Thinking- this is a generalized reflection of objective reality in its regular, most significant connections and relationships. It is characterized by commonality and unity with speech. In other words, thinking is a mental process of cognition associated with the discovery of subjectively new knowledge, with the solution of problems, with the creative transformation of reality.

The main elements with which thought operates are

concepts(reflection of general and essential features of any objects and phenomena),

judgments(establishing a connection between objects and phenomena; it can be true and false),

conclusions(conclusion from one or more judgments of a new judgment), as well as images and representation

The main operations of thinking include:

analysis(mental division of the whole into parts with their subsequent comparison), synthesis(combining individual parts into a whole, building a whole from analytically given parts),

specification(application of general laws to a specific case, operation, inverse to generalization),

abstraction(singling out some side or aspect of a phenomenon that does not actually exist as an independent one),

generalization(mental association of objects and phenomena similar in some way),

comparison and classification

Depending on the extent to which the thought process is based on perception, representation or concept, there are three main types of thinking:

1. Subject-effective (visual-effective).

2. Visual-figurative.

3. Abstract (verbal-logical).

Subject-effective thinking - thinking associated with practical, direct actions with the subject; visual-figurative thinking - thinking that relies on perception or representation (typical for young children). Visual-figurative thinking makes it possible to solve problems in a directly given, visual field. The further way of development of thinking lies in the transition to verbal-logical thinking - this is thinking with concepts devoid of direct visibility inherent in perception and representation. The transition to this new form of thinking is associated with a change in the content of thinking: now these are no longer specific ideas that have a visual basis and reflect the external signs of objects, but concepts that reflect the most essential properties of objects and phenomena and the relationship between them. This new content of thinking in primary school age is given by the content of the leading educational activity. Verbal-logical, conceptual thinking is formed gradually during primary school age. At the beginning of this age period, visual-figurative thinking is dominant, therefore, if in the first two years of education children work a lot with visual samples, then in the next classes the volume of this kind of activity is reduced. As he masters educational activities and assimilates the basics of scientific knowledge, the student gradually joins the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support.

The main features of the mind are:

-- curiosity and curiosity(the desire to learn as much as possible and thoroughly);

-- depth(the ability to penetrate into the essence of objects and phenomena);

-- flexibility(ability to navigate correctly in new circumstances);

-- criticality(the ability to question the conclusions drawn and to abandon the wrong decision in time);

-- consistency(ability to think harmoniously and consistently);

-- rapidity(ability to make the right decisions in the shortest possible time).

When psychologists began to study the characteristics of a child's thinking, the connection between thinking and speech was singled out as one of the main features. At the same time, a direct connection between the child's thinking and the child's practical actions was revealed.

Research by psychologists has shown that there are extremely complex, changeable and diverse relationships between thought and practical action, thought and language, thought and sensory image. These relationships change at different stages of age development of children and are directly related to the content of the task that the child is currently solving. These relationships also change depending on the exercises, on the methods of teaching the child that the teacher uses.

Indeed, the first means of solving a problem for a small child is his practical action. He can solve a specific problem if it is given to him visually: to get an object that is far from him, to make a whole picture out of pieces. The child acts in the process of solving directly with the object given to him.

One of the most important features of the thinking of a small child, which already appears at the stage of visual-effective solution of a problem, is speech. A verbally formulated task can be perceived by a child from an adult (on the basis of audible and understood speech), but it can also be put forward by the child himself.

The earliest stage in the development of a child's thinking is visual-effective thinking; it should be emphasized that this form of "thinking with the hands" does not disappear with the development of higher forms of logical (verbal) thinking. When solving unusual and difficult problems, even schoolchildren return to practical solutions. The teacher also resorts to these methods of solving in the learning process.

Before the children learn to mentally add another number to one number, or even, relying on a visually represented number of some objects, subtract a given number from it, even before that, small schoolchildren practically add 3 flags by counting to 5 flags, subtract (move) from 4 carrots 2 carrots or perform other practical activities to master the general way of operating with numbers, counting, solving examples and problems.

To solve a movement problem, a student of grades II-III must imagine a path, that is, the distance between two points. To do this, the teacher uses visualization (drawing, diagram), and the children (initially), through the practical movement of different figures, acquire an idea of the relationship between distance, speed of movement and time. And only then the solution of such problems can already be carried out in the mind. “Thinking with hands” remains “in reserve” even among adolescents and adults when they cannot solve a new problem right away in their minds.

The greatest significance of practical action lies in the fact that the child, directly influencing things, reveals their properties, reveals signs and, most importantly, reveals previously invisible connections that exist both between things and phenomena, and within each object and phenomenon. These connections from hidden become visible.

Consequently, all the cognitive activity of the child, and with it the knowledge he acquires, become deeper, more connected and meaningful. Such a way of cognition is especially effective in the elementary grades in the study of natural phenomena, in the study of mathematics, labor, and in all those academic subjects where practical action can be used as the initial path of cognition of the educational content offered to children.

The concept of

"stage-by-stage formation of mental action", developed by P. Ya. Galperin.

At the first stage, the child uses external material actions to solve the problem.

On the second - these actions are only presented and spoken out by the child (at first loudly, and then to himself).

Only at the last, third stage, the external objective action “folds up” and goes into the internal plan.

With the transition of the child's thinking to the next, higher stage of development, its initial forms, in particular practical thinking, do not disappear, but their functions in the thought process are restructured and changed.

With the development of speech and the accumulation of experience, the child moves to figurative thinking. At first, this higher kind of thinking retains many features of the lower kind in the younger student. This, first of all, is revealed in the concreteness of those images with which the child operates.

The vivid imagery and, at the same time, the concreteness of children's thinking are explained primarily by the poverty of children's experience. Behind each word, the child imagines only that specific object with which he once encountered, but not a group of objects included by an adult in those generalized representations with which he operates. The child still has nothing to generalize. Understanding the figurative meaning of words and phrases used in artistic texts, allegories, proverbs, metaphors is at first completely inaccessible to a 7-8-year-old child. He operates with specific solid images, not being able to isolate the thought, idea contained in them. “Heart of stone” means that his heart is made of stone. "Golden hands" - which are covered with gold. The verbal-logical thinking of a child, which begins to develop at the end of preschool age, already implies the ability to operate with words and understand the logic of reasoning.

The development of verbal-logical thinking in children goes through two stages. At the first stage, the child learns the meanings of words relating to objects and actions, and at the second stage, he learns a system of concepts denoting relationships, and assimilates the rules of the logic of reasoning. Verbal-logical thinking is found, first of all, in the course of the thought process itself. Unlike practical, logical thinking is carried out only verbally. A person must reason, analyze and establish the necessary connections mentally, select and apply appropriate rules, techniques, and actions known to him to a given specific task. He must compare and establish the desired connections, group different and distinguish similar objects, and do all this only through mental actions.

It is perfectly natural that before a child masters this most complex form of mental activity, he makes a number of mistakes. They are very typical of the thinking of young children. These features are clearly revealed in children's reasoning, in their use of concepts, and in the process of the child's assimilation of individual operations of logical thinking. Concepts make up a significant part of the knowledge that every person is rich and uses. These can be everyday concepts (rest, family, convenience, comfort, quarrel, joy), grammatical (suffixes, sentences, syntax), arithmetic (number, multiplicand, equality), moral (kindness, heroism, courage, patriotism) and many others. . Concepts are generalized knowledge about a whole group of phenomena, objects, qualities, united by the commonality of their essential features.

So, children correctly reproduce the wording in which the definitions of the concepts "sentence", "sum", "subject" are given. However, one has only to change the question and force the child to apply this seemingly well-learned concept in new conditions for him, as his answer shows that in fact the student has not mastered this concept at all.

In order for a child to master the concept, it is necessary to lead children to highlight common essential features in different objects. Generalizing them and abstracting at the same time from all minor signs, the child masters the concept. In this work, the most important are:

1) observations and selection of facts (words, geometric shapes, mathematical expressions) demonstrating the concept being formed;

2) analysis of each new phenomenon (object, fact) and the allocation of essential features in it, repeating in all other objects assigned to a certain category;

3) abstraction from all non-essential, secondary features, for which objects with varying non-essential features are used and essential features are preserved;

4) the inclusion of new items in known groups, indicated by familiar words.

Such difficult and complex mental work is not immediately possible for a small child. He does this job, going quite a long way and making a number of mistakes. Some of them can be considered characteristic. Indeed, in order to form a concept, a child must learn to generalize, relying on the commonality of the essential features of different objects. But, firstly, he does not know this requirement, secondly, he does not know what features are essential, and thirdly, he does not know how to distinguish them in the whole subject, while abstracting from all other features, often much more vivid, visible, catchy. In addition, the child must know the word denoting the concept.

The practice of teaching children at school convincingly shows that in the conditions of specially organized education, children, by the time they move to the fifth grade, are usually freed from the strong influence of individual, often clearly given, signs of an object and begin to indicate all possible signs in a row, without highlighting the essential and common among them. private.

When a child was shown a table depicting different flowers, many students in grades I and II could not give the correct answer to the question of what is more - flowers or roses, trees or firs.

Analyzing the animals shown in the table, most of the students in grades I-II classified the whale and dolphin as a group of fish, highlighting the habitat (water) and the nature of movement (swim) as the main and essential features. The teacher's explanations, stories and clarifications did not change the position of the children, in whom these insignificant features firmly occupied a dominant place.

This type of generalization, which L. S. Vygotsky called pseudo-concepts, is characterized by the unification of different objects on the basis of the similarity of only individual features, but not all features in their totality.

However, on the basis of the above examples, it still cannot be argued that children of 7-9 years old are generally unable to master concepts. Indeed, without special guidance, the process of concept formation takes a very long time and presents great difficulties for children.

Formation of methods of verbal-logical thinking.

In the psychological and pedagogical literature, there are many works aimed at identifying the conditions and teaching methods that have the greatest impact on the development of schoolchildren's independence in the educational process. However, in most of these works, the problem of mental development was reduced to solving two questions: what students should be taught (the content of knowledge), and by what methods the teacher can bring this to the consciousness of students.

At the same time, it was assumed that the very assimilation of knowledge by students, especially the connections between phenomena, forms logical thinking and ensures full-fledged mental development. In this case, two tasks are not distinguished - the assimilation of solid knowledge and teaching schoolchildren the ability to think correctly. S. L. Rubinshtein noted that it is wrong to subordinate the problem of the development of thinking to the problem of mastering knowledge.

Indeed, although both tasks (equipping students with a system of knowledge and their mental development, including the development of thinking) are solved together, because the process of forming thinking occurs only in educational activities (assimilation and application of knowledge), yet each of these tasks has independent significance and its own the way of realization (knowledge can be memorized mechanically and reproduced without proper understanding), while the means of mental development is a specially thought-out organization of teaching schoolchildren rational methods (methods) of thinking.

Teaching schoolchildren the methods of thinking opens up the possibility of controlling and managing the process of cognition of the student, which contributes to the development of the ability to think independently. Thus, teaching techniques rationalizes the cognitive process of schoolchildren.

Many authors admit that mastering the system of knowledge and mental operations (A. N. Leontiev, M. N. Shardakoy, S. L. Rubinshtein, etc.), intellectual skills (D. V. Bogoyavlensky, N. A. Menchinskaya, V. I. Zykova and others), methods of mental activity (E. N. Kabanova-Meller, G. S. Kostyuk, L. V. Zankov and others). However, the question of the influence of methods of thinking on the mental development of students (especially of primary school age) remains not completely resolved.

The efficiency and quality of mental work in solving educational problems is directly dependent on the level of formation of the system of thinking techniques. Mastering this system has a significant impact on the process of purposeful formation of a culture of mental work of schoolchildren and positive motives for learning.

Thus, the methods of mental activity are transformed from the goal of learning into a means of learning through their active and varied application. With such an organization of training, the possibilities for the development of content increase; operational and motivational components of thinking.

An indicator that the method of mental activity has been formed is its transfer to the solution of new theoretical and practical problems. Awareness is manifested in the fact that the student can tell in his own words how to use this technique. Therefore, when forming techniques, it is necessary to bring students to the awareness of these techniques already at the very beginning of the introduction of the technique. So, for example, a junior schoolchild can learn the method of considering objects (seasons) from different points of view on natural history material, and regardless of whether articles on a given season will be studied in reading lessons. In this case, he learns two separate narrow methods, each of which he can apply in solving a certain range of specific problems. A student masters a wide technique in the event that conditions are created for generalizing analytical techniques on the material of various academic disciplines (natural history, reading, labor, fine arts, music), since the content of the curriculum in one form or another is aimed at studying natural history material by means of this academic subject. However, the methodological recommendations poorly orient the teacher to the implementation of interdisciplinary connections, which hinders the development of thinking.

It is well known that abstraction techniques play an important role in the assimilation of knowledge. With appropriate training (specially thought out from the point of view of the development of schoolchildren), these techniques provide shifts in the overall development of students.

Of particular importance for the full development of schoolchildren is the teaching of generalized methods of opposing abstractions, i.e., the process of conscious isolation and dismemberment of essential and non-essential features of objects and phenomena, based on generalized knowledge about those and other features.

When teaching schoolchildren the methods of conscious opposition of essential and non-essential features in objects and phenomena, the following rational methods can be distinguished: a) the student singles out and dismembers the features through comparison and generalization of two or more given objects, based on the generalization of knowledge about these objects; b) correlates the learned concept with the given object.

The method of mental activity described above in conditions of dissecting abstraction has a significant impact on the overall development of students, on changing the structure of cognitive activity, on the depth and strength of knowledge. Mastering this technique in training is of theoretical and practical importance also because not all training is developmental in nature. The acquisition of knowledge does not always mean advancement in general development for schoolchildren. In practical terms, the results of our study have as their main goal the equipping of schoolchildren with rational methods of thinking.

Teaching the techniques of mental activity is of great importance for eliminating overload of students and formalism in the assimilation of knowledge, since the main source of overload and formalism of knowledge lies in the inability of students to work rationally with a textbook, poor formation of thinking techniques that allow the shortest way to achieve success in cognitive activity .

In addition, the use of methods of mental activity opens up opportunities for students to take a meaningful approach to solving new problems, thereby rationalizing all the educational activities of children. In theoretical terms, the research task we have set makes a certain contribution to solving the problem of the relationship between the assimilation of knowledge and the general development of younger students.

Work on the formation of the methods of thinking of schoolchildren must begin with the first steps of schooling and be carried out throughout the entire period of study, gradually complicating it in accordance with the age characteristics of children and depending on the content and methods of teaching. Despite the fact that each subject has its own characteristics, the methods of thinking formed in the process of primary education essentially remain the same: only their combination changes, the forms of their application vary, and their content becomes more complicated.

As mentioned earlier, at the beginning of schooling in children, the predominant form of thinking is visual-figurative thinking, which at the previous genetic stage plays a leading role among other forms of intellectual activity and has reached a higher level than other forms. Its methods, associated with visual support and practical actions, make it possible to cognize objects with their external properties and connections, without providing analytical cognition of their internal relations.

At the initial stages, analytic-synthetic operations that perform the functions of a method for assimilating a new content of knowledge do not yet have all the properties necessary to perform this function (generalization, reversibility, automaticity). The phenomena of inconsistency between the operations of analysis and synthesis in teaching literacy, noted by various researchers, and their unsystematic nature indicate insufficient generalization and reversibility of operations that are still associated with visual and practical actions and rely on visual-figurative content.

Under the conditions of clearly controlled learning, in which mental actions and operations are a special subject of learning, a timely transition from the lower levels of analysis to the higher ones is ensured, and first-graders quickly get rid of the noted mistakes.

In operating with visual material, a high level of development is achieved by the operations of comparing and contrasting features, their abstraction and generalization, the inclusion and exclusion of concepts and classes. For example, the most accessible for students in grades 1-2 are the concepts of spatial relationships between objects (higher-lower, closer-further, etc.).

Being a transitional age, primary school age has deep potential for the physical and spiritual development of the child. There is more than in preschoolers, the balance of the processes of excitation and inhibition, although their tendency to excitation is still great (restlessness). All these changes create favorable conditions for the child to enter into educational activities that require not only mental stress, but also physical endurance.

Under the influence of learning, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and the internal plan of action (their implementation in the mind). When solving a learning problem, the child is forced, for example, to direct and steadily maintain his attention on such material, which, although in itself not interesting to him, is necessary and important for subsequent work. This is how arbitrary attention is formed, consciously concentrated on the desired object. In the process of learning, children also master the methods of arbitrary memorization and reproduction, thanks to which they can present the material selectively, establish semantic connections. The solution of various educational tasks requires children to realize the intent and purpose of actions, determine the conditions and means for their implementation, the ability to silently try on the possibility of their implementation, that is, it requires an internal plan of action. The arbitrariness of mental functions and the internal plan of action, the manifestation of the child's ability to self-organize his activity arise as a result of a complex process of internalization of the external organization of the child's behavior, created initially by adults, and especially teachers, in the course of educational work.

Thus, research by psychologists to identify age characteristics and capabilities of children of primary school age convinces us that in relation to a modern 7-10-year-old child, the standards by which his thinking was assessed in the past are inapplicable. His real mental faculties are broader and richer.

As a result of purposeful training, a well-thought-out system of work, it is possible to achieve in the primary grades such mental development of children that makes the child capable of mastering the methods of logical thinking common to different types of work and mastering different subjects, to use the learned methods in solving new problems, to anticipate certain regular events or phenomena.

Diagnostics of the level of development

logical thinking of children in grade 2

Research on the development of logical thinking was carried out on the basis of the 2nd grade. The study involved 15 students (9 girls and 6 boys).

The diagnostic program, the purpose of which was to determine and diagnose the level of development of logical thinking, included the following methods

Method name

The purpose of the methodology

Technique "Exclusion of concepts"

Study of the ability to classify and analyze.

Definition of concepts, clarification of causes, identification of similarities and differences in objects

Determine the degree of development of the child's intellectual processes.

"Sequence of Events"

Determine the ability for logical thinking, generalization.

"Comparison of concepts"

Determine the level of formation of the comparison operation in younger students

1 . Technique "Exceptions of concepts"

Purpose: designed to study the ability to classify and analyze.

Instruction: Subjects are offered a form with 17 rows of words. In each row, four words are united by a common generic concept, the fifth does not apply to it. In 5 minutes, the subjects must find these words and cross them out.

1. Vasily, Fedor, Semyon, Ivanov, Peter.

2. Decrepit, small, old, worn out, dilapidated.

3. Soon, quickly, hastily, gradually, hastily.

4. Leaf, soil, bark, scales, branch.

5. To hate, despise, resent, resent, understand.

6. Dark, light, blue, bright, dim.

7. Nest, burrow, chicken coop, gatehouse, lair.

8. Failure, excitement, defeat, failure, collapse.

9. Success, luck, gain, peace, failure.

10 Robbery, theft, earthquake, arson, assault.

11. Milk, cheese, sour cream, lard, curdled milk.

12. Deep, low, light, high, long.

13. Hut, hut, smoke, barn, booth.

14. Birch, pine, oak, spruce, lilac.

15. Second, hour, year, evening, week.

16. Bold, brave, resolute, angry, courageous.

17. Pencil, pen, ruler, felt-tip pen, ink.

Results processing

For each correct answer - 1 point.

16-17 - high level, 15-12 - average level, 11-8 - low level, less than 8 - very low level.

2 . Methodology "Defining concepts, finding out causes, identifying similarities and differences in objects".

All these are operations of thinking, evaluating which we can judge the degree of development of the child's intellectual processes.

The child is asked questions and, according to the correctness of the child's answers, these features of thinking are established.

1. Which animal is bigger: a horse or a dog?

2. People have breakfast in the morning. And what do they do when they eat during the day and in the evening?

3. It was getting light outside during the day, but at night?

4. The sky is blue, but the grass?

5. Cherry, pear, plum and apple - is this ...?

6. Why is the barrier lowered when the train is running?

7. What is Moscow, Kyiv, Khabarovsk?

8. What time is it now (The child is shown a clock and asked to name the time), (The correct answer is the one in which the hours and minutes are indicated).

9. A young cow is called a heifer. What is the name of a young dog and a young sheep?

10. Who looks more like a dog: a cat or a chicken? Answer and explain why you think so.

11. Why does a car need brakes? (Any reasonable answer is considered correct, indicating the need to dampen the speed of the car)

12. How are hammer and ax similar to each other? (The correct answer indicates that these are tools that perform somewhat similar functions).

13. What do squirrels and cats have in common? (The correct answer must include at least two explanatory features.)

14. What is the difference between a nail, a screw and a screw from each other. (Correct answer: the nail is smooth on the surfaces, and the screw and screw are threaded, the nail is hammered, and the screw and screw are screwed in).

15. What is football, long and high jumps, tennis, swimming.

16. What types of transport do you know (there are at least 2 types of transport in the correct answer).

17. What is the difference between an old person and a young one? (the correct answer must contain at least two essential features).

18. Why do people go in for physical education and sports?

19. Why is it considered bad if someone does not want to work?

20. Why is it necessary to put a stamp on a letter? (Correct answer: a stamp is a sign of payment by the sender of the cost of sending a postal item).

Results processing.

For each correct answer to each of the questions, the child receives 0.5 points, so the maximum number of points that he can get in this technique is 10.

Comment! Not only those answers that correspond to the given examples can be considered correct, but also others that are reasonable enough and correspond to the meaning of the question posed to the child. If the researcher does not have complete confidence that the child’s answer is absolutely correct, and at the same time it cannot be definitely said that it is not correct, then it is allowed to give the child an intermediate mark - 0.25 points.

Conclusions about the level of development.

10 points - very high

8-9 points - high

4-7 points - average

2-3 points - low

0-1 point - very low

3 . Methodology "Sequence of events" (proposed by N.A. Bernshtein).

The purpose of the study: to determine the ability for logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.

Material and equipment: folded pictures (from 3 to 6) which depict the stages of an event. The child is shown randomly laid out pictures and given the following instructions.

“Look, there are pictures in front of you that depict some kind of event. The order of the pictures is mixed up, and you have to guess how to swap them so that it becomes clear what the artist has drawn. Think about rearranging the pictures as you see fit, and then compose a story based on them about the event that is depicted here: if the child correctly set the sequence of pictures, but could not compose a good story, you need to ask him a few questions to clarify the cause of the difficulty. But if the child, even with the help of leading questions, could not cope with the task, then such performance of the task is considered as unsatisfactory.

Processing of results.

1. I was able to find the sequence of events and made up a logical story - a high level.

2. Could find a sequence of events, but could not write a good story, or could but with the help of leading questions - the average level.

3. Could not find the sequence of events and compose a story - low level.

4 . Methodology "comparison of concepts". Purpose: To determine the level of formation of the comparison operation in younger students.

The technique consists in the fact that the subject is called two words denoting certain objects or phenomena, and asked to say what is common between them and how they differ from each other. At the same time, the experimenter constantly stimulates the subject in search of the largest possible number of similarities and differences between paired words: “How else are they similar?”, “More than”, “How else do they differ from each other?”

List of comparison words.

Morning evening

cow - horse

pilot - tractor driver

skis - cats

dog Cat

tram - bus

river - lake

bicycle - motorcycle

crow - fish

lion - tiger

train - plane

deceit is a mistake

shoe - pencil

apple - cherry

lion - dog

crow - sparrow

milk - water

gold Silver

sleigh - cart

sparrow - chicken

oak - birch

fairy tale song

painting - portrait

horse - rider

cat - apple

hunger is thirst.

There are three categories of tasks that are used to compare and differentiate between generations.

1) The subject is given two words that clearly belong to the same category (for example, "cow - horse").

2) Two words are offered, which are difficult to find in common and which are much more different from each other (crow - fish).

3) The third group of tasks is even more difficult - these are tasks for comparing and differing objects in conflict conditions, where differences are expressed much more than similarities (rider - horse).

The difference in the levels of complexity of these categories of tasks depends on the degree of difficulty in abstracting the signs of visual interaction of objects by them, on the degree of difficulty in including these objects in a certain category.

Processing of results.

1) Quantitative processing consists in counting the number of similarities and differences.

a) High level - the student named more than 12 features.

b) Intermediate level - from 8 to 12 traits.

c) Low level - less than 8 traits.

2) Qualitative processing consists in the fact that the experimenter analyzes which features the student noted in greater numbers - similarities or differences, whether he often used generic concepts.

The system of classes for the development of logical thinking

Purpose: development of logical thinking in children of primary school age.

The program was carried out for 2 months with a group of 10 people. Classes were held once a week for 35 minutes.

Lesson #1

labyrinths

Purpose: tasks for the passage of labyrinths helped to develop in children visual-figurative thinking and the ability to self-control.

Instruction. Children are offered labyrinths of varying degrees of difficulty.

Help the little animals find a way out of the maze.

Riddles

Purpose: Development of figurative and logical thinking.

1. Grumbled a living castle,

Lie across the door. (Dog)

2. Find the answer -

Me and no. (Mystery)

3. At night, two windows,

Close themselves

And with the sunrise

They open themselves. (Eyes)

4. Not the sea, not the land,

Ships don't sail

And you can't walk. (swamp)

5. A cat is sitting on the window

Tail like a cat

Paws like a cat

Mustache like a cat

Not a cat. (Cat)

6) Two geese - ahead of one goose.

Two geese - behind one goose

and one goose in the middle

How many geese are there? (Three)

7) The seven brothers

one sister

is there a lot of everyone. (eight)

8) Two fathers and two sons

found three oranges

everyone got a

alone. How? (grandfather, father, son)

9) Who wears a hat on his leg? (mushroom)

10) What did the elephant do when

did he land on the field?

Instructions: Children need to be divided into 2 teams. The facilitator reads the riddles. For a correct answer, the team gets 1 point. At the end of the game, the number of points is calculated, which team has more of them and won.

Lesson 2.

Test "Logical thinking"

Instruction:

Several words are written in a row. One word comes before brackets, several words are enclosed in brackets. The child must choose from the words in brackets two words that are most closely related to the words outside the brackets.

1) Village(river, /field/, /houses/, pharmacy, bike, rain, post office, boat, dog).

2) Sea(boat, /fish/, /water/, tourist, sand, stone, street, crushing, bird, sun).

3) school(/teacher/, street, delight, /student/, pants, watch, knife, mineral water, table, skates)

4) City(car, /street/, ice rink, /shop/, textbook, fish, money, gift).

5) House (/roof/, /wall/, boy, aquarium, cage, sofa, street, stairs, step, person).

6) Pencil (/pencil case/, /line/, book, clock, score, number, letter).

7) Study (eyes, /reading/, glasses, grades, /teacher/, punishment, street, school, gold, cart).

After completing the task, the number of correct answers is counted. Which of the guys had more of them won. The maximum number of correct answers is 14.

Test for logical thinking.

Purpose: development of logical thinking.

Instruction.

This game requires paper and a pencil. The host makes sentences, but so that the words in them are confused. From the proposed words, you need to try to make a sentence so that the lost words return to their place and do it as quickly as possible.

1) Let's go on a Sunday hike. (On Sunday we will go hiking).

2) Children play by throwing a ball at a friend of his friend. (Children play ball, throwing it to each other).

3) Maxim left home early in the morning. (Maxim left early in the morning).

4) You can take a lot of interesting books in the library. (There are many interesting books to borrow from the library.)

5) Clowns and the circus is coming to the monkeys tomorrow. (Monkeys and clowns are coming to the circus tomorrow).

Lesson 3.

Game "Proverbs"

The purpose of the game: the development of figurative and logical thinking.

Instructions: The teacher offers simple proverbs. Children must determine their explanation of the meaning of the proverbs. You need to ask in order.

1) The work of the master is afraid.

2) Every master in his own way.

3) Jack of all trades.

4) Without labor, there is no fruit in the garden.

5) The potato is ripe - take it

6) Without labor, there is no fruit in the garden.

7) The potatoes are ripe - get down to business.

8) What care is such is the fruit.

9) More deeds less words.

10) Every person is known by work.

11) Eyes are afraid of hands doing.

12) Without labor there is no good.

13) Patience and work will grind everything.

14) A house without a roof, that without windows.

15) Bread nourishes the body, but the book nourishes the mind.

16) Where there is learning, there is skill.

17) Learning is light, and ignorance is darkness.

18) Measure seven times, cut once.

19) Did the job, walk boldly.

20) A good spoon for dinner.

« Come on, guess!»

Instructions: Children are divided into two groups. The first group secretly conceives an object from the second. The second group must guess the object by asking questions. The first group has the right to answer only “yes” or “no” to these questions. After guessing the subject, the groups change places

Lesson 4

Extra toy.

Purpose: Development of semantic operations of analysis, fusion and classification.

Instructions: The children and the experimenter bring toys from home with them. The group of children is divided into two subgroups. 1st subgroup for 2-3 minutes. Leaves the room. The 2nd subgroup selects 3 toys from those that were brought. In this case, 2 toys must be "from one class", and the third from another. For example, with a doll and a bunny, they put a ball. The first group enters and, after consulting, takes the “Extra toy” - the one that, in their opinion, is not suitable. If the guys can easily cope with 3 toys, their number can be increased to 4-5, but not more than seven. Toys can be replaced with pictures.

Purpose: development of logical thinking and speech.

Instruction: One leader is selected from a group of children, the rest sit on chairs.

The teacher has a large box containing pictures of various objects. The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children from the group offer their versions, the next driver is the one who first guessed the correct answer.

Parting.

Lesson 5.

"Exclusion of superfluous word"

Purpose: development of thinking operations (identifying similarities and differences in objects, defining concepts).

Instructions: Three words chosen at random are offered. It is necessary to leave two words for which a common feature can be distinguished. "Superfluous word" should be excluded. It is necessary to find as many options as possible excluding the "extra word". Word combinations are possible.

1) "dog", "tomato", "sun"

2) "water", "evening", "glass"

3) "car", "horse", "hare"

4) "cow", "tiger", "goat"

5) "chair", "oven", "apartment"

6) "oak", "ash", "lilac"

7) "suitcase", "purse", "trolley"

For each option, you need to get 4-5 or more answers.

« Define toys.

Purpose: development of logical thinking and perception.

Instruction: One driver is selected, who goes out for 2-3 minutes. from the room. In his absence, the one who will guess the riddle is selected from the children. This child must show with gestures and facial expressions what kind of toy, picture he conceived. The driver must guess the toy (picture), select it, pick it up and call it out loud. The rest of the children say “Correct” or “Wrong” in unison.

If the answer is correct, another child is chosen, both leading and another child who will guess the riddle. If the answer is incorrect, the other child is asked to show the riddle.

Parting.

Lesson 6.

« Search for an item according to given criteria»

Purpose: development of logical thinking.

Instruction: A certain attribute is set, it is necessary to select as many items as possible that have a given attribute.

They start with a sign that reflects the external shape of an object, and then move on to signs that reflect the purpose of objects, movement.

Sign of external form: round, transparent, hard, hot, etc.

The most active child with the highest number of correct answers wins.

Lesson 7

"Connect letters ».

Goal: Development of logical thinking.

Instructions: The pictures will help you guess the word hidden in the squares. Write it in the empty cells.

« Draw the figures."

Purpose: development of thinking.

Instructions: Draw the missing shapes and fill them in. Remember that one color and shape in each row is repeated only once. Color all the triangles with a yellow pencil. Color in all the squares with a red pencil. Color the remaining shapes with a blue pencil.

Lesson 8.

« Definitions»

Purpose: development of mental associative links.

Instruction: The guys are offered two words. The task of the game is to come up with a word that is between 2 conceived objects and serves as a transitional bridge “between them”. Each child answers in turn. Answer d.b. necessarily justified. For example: "goose and tree." Transition bridges "fly, (the goose flew up a tree), hide (the goose hid behind a tree), etc.

"Title ».

Purpose: development of mental analysis, logical thinking, and generalization.

Instructions: Prepare a short story of 12-15 sentences. Read the story in a group and ask the participants in the game to come up with a title for it so that 5-7 titles come up with one story.

Lesson 9.

« Search for analogues» .

Purpose: development of the ability to identify essential features, generalizations, comparisons.

Instructions: Name an object. It is necessary to find as many objects as possible that are similar to him in various ways (external and essential).

1) Helicopter.

2) Doll.

3) land.

4) watermelon.

5) Flower.

6) car.

7) newspaper.

"Reduction"

Purpose: development of the ability to identify essential and non-essential features, mental analysis.

Instruction: a short story of 12-15 sentences is read out. The participants of the game must convey its content "in their own words" using 2-3 phrases. It is necessary to discard trifles, details and save the most essential. It is not allowed to allow a distortion of the meaning of the story.

Lesson 10.

"How to use the item"

An object is given, it is necessary to name as many ways as possible to use it: For example: a book, a car, a tomato, rain, an acorn, a berry. Which of the guys most actively participated and gave the largest number of correct answers, becomes the winner.

"Problem Broken Curve"

Purpose: development of logical thinking.

Instructions: Try without lifting the pencil from the paper and without drawing the same line twice, draw an envelope.

findings

In order to develop logical thinking in children of primary school age, a developmental program was developed that includes 10 lessons.

The result of its implementation should be an increase in the level of logical thinking of younger students

Results of the pilot study

Description and analysis of the results of the ascertaining stage of the study

The results of the diagnostic program are presented in a summary blitz.

Summary table of diagnostic test results

First Name Last Name

Techniques

Blagin V.

tall

average

tall

Zharinova N.

short

average

short

Levina Yu.

average

short

average

short

Yershova Yu.

short

average

short

Sorokina K

short

average

Zakharova Yu.

tall

average

Serpov D.

average

very tall

tall

Sokolov V.

average

tall

short

Khakhalova N.

short

average

short

Lilyova S.

average

short

average

Kostrov D.

tall

average

tall

Moiseev A.

short

average

short

Shkinev K.

tall

average

tall

Gusarova K.

average

short

tall

short

Baturina O.

average

short

average

Qualitative analysis of the results of the ascertaining stage of the study.

Technique No. 1 "Exclusion of concepts"

Processing and analysis.

In the course of this technique, it was possible to reveal that out of 15 people, 10 completed the task correctly (high and medium level), i.e. capable of classification and analysis, 5 people showed a low level.

Students who have completed the task correctly have the appropriate level of classification and analysis.

Conclusion: the results of the study showed the level of development of students' abilities: 27% - a high level, 33% - a low level, 40% - an average level.

№1 "Exclusion of concepts"

Method #2.

Processing and analysis.

In the course of this technique, it turned out that out of 15 people, 9 completed the task correctly (high and medium level), i.e. students have such thinking operations as defining concepts, finding out the reasons, identifying similarities and differences in objects, 6 people showed a low level of development of these thinking operations. From the results of this technique, we can judge the degree of development of intellectual processes in students: 13% - high level, 40% - low, medium - 40%, very high - 7%

№2. "The level of definition of concepts, clarification of causes, identification of similarities and differences in objects"

3. Method #3

Processing and analysis.

In the course of this technique, it was possible to reveal that out of 15 people, 13 coped with the task (high and medium level, 2 students showed a low level).

Thus, based on the results obtained, we can conclude that students who showed a high and average level are capable of logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.

The results of the study showed us the degree of development of the child's logical thinking and intellectual processes: 33% - high level, medium - 54%, low - 13%

№3. Level of logical thinking

4. Method #4

Processing and analysis.

During the implementation of this technique, it turned out that out of 15 people - 8 completed the task, showing an average and high level, 7 people did not cope, showing a low level.

Students who completed the task have the formation of the comparison operation.

In this technique, two types of results processing were carried out: qualitative and quantitative.

Students who showed good results in terms of quantity used generic concepts just as well, judging by qualitative analysis, and indicated more similarities in tasks in groups 2 and 3 than those who showed a low level.

The results of this technique show that 27% of students who showed a high level master the comparison operations, as well as 27% showed an average level, and 46% a low level.

№ 4. The level of formation of comparison operations

Thus, based on the results of the ascertaining stage of the study, we can say that it is necessary to conduct a developmental program with children aimed at developing logical thinking in general.

Based on the results obtained, a group of children was created who showed an average and low level of development of logical thinking. This program included 10 children.

Description of the control phase of the study

After carrying out developmental work with children, the same methods were carried out as at the ascertaining stage of the study.

The results of the control phase of the study are presented in a summary table.

Summary table of the results of the control phase of the study.

Last name first name

Zharinova N.

average

tall

short

Levina Yu.

tall

average

Yershova Yu.

tall

short

average

short

Sorokina K

short

average

Sokolov V.

tall

average

Khakhalova N.

short

average

tall

average

Lilyova S.

tall

short

average

tall

Moiseev A.

average

short

average

Gusarova K.

average

tall

average

10.

Baturina O.

average

tall

short

Qualitative analysis of the results of the control phase of research.

Technique No. 1 "Exclusion of concepts."

During the implementation of this methodology, it was possible to identify that out of 10 people - 8 people completed the task correctly, high and medium level, i.e. capable of classification and analysis. 2 people showed a low level. Students who correctly completed the tasks have the appropriate level of classification and analysis.

Method 2. "Defining concepts", finding out the reasons, identifying similarities and differences in objects.

During the implementation of this methodology, it turned out that out of 10 people - 7 showed a sufficient level of coping with the task (high and medium level), i.e. have a sufficient level of development of intellectual processes, 3 people showed a low level of these processes.

Method 3. "Sequence of events"

In the course of carrying out this technique, it was possible to reveal that out of 10 people, all 10 coped with the task, thus proving that they have the ability to think logically and generalize.

Method 4. "Comparison of concepts"

In the course of the study, it turned out that out of 10 people, 7 people coped with the task, showing high results (high and medium levels), i.e. have the formation of the comparison operation, 3 people did not cope with the task.

Comparative analysis of the ascertaining and control stages of the study

The repeated passage of the methods "Exclusion of concepts" showed a qualitative improvement in the development of logical thinking among students.

Repeated passage of the methodology "Definition of concepts" showed a qualitative improvement in the development of intellectual processes.

The repeated passage of the "Sequence of Events" technique showed a qualitative improvement in the abilities for logical thinking and generalizations.

Repeated passage of the method "Comparison of concepts" showed a qualitative improvement in the development of the comparison operation.

Based on the results of the above summary tables No. 1 and No. 2, it is possible to visually show the effectiveness of the developmental program in the form of a diagram.

control stage

The general level of development of logical thinking at the ascertaining and control stages of the experiment

Ascertaining stage Control stage

Thus, based on a comparative analysis of the results of the ascertaining and control stages of the study, we can say that the developmental program helps to improve the results and increase the overall level of development of logical thinking.

Conclusion

The methods of logical analysis are necessary for students already in the 1st grade; without mastering them, there is no full assimilation of educational material. Studies have shown that not all children have this skill to the fullest. Even in the 2nd grade, only half of the students know the techniques of comparison, subsuming under the concept of deducing the consequence, etc. A lot of schoolchildren do not master them even by the senior class. This disappointing data shows that it is precisely at primary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental operations. It is also advisable to use tasks for the development of logical thinking in the classroom. With their help, students get used to think independently, use the acquired knowledge in various conditions in accordance with the task.

In accordance with the tasks in the first part of the work, an analysis of the psychological and pedagogical literature on the problem of the development of logical thinking of younger schoolchildren was carried out, and the features of logical thinking of younger schoolchildren were revealed.

It was found that the primary school age has deep potential for the physical and spiritual development of the child. Under the influence of learning, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and the internal plan of action (their implementation in the mind). In the process of learning, children also master the methods of arbitrary memorization and reproduction, thanks to which they can present the material selectively, establish semantic connections. The arbitrariness of mental functions and the internal plan of action, the manifestation of the child's ability to self-organize his activity arise as a result of a complex process of internalization of the external organization of the child's behavior, created initially by adults, and especially teachers, in the course of educational work.

The development of the cognitive processes of the younger student will be formed more effectively under the purposeful influence from the outside. The tool of such influence are special receptions.

In the second part, diagnostic and developmental research programs were developed.

The diagnostic program included the following methods: "Exclusion of concepts" to study the ability to classify and analyze, define concepts, find out the reasons, identify similarities and differences in objects to determine the degree of development of the child's intellectual processes; "Sequence of events" to determine the ability for logical thinking, generalization; "Comparison of concepts" to determine the level of formation of the comparison operation in younger students

In order to develop logical thinking in children of primary school age, a developmental program was developed that includes 10 lessons. The result of its implementation was to increase the level of logical thinking of younger students

The third part of the study presents the results of the study, including an experimental verification of the effectiveness of the developed program.

Based on a comparative analysis of the results of the ascertaining and control stages of the study, we can say that the developmental program helps to improve the results and increase the overall level of development of logical thinking.

Thus, based on the results of the developmental work, we can draw the following conclusions:

- purposeful work is needed to teach younger students the basic techniques of mental operations, which will contribute to the development of logical thinking;

- diagnostics and timely correction of the thinking of younger students will contribute to a more successful development of logical thinking techniques (comparison, generalization, classification, analysis).

- the developed program is aimed at the development of logical thinking and has shown its effectiveness.

Consequently, the development of logical thinking in the process of educational activity of a younger student will be effective if: the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated; the features of logical thinking in a junior schoolchild were revealed; the structure and content of tasks for younger students will be aimed at the formation and development of their logical thinking will be systematic and planned; the criteria and levels of development of logical thinking of a junior schoolchild are determined.

Literature

Akimova, M. K. Exercises for the development of mental skills of younger students /. M. K. Akimova, V. T. Kozlova - Obninsk, 2003.

Bozhovich, D. I. Personality and its formation in childhood / D. I. Bozhovich - M., 1968.

Developmental and pedagogical psychology / Ed. M.V. Gamezo and others - M., 2004.

Gerasimov, S. V. When teaching becomes attractive / S. V. Gerasimov. - M., 2003

Davydov, V. V. The problem of developmental education / V. V. Davydov. - M., 2003.

Zaporozhets, A.V. Mental development of the child. Fav. psychol. works in 2-ht. T.1 / A.V. Zaporozhets. -- M.: Pedagogy, 1986.

Kikoin, E. I. Junior schoolchild: opportunities for studying and developing attention / E. I. Kikoin. - M., 2003.

Mukhina, V. S. Developmental psychology / V. S. Mukhina. - M., 2007.

Nemov, R.S. Psychology: Textbook: In 3 books / R.S. Nemov. -- M.: Vlados, 2000.

Rubinshtein, S. Ya. On the education of habits in children / S. L. Rubinshtein .. - M., 1996.

Selevko, G. K. Modern educational technologies / G. K. Selevko. - M., 1998.

Sokolov, A. N. Inner speech and thinking / A. N. Sokolov. -- M.: Enlightenment, 1968.

Tikhomirov, O.K. Psychology of thinking / O.K.Tikhomirov. -- M.: Publishing House of Moscow State University, 1984..

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Introduction

Chapter 1. Theoretical aspects of thinking of younger students

2 Features of logical thinking of younger students

3 Theoretical foundations for the use of didactic game tasks in the development of logical thinking of younger students

Chapter 2

1 Determination of the levels of development of logical thinking of a junior schoolchild

2 Results of ascertaining diagnostics

3 Formative experiment

4 Control study results

Conclusion

List of used literature

INTRODUCTION

At primary school age, children have significant reserves of development. With the child entering school, under the influence of learning, the restructuring of all his cognitive processes begins. It is the primary school age that is productive in the development of logical thinking. This is due to the fact that children are included in new types of activities for them and systems of interpersonal relations that require them to have new psychological qualities.

The problem is that students already in the 1st grade for the full assimilation of the material require the skills of logical analysis. However, studies show that even in the 2nd grade, only a small percentage of students master the techniques of comparison, summing up a concept, deriving consequences, etc.

Elementary school teachers often primarily use training-type exercises based on imitation that do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, and flexibility are not sufficiently developed. This is what indicates the urgency of the problem. Thus, the analysis carried out shows that it is precisely at primary school age that it is necessary to carry out purposeful work to teach children the basic methods of mental actions.

Special pedagogical work on the development of logical thinking in young children gives a favorable result, increasing the overall level of their learning abilities in the future. At an older age, no fundamentally new intellectual operations arise in the system of human mental activity.

Many researchers note that purposeful work on the development of logical thinking of younger schoolchildren should be systematic (E.V. Veselovskaya, E.E. Ostanina, A.A. Stolyar, L.M. Fridman, etc.). At the same time, studies by psychologists (P.Ya. Galperin, V.V. Davydov, L.V. Zankov, A.A. Lyublinskaya, D.B. Elkonin, etc.) allow us to conclude that the effectiveness of the process of developing logical thinking for younger schoolchildren depends on the method of organizing special developmental work.

The object of the work is the process of developing the logical thinking of younger students.

The subject of the work is tasks aimed at developing the logical thinking of younger students.

Thus, the purpose of this work is to study the optimal conditions and specific methods for the development of logical thinking in younger students.

To achieve this goal, we have identified the following tasks:

analyze the theoretical aspects of the thinking of younger students;

to identify the features of logical thinking of younger students;

Carry out experimental work confirming our hypothesis;

At the end of the work, summarize the results of the study.

Hypothesis - the development of logical thinking in the process of playing activities of a younger student will be effective if:

Criteria and levels of development of logical thinking of a junior schoolchild are determined.

Research methods:

Theoretical analysis of psychological and pedagogical literature.

Empirical: experiment in the unity of its stages: ascertaining, forming and control.

Data processing methods: quantitative and qualitative analysis of the obtained results.

Data presentation methods: tables and charts.

Base of research: high school.

The structure of this work is determined by the set goal and objectives and includes an introduction, main content, conclusion and list of references.

CHAPTER 1. THEORETICAL ASPECTS OF JUNIOR SCHOOLCHILDREN'S THINKING

Thinking is a mental process of reflecting reality, the highest form of human creative activity. Meshcheryakov B.G. defines thinking as a creative transformation of subjective images in the human mind. Thinking is the purposeful use, development and increment of knowledge, which is possible only if it is aimed at resolving contradictions that are objectively inherent in the real subject of thought. In the genesis of thinking, the most important role is played by understanding (by people of each other, the means and objects of their joint activity).

From the 17th century to the 20th century. the problems of thinking were realized in the logic of empirical ideas about a person and his inherent ways of dealing with the outside world. According to this logic, capable of reproducing only the spatial interactions of “ready-made systems”, the cognitive abilities that are unchanged, as if forever bestowed on man by God or nature, oppose equally unchanged properties of objects. Generic cognitive abilities included: contemplation (the ability of the sensory system to carry out their figurative and sensory reflection in contact with objects), thinking and reflection (the ability of the subject to evaluate their innate forms of mental activity and correlate the facts of contemplation and the conclusions of thought with them). Thinking was left with the role of a registrar and classifier of sensory (in observation, in experience, in experiment received) data.

In the Explanatory Dictionary of Ozhegov S.I. thinking is defined as the highest stage of cognition, the process of reflecting objective reality.

In the literature, the specificity of thinking is traditionally determined by at least three structural characteristics that are not found at the sensory-perceptual level of cognitive processes. Thinking is a reflection of the essential connections and relationships between the objects of reality; specificity of reflection in thinking, in its generalization; mental display is characterized by mediation, which allows you to go beyond the immediately given.

Only with the help of thinking do we cognize that which is common in objects and phenomena, those regular, essential connections between them that are not directly accessible to sensation and perception and that constitute the essence, the regularity of objective reality. Therefore, we can say that thinking is a reflection of regular essential connections.

Thus, thinking is a process of mediated and generalized cognition (reflection) of the surrounding world.

Traditional definitions of thinking in psychological science usually fix its two essential features: generalization and mediation.

thinking logical junior schoolboy

That is, thinking is a process of generalized and mediated reflection of reality in its essential connections and relations. Thinking is a process of cognitive activity in which the subject operates with various types of generalizations, including images, concepts and categories. The essence of thinking is in performing some cognitive operations with images in the internal picture of the world. These operations allow you to build and complete the changing model of the world.

The specificity of thinking lies in the fact that:

thinking makes it possible to know the deep essence of the objective world, the laws of its existence;

only in thinking is it possible to cognize the emerging, changing, developing world;

thinking allows you to foresee the future, operate with the potential, plan practical activities.

The thinking process is characterized by the following features:

Has an indirect character;

always proceeds based on existing knowledge;

proceeds from living contemplation, but is not reduced to it;

it reflects connections and relationships in verbal form;

associated with human activities.

The Russian physiologist Ivan Petrovich Pavlov, describing thinking, wrote: “Thinking is a tool for the highest orientation of a person in the world around him and in himself.” From a physiological point of view, the process of thinking is a complex analytical and synthetic activity of the cerebral cortex. For the process of thinking, first of all, those complex temporal connections that are formed between the brain ends of the analyzers matter.

According to Pavlov: “Thinking does not represent anything other than associations, first elementary, standing in connection with external objects, and then chains of associations. This means that every small, first association is the moment of the birth of a thought.

Thus, these connections (associations) naturally caused by external stimuli constitute the physiological basis of the thinking process.

In psychological science, there are such logical forms of thinking as: concepts; judgments; inferences.

A concept is a reflection in the human mind of the general and essential properties of an object or phenomenon. The concept is a form of thinking that reflects the singular and special, which is at the same time universal. The concept acts both as a form of thinking and as a special mental action. Behind each concept is hidden a special objective action. Concepts can be:

General and single;

concrete and abstract;

empirical and theoretical.

The empirical concept fixes the same items in each separate class of items on the basis of comparison. The specific content of the theoretical concept is the objective connection between the universal and the individual (integral and different). Concepts are formed in socio-historical experience. A person assimilates a system of concepts in the process of life and activity. The content of concepts is revealed in judgments, which are always expressed in verbal form - orally or in writing, aloud or to oneself.

Judgment is the main form of thinking, in the process of which connections between objects and phenomena of reality are affirmed or denied. A judgment is a reflection of the connections between objects and phenomena of reality or between their properties and features. For example, the judgment: "Metals expand when heated" - expresses the relationship between changes in temperature and the volume of metals. Judgments are formed in two main ways:

Directly, when they express what is perceived;

indirectly - by inference or reasoning.

In the first case, we see, for example, a brown table and make the simplest judgment: "This table is brown." In the second case, with the help of reasoning, other (or other) judgments are deduced from some judgments. For example, Dmitry Ivanovich Mendeleev, on the basis of the periodic law discovered by him, purely theoretically, only with the help of inferences, deduced and predicted some properties of chemical elements that were still unknown in his time.

Judgments can be: true; false; general; private; single.

True judgments are objectively correct judgments. False judgments are judgments that do not correspond to objective reality. Judgments are general, particular and singular. In general judgments, something is affirmed (or denied) in relation to all objects of a given group, a given class, for example: "All fish breathe with gills." In private judgments, affirmation or negation no longer applies to all, but only to some subjects, for example: "Some students are excellent students." In single judgments - only to one, for example: "This student did not learn the lesson well."

Inference is the derivation of a new judgment from one or more propositions. The initial judgments from which another judgment is deduced or extracted are called premises of the inference. The simplest and most typical form of inference based on private and general premises is the syllogism. An example of a syllogism is the following reasoning: “All metals are electrically conductive. Tin is a metal. Therefore, tin is electrically conductive. Distinguish inference: inductive; deductive; Similarly.

Such a conclusion is called inductive, in which reasoning goes from single facts to a general conclusion. A deductive conclusion is such a conclusion in which reasoning is carried out in the reverse order of induction, i.e. from general facts to a single conclusion. An analogy is such a conclusion in which a conclusion is made on the basis of a partial similarity between phenomena, without a sufficient examination of all conditions.

In psychology, the following somewhat conditional classification of types of thinking is accepted and widespread on such various grounds as:

1) the genesis of development;

) the nature of the tasks to be solved;

) degree of deployment;

) degree of novelty and originality;

) means of thinking;

) functions of thinking, etc.

1. According to the genesis of development, thinking is distinguished: visual-effective; visual-figurative; verbal-logical; abstract-logical.

Visual-effective thinking is a type of thinking based on the direct perception of objects in the process of actions with them. This thinking is the most elementary type of thinking that arises in practical activity and is the basis for the formation of more complex types of thinking.

Visual-figurative thinking is a type of thinking characterized by reliance on representations and images. With visual-figurative thinking, the situation is transformed in terms of an image or representation.

Verbal-logical thinking is a kind of thinking carried out with the help of logical operations with concepts. With verbal-logical thinking, using logical concepts, the subject can learn the essential patterns and unobservable relationships of the reality under study.

Abstract-logical (abstract) thinking is a type of thinking based on highlighting the essential properties and relationships of an object and abstracting from others that are not essential.

Visual-effective, visual-figurative, verbal-logical and abstract-logical thinking are successive stages in the development of thinking in phylogeny and ontogenesis.

According to the nature of the tasks to be solved, thinking is distinguished:

theoretical;

practical.

Theoretical thinking - thinking on the basis of theoretical reasoning and inference.

Practical thinking - thinking based on judgments and inferences based on the solution of practical problems.

Theoretical thinking is the knowledge of laws and rules. The main task of practical thinking is the development of means for the practical transformation of reality: setting a goal, creating a plan, project, scheme.

According to the degree of deployment, thinking is distinguished:

discursive;

intuitive.

Discursive (analytical) thinking is thinking mediated by the logic of reasoning, not perception. Analytical thinking is deployed in time, has clearly defined stages, is represented in the mind of the thinking person himself.

Intuitive thinking - thinking based on direct sensory perceptions and direct reflection of the effects of objects and phenomena of the objective world.

Intuitive thinking is characterized by the speed of flow, the absence of clearly defined stages, and is minimally conscious.

According to the degree of novelty and originality, thinking is distinguished:

reproductive;

productive (creative).

Reproductive thinking - thinking based on images and ideas drawn from some specific sources.

Productive thinking - thinking based on creative imagination.

According to the means of thinking, thinking is distinguished:

verbal;

visual.

Visual thinking is thinking based on images and representations of objects.

Verbal thinking is thinking that operates with abstract sign structures.

It has been established that for full-fledged mental work, some people need to see or imagine objects, while others prefer to operate with abstract sign structures.

According to the functions, thinking is distinguished:

critical;

creative.

Critical thinking focuses on identifying flaws in other people's judgments. Creative thinking is associated with the discovery of fundamentally new knowledge, with the generation of one's own original ideas, and not with the evaluation of other people's thoughts.

1.2 FEATURES OF LOGICAL THINKING OF YOUNGER STUDENTS

The pedagogical aspect of the study of logical thinking, as a rule, consists in the development and experimental verification of the necessary methods, means, conditions, factors for organizing the learning process that develop and form students' logical thinking. Many researchers note that one of the most important tasks of teaching at school is the formation of students' skills in performing logical operations, teaching them various methods of logical thinking, equipping them with knowledge of logic and developing in schoolchildren the skills and abilities to use this knowledge in educational and practical activities.

The possibility of assimilation of logical knowledge and techniques by children of primary school age was tested in the psychological and pedagogical research of V.S. Ablova, E.L. Agayeva, Kh.M. Veklirova, T.K. Kamalova, S.A. Ladymir, L.A. Levinova, A.A. Lyubinsky, L.F. Obukhova, N.G. Salmina, T.M. Teplenka and others. In the works of these authors, it is proved that as a result of properly organized education, younger students very quickly acquire the skills of logical thinking, in particular, the ability to generalize, classify and reasonably substantiate their conclusions.

At the same time, there is no single approach to solving the problem of how to organize such training in pedagogical theory. Some teachers believe that logical techniques are an integral part of the sciences, the foundations of which are included in the content of education, therefore, when studying school subjects, students automatically develop logical thinking based on given images (V.G. Beilinson, N.N. Pospelov, M.N. . Skatkin).

Another approach is expressed in the opinion of some researchers that the development of logical thinking only through the study of academic subjects is ineffective, this approach does not provide a full assimilation of the methods of logical thinking and therefore special training courses in logic are needed (Yu.I. Vering, N.I. Lifintseva, V. S. Nurgaliev, V. F. Palamarchuk).

Another group of teachers (D.D. Zuev, V.V. Kraevsky) believe that the development of students' logical thinking should be carried out on the specific subject content of academic disciplines through accentuation, identification and explanation of the logical operations encountered in them.

But whatever the approach to solving this issue, most researchers agree that developing logical thinking in the learning process means:

to develop in students the ability to compare observed objects, to find common properties and differences in them;

develop the ability to highlight the essential properties of objects and distract (abstract) them from secondary, non-essential ones;

to teach children to dismember (analyze) an object into its component parts in order to cognize each component and to combine (synthesize) mentally dissected objects into one whole, while learning the interaction of parts and the object as a whole;

to teach schoolchildren to draw correct conclusions from observations or facts, to be able to verify these conclusions; to instill the ability to generalize facts; - to develop in students the ability to convincingly prove the truth of their judgments and refute false conclusions;

make sure that the thoughts of students are stated clearly, consistently, consistently, reasonably.

Thus, the development of logical thinking is directly related to the learning process, the formation of initial logical skills under certain conditions can be successfully carried out in children of primary school age, the process of formation of general logical skills, as a component of general education, should be purposeful, continuous and associated with the process of teaching school disciplines at all its levels.

For the effective development of the thinking of younger schoolchildren, it is necessary, first of all, to rely on the age-related characteristics of the mental processes of children.

One of the reasons for the emergence of learning difficulties in younger schoolchildren is a weak reliance on the general patterns of child development in a modern mass school. Many authors note a decrease in interest in learning, unwillingness to attend classes among younger students as a result of insufficient formation of the level of educational and cognitive mental logical activity. It is impossible to overcome these difficulties without taking into account the age-related individual psychological characteristics of the development of logical thinking in younger schoolchildren.

Primary school age is characterized by the presence of significant shifts in the development of thinking under the influence of purposeful learning, which in elementary school is built on the basis of the characteristics of objects and phenomena of the surrounding world. A feature of children of primary school age is cognitive activity. By the time of entering the school, the younger student, in addition to cognitive activity, already has an understanding of the general connections, principles and patterns that underlie scientific knowledge.

Therefore, one of the fundamental tasks that the elementary school is called upon to solve for the education of students is the formation of the most complete picture of the world possible, which is achieved, in particular, through logical thinking, the instrument of which is mental operations.

In elementary school, based on the curiosity with which the child comes to school, learning motivation and interest in experimentation develop. The independence that a preschool child showed in play activities, choosing one or another game and methods of its implementation, is transformed into educational initiative and independence of judgments, methods and means of activity. As a result of the ability to follow a model, a rule, an instruction that has developed in a preschool institution, younger students develop the arbitrariness of mental processes, behavior, and initiative arises in cognitive activity.

On the basis of the ability to use subject substitutes that has developed in gaming activities, as well as the ability to understand images and describe what they see and their attitude to it with visual means, the sign-symbolic activity of younger students develops - the ability to read graphic language, work with diagrams, tables, graphs, models.

The active inclusion of models of various types in teaching contributes to the development of visual-effective and visual-figurative thinking in younger students. Younger schoolchildren differ from older children in the reactivity of the psyche, the tendency to immediately respond to the impact. They have a pronounced desire to imitate adults. Their mental activity is thus directed towards repetition, application. Primary schoolchildren show few signs of mental inquisitiveness, of striving to penetrate beyond the surface of phenomena. They express considerations that reveal only the appearance of understanding complex phenomena. They rarely think about any difficulties.

Younger students do not show independent interest in identifying the causes, the meaning of the rules, but they ask questions only about what and how to do, that is, the thinking of a younger student is characterized by a certain predominance of a specific, visual-figurative component, the inability to differentiate the signs of objects on essential and non-essential, to separate the main from the secondary, to establish a hierarchy of signs and cause-and-effect relationships and relationships.

Therefore, we believe that the list of the main logical operations outlined above, the development of which is mainly focused on in elementary school, should be supplemented by such logical operations as defining concepts, formulating judgments, conducting logical division, building inferences, analogies, proofs.

The study of the features of the implementation of these operations by younger schoolchildren showed that this stage is an active propaedeutic period in the development of the child's logical thinking. Their thought processes are intensively developing, the transition from visual-figurative to verbal-logical thinking, which was outlined at preschool age, is being completed, the first reasoning appears, they are actively trying to build conclusions using various logical operations.

At the same time, school educational practice shows that many primary school teachers do not always pay enough attention to the development of logical thinking and believe that all the necessary thinking skills will develop independently with age. This circumstance leads to the fact that in the primary grades the growth of the development of the logical thinking of children and, as a result, their intellectual abilities slow down, which cannot but affect the dynamics of their individual development in the future.

Therefore, there is an objective need to find such pedagogical conditions that would contribute to the most effective development of logical thinking in children of primary school age, a significant increase in the level of mastery of educational material by children, and the improvement of modern primary education, without increasing the educational load on children.

When substantiating the pedagogical conditions for the development of logical thinking of younger students, we proceeded from the following basic conceptual provisions:

training and development are a single interconnected process, advancement in development becomes a condition for deep and lasting assimilation of knowledge (D.B. Elkonin, V.V. Davydov, L.V. Zankova, E.N. Kabanova-Meller, etc.);

the most important condition for successful learning is the purposeful and systematic formation of students' skills to implement logical techniques (S.D. Zabramnaya, I.A. Podgoretskaya, etc.);

the development of logical thinking cannot be carried out in isolation from the educational process, it must be organically connected with the development of subject skills, take into account the peculiarities of the age development of schoolchildren (L.S. Vygotsky, I.I. Kulibaba, N.V. Shevchenko, etc.).

Proceeding from this, we have proposed the following pedagogical conditions for the formation of logical thinking of younger students: the presence of teachers in a sustainable focus on the development of logical thinking; ensuring the motivation of students to master logical operations; implementation of activity and personality-oriented approaches to the development of logical thinking; ensuring the variability of the content of classes.

The basic condition in this set of conditions is that teachers have a stable focus on the development of logical thinking of younger students. In the process of schooling, the student needs not only to communicate the "sum of knowledge", but also to form a system of interconnected knowledge that forms an internal ordered structure.

The formation of an ordered system of knowledge, in the process of which various information is constantly compared with each other in various respects and aspects, generalized and differentiated in different ways, included in various chains of relationships, leads to the most effective assimilation of knowledge and to the development of logical thinking.

All this requires the teacher to restructure the traditional structure of the lesson, highlight mental operations in the educational material, and focus his activities on teaching students logical operations. And if the teacher does not have this, if he does not have the desire to change anything in his usual educational process, then there is no need to talk about any development of the logical thinking of younger students, and no matter what conditions of this process are justified, they will remain theoretical provisions, not required in practice.

The second most important condition is to ensure the motivation of students to master the logical operations in learning. On the part of the teacher, it is important not only to convince students of the need for the ability to carry out certain logical operations, but in every possible way to stimulate their attempts to generalize, analyze, synthesize, etc. It is our deep conviction that an attempt by a primary school student, albeit an unsuccessful one, to carry out a logical operation should be valued higher than the specific result of acquiring knowledge.

The next condition is the implementation of activity and personality-oriented approaches in the development of logical thinking. The active, conscious activity of younger students is the basis for a high level of development of logical thinking.

The structure of the educational material should be focused on the independent and reasonable acquisition of knowledge by students based on the use and generalization of their experience, since objective truth acquires subjective significance and usefulness if it is learned on the basis of "the basis of one's own experience". Otherwise, knowledge is formal. It is important to focus on the learning process, and not just on the result. The implementation of the ideas of a student-centered approach makes it possible to bring each student to a high level of development of logical thinking, which will ensure success in the assimilation of educational material in an educational institution at subsequent stages of education.

Drawing up a system of variable tasks that is adequate to the age and individual characteristics of the student's personality, the level of development of his logical thinking, is also a pedagogical condition for the development of logical thinking of younger students. This condition involves a change in the content, structure of classes, the use of a variety of teaching methods, a phased, systematic and mandatory introduction of logical tasks in all school subjects of the school course. The use of a set of logical tasks in the learning process will increase the productivity and dynamics of the development of logical thinking of younger students.

1.3 THEORETICAL FOUNDATIONS FOR THE USE OF DIDACTIC GAME TASKS IN THE DEVELOPMENT OF LOGICAL THINKING IN YOUNGER SCHOOLCHILDREN

In domestic pedagogy, the system of didactic games was created in the 60s. in connection with the development of the theory of sensory education. Its authors are well-known teachers and psychologists: L.A. Wenger, A.P. Usova, V.N. Avanesova and others. Recently, the search for scientists (3.M. Boguslavskaya, O.M. Dyachenko, N.E. Veraks, E.O. characterized by flexibility, initiative of thought processes, the transfer of formed mental actions to a new content.

According to the nature of cognitive activity, didactic games can be classified into the following groups:

Games that require executive activity from children. With the help of these games, children perform actions according to the model.

Games that require action to be played. They are aimed at developing computational skills.

Games with which children change examples and tasks into others that are logically related to it.

Games that include elements of search and creativity.

This classification of didactic games does not reflect all their diversity, however, it allows the teacher to navigate the abundance of games. It is also important to distinguish between actual didactic games and game techniques used in teaching children. As children "enter" a new activity for them - educational - the value of didactic games as a way of learning decreases, while game techniques are still used by the teacher. They are needed to attract the attention of children, relieve their stress. The most important thing is that the game is organically combined with serious, hard work, so that the game does not distract from learning, but, on the contrary, contributes to the intensification of mental work.

In the situation of a didactic game, knowledge is acquired better. Didactic game and lesson cannot be opposed. The most important thing - and this must be emphasized once again - the didactic task in the didactic game is carried out through the game task. The didactic task is hidden from children. The child's attention is drawn to the performance of play actions, and the task of teaching them is not realized. This makes the game a special form of game learning, when children most often inadvertently acquire knowledge, skills, and abilities. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. This condition is violated - and the teacher takes the path of direct teaching.

Based on the foregoing, a didactic game is a game only for a child. For an adult, it is a way of learning. In the didactic game, the assimilation of knowledge acts as a side effect. The purpose of didactic games and game learning techniques is to facilitate the transition to learning tasks, to make it gradual. The foregoing allows us to formulate the main functions of didactic games:

the function of forming a sustainable interest in learning and relieving stress associated with the process of adapting the child to the school regime;

the function of the formation of mental neoplasms;

the function of forming the actual learning activity;

functions of formation of general educational skills, skills of educational and independent work;

the function of forming skills of self-control and self-esteem;

the function of forming adequate relationships and mastering social roles.

So, the didactic game is a complex, multifaceted phenomenon. In didactic games, not only the assimilation of educational knowledge, skills and abilities takes place, but also all the mental processes of children, their emotional-volitional sphere, abilities and skills develop. The didactic game helps to make the educational material exciting, to create a joyful working mood. The skillful use of didactic games in the educational process facilitates it, because. play activities are familiar to the child. Through the game, learning patterns are quickly learned. Positive emotions facilitate the learning process.

In expanded form, the pedagogical conditions for the development of cognitive processes of a younger student can be represented as follows:

a certain content of knowledge, amenable to methods of comprehension;

finding such techniques and means, such vivid comparisons, figurative descriptions that help to fix in the minds and feelings of students the facts, definitions, concepts, conclusions that play the most significant role in the knowledge content system;

cognitive activity organized in a certain way, characterized by a system of mental actions;

such a form of organization of learning, in which the student is placed in the position of a researcher, a subject of activity, requiring the manifestation of maximum mental activity;

use of self-study tools;

development of the ability to actively operate knowledge;

in solving any cognitive task, the use of means of collective work in the classroom, based on the activity of the majority, transferring students from imitation to creativity;

encourage creative work so that each work, on the one hand, would stimulate students to solve collective cognitive problems, on the other hand, would develop the specific abilities of the student.

The development of cognitive processes in students does not occur with a template presentation of the material. Schukina G.I. noted that in the activities of teachers there are common features that contribute to the development of cognitive processes of students:

purposefulness in the education of cognitive interests;

understanding that caring for multifaceted interests, about the child's attitude to his work is the most important part of the teacher's work;

use of the wealth of the knowledge system, their completeness, depth;

understanding that each child can develop an interest in certain knowledge;

attention to the success of each student, which supports the student's faith in his own strength. The joy of success associated with overcoming difficulties is an important incentive to maintain and strengthen cognitive interest.

The game is a good tool that stimulates the development of cognitive processes of students. It not only activates the mental activity of children, increases their efficiency, but also brings up the best human qualities in them: a sense of collectivism and mutual assistance.

An important role is played by positive emotions that arise in the game and facilitate the process of cognition, assimilation of knowledge and skills. Playing with the most difficult elements of the educational process stimulates the cognitive powers of young schoolchildren, brings the educational process closer to life, and makes the acquired knowledge understandable.

Game situations and exercises, organically included in the educational and cognitive process, stimulate students and allow diversifying the forms of applying knowledge and skills.

A child cannot be forced, forced to be attentive, organized. At the same time, when playing, he willingly and conscientiously fulfills what interests him, strives to bring such a matter to the end, even if this requires effort. Therefore, at the initial stage of learning, the game acts as the main stimulus for learning.

The following principles should be the basis of any game methodology conducted in the classroom:

The relevance of didactic material (actual formulations of mathematical problems, visual aids, etc.) actually helps children perceive tasks as a game, feel interested in getting the right result, and strive for the best possible solution.

Collectivity allows you to rally the children's team into a single group, into a single organism, capable of solving problems of a higher level than those available to one child, and often more complex.

Competitiveness creates a desire in a child or a group of children to complete a task faster and better than a competitor, which reduces the time to complete the task, on the one hand, and achieve a realistically acceptable result, on the other. Almost any team game can serve as a classic example of the above principles: “What? Where? When?" (one half asks questions - the other answers them).

Based on these principles, it is possible to formulate requirements for didactic games held in the classroom:

Didactic games should be based on games familiar to children. To this end, it is important to observe children, identify their favorite games, analyze which games children like more and which less.

You can not impose on children a game that seems useful, the game is voluntary. Children should be able to refuse a game if they don't like it and choose another game.

The game is not a lesson. A game technique that includes children in a new topic, an element of competition, a riddle, a journey into a fairy tale and much more - this is not only the methodological wealth of the teacher, but also the general work of children in the classroom, rich in impressions.

The emotional state of the teacher should correspond to the activity in which he participates. Unlike all other methodological means, the game requires a special state from the one who conducts it. It is necessary not only to be able to conduct the game, but also to play with the children. Proper conduct of the didactic game is ensured by a clear organization of didactic games.

The nature of the activity of students in the game depends on its place in the system of educational activity. If the game is used to explain new material, then the practical actions of children with groups of objects and drawings should be programmed in it.

In the lessons of consolidating the material, it is important to use games to reproduce properties, actions, and computational techniques. In this case, the use of visual aids should be limited and attention in the game should be increased to pronouncing the rule aloud, the computational technique.

In the game, one should think over not only the nature of the activities of children, but also the organizational side, the nature of the management of the game. For this purpose, means of feedback with the student are used: signal cards (a green circle on one side and a red circle on the other) or split numbers and letters. Signal cards serve as a means of activating children in the game. In most games it is necessary to introduce elements of competition, which also increases the activity of children in the learning process.

Summing up the results of the competition, the teacher draws attention to the friendly work of team members, which contributes to the formation of a sense of collectivism. Children who make mistakes must be treated with great tact. A teacher may tell a child who has made a mistake that he has not yet become the "captain" in the game, but if he tries, he will certainly become one. Students' mistakes should be analyzed not during the game, but at the end, so as not to disturb the impression of the game.

The game technique used should be in close connection with visual aids, with the topic under consideration, with its tasks, and not be exclusively entertaining. Visualization in children is, as it were, a figurative solution and design of the game. It helps the teacher to explain new material, to create a certain emotional mood.

The teacher, with the help of the game, hopes to organize the attention of children, increase activity, and facilitate the memorization of educational material. This, of course, is necessary, but this is not enough. At the same time, care must be taken to preserve the student's desire to learn systematically, to develop his creative independence. Another condition necessary for the use of the game in elementary school to be effective is the deep penetration of the teacher into the mechanisms of the game. The teacher must be an independent creator who is not afraid to take responsibility for the long-term results of his activity.

Playing in elementary school is a must. After all, only she knows how to make difficult - easy, accessible, and boring - interesting and fun. The game can be used both when explaining new material, and when consolidating, when practicing counting skills, to develop the logic of students.

Subject to all the above conditions, children develop such necessary qualities as:

a) a positive attitude towards the school, to the subject;

c) voluntary desire to expand their capabilities;

e) disclosure of one's own creative abilities.

All of the above convinces of the necessity and possibility of the formation and development of cognitive processes in younger students, including logical thinking, through the use of didactic games.

Here is a summary of the first chapter:

Thinking is a generalized reflection of objective reality in its natural, most essential connections and relationships. It is characterized by commonality and unity with speech. In other words, thinking is a mental process of cognition associated with the discovery of subjective new knowledge, with the solution of problems, with the creative transformation of reality. Thinking is the highest form of reflection of the surrounding reality. Thinking is the knowledge of reality generalized and mediated by words. Thinking makes it possible to know the essence of objects and phenomena. Thanks to thinking, it becomes possible to foresee the results of certain actions, to carry out creative, purposeful activities.

Being a transitional age, primary school age has deep potential for the physical and spiritual development of the child. Under the influence of learning, two main psychological neoplasms are formed in children - the arbitrariness of mental processes and the internal plan of action (their implementation in the mind). In the process of learning, children also master the methods of arbitrary memorization and reproduction, thanks to which they can present selective material and establish semantic connections.

The arbitrariness of mental functions and the internal plan of action, the manifestation of the child's ability to self-organize his activity arise as a result of a complex process of internalization of the external organization of the child's behavior, created initially by adults, and especially teachers, in the course of educational work.

Research by psychologists and didacticists to identify the age characteristics and capabilities of children of primary school age convinces us that in relation to a modern 7-10 year old child, the standards that assessed his thinking in the past are inapplicable. His real mental faculties are broader and richer.

The development of the cognitive processes of the younger student will be formed more effectively by purposeful influence from the outside. The instrument of such influence are special techniques, one of which is didactic games.

Didactic games are a complex, multifaceted phenomenon. In didactic games, not only the assimilation of educational knowledge, skills and abilities takes place, but also all the mental processes of children, their emotional-volitional sphere, abilities and skills develop. The didactic game helps to make the educational material exciting, to create a joyful working mood. The skillful use of didactic games in the educational process facilitates it, because. play activities are familiar to the child. Through the game, learning patterns are quickly learned. Positive emotions facilitate the learning process.

CHAPTER 2

1 DETERMINATION OF THE LEVELS OF DEVELOPMENT OF LOGICAL THINKING OF YOUNGER SCHOOLCHILDREN

Research on the development of logical thinking was carried out on the basis of a secondary school in the city of Murmansk.

The study involved students of the 2nd grade in the amount of 15 people (students aged 8-9, of which 9 girls and 6 boys).

The diagnostic program, the purpose of which was to determine and diagnose the level of development of logical thinking, included the following methods:

Technique "Exclusion of concepts". Objectives of the methodology:

study of the ability to classify and analyze;

definition of concepts, clarification of causes, identification of similarities and differences in objects;

determination of the degree of development of the child's intellectual processes.

Methodology "Definition of concepts". The purpose of the methodology: to determine the degree of development of intellectual processes.

Methodology "Sequence of events". The purpose of the technique: to determine the ability for logical thinking, generalization.

Methodology "Comparison of concepts". The purpose of the methodology: to determine the level of formation of the comparison operation in younger students.

Description of the diagnostics:

Technique "Exceptions of concepts". Purpose: the technique is designed to study the ability to classify and analyze.

Vasily, Fedor, Semyon, Ivanov, Peter.

Decrepit, small, old, worn out, dilapidated.

Soon, quickly, hastily, gradually, hastily.

Leaf, soil, bark, scales, branch.

To hate, despise, resent, resent, understand.

Dark, light, blue, bright, dim.

Nest, burrow, chicken coop, gatehouse, lair.

Failure, excitement, defeat, failure, collapse.

Success, luck, gain, peace, failure.

Robbery, theft, earthquake, arson, assault.

Milk, cheese, sour cream, lard, curdled milk.

Deep, low, light, high, long.

Hut, hut, smoke, barn, booth.

Birch, pine, oak, spruce, lilac.

Second, hour, year, evening, week.

Brave, courageous, resolute, evil, courageous.

Pencil, pen, drawing pen, felt-tip pen, ink.

Processing of results: the number of correct answers is counted and, depending on it, the level of formation of the processes of analysis and synthesis is determined:

-16-17 correct answers - high,

-15-12 - average level,

-11-8 - low;

-less than 8 - very low.

2. Methodology "Definition of concepts". The purpose of the methodology is to determine the formation of concepts, the ability to find out the reasons, to identify similarities and differences in objects. The child is asked questions and, according to the correctness of the child's answers, these features of thinking are established.

Which animal is bigger: a horse or a dog?

People have breakfast in the morning. And what do they do when they eat during the day and in the evening?

During the day it was light outside, but at night?

The sky is blue, but the grass?

Cherry, pear, plum and apple - is it ...?

Why does the barrier go down when the train is coming?

What is Moscow, Kyiv, Khabarovsk?

What time is it now (The child is shown a clock and asked to name the time), (The correct answer is the one in which the hours and minutes are indicated).

A young cow is called a heifer. What is the name of a young dog and a young sheep?

Who looks more like a dog: a cat or a chicken? Answer and explain why you think so.

Why does a car need brakes? (Any reasonable answer is considered correct, indicating the need to dampen the speed of the car)

How are hammer and ax similar to each other? (The correct answer indicates that these are tools that perform somewhat similar functions).

What do squirrels and cats have in common? (The correct answer must include at least two explanatory features.)

What is the difference between a nail, a screw and a screw from each other. (Correct answer: the nail is smooth on the surfaces, and the screw and screw are threaded, the nail is hammered, and the screw and screw are screwed in).

What is football, long jump and high jump, tennis, swimming.

What types of transport do you know (at least 2 types of transport in the correct answer).

What is the difference between an old person and a young person? (the correct answer must contain at least two essential features).

Why do people engage in physical education and sports?

Why is it considered bad if someone does not want to work?

Why do you need to put a stamp on a letter? (Correct answer: a stamp is a sign of payment by the sender of the cost of sending a postal item).

Processing of results: For each correct answer to each of the questions, the child receives 0.5 points, so the maximum number of points that he can receive in this technique is 10. Not only those answers that correspond to the given examples can be considered correct, but also others, quite reasonable and corresponding to the meaning of the question posed to the child. If the researcher does not have complete confidence that the child’s answer is absolutely correct, and at the same time it cannot be definitely said that it is not correct, then it is allowed to give the child an intermediate mark - 0.25 points.

points - very high;

9 points - high;

7 points - average;

3 points - low;

1 point - very low.

Methodology "Sequence of events" (proposed by N.A. Bernshtein). The purpose of the study: to determine the ability for logical thinking, generalization, the ability to understand the connection of events and build consistent conclusions.

Material and equipment: folded pictures (from 3 to 6) which depict the stages of an event. The child is shown randomly laid out pictures and given the following instructions:

“Look, there are pictures in front of you that depict some kind of event. The order of the pictures is mixed up, and you have to guess how to swap them so that it becomes clear what the artist has drawn. Think and rearrange the pictures as you see fit, and then make up a story from them about the event that is depicted here. If the child correctly established the sequence of pictures, but could not compose a good story, you need to ask him a few questions to clarify the cause of the difficulty. But if the child, even with the help of leading questions, could not cope with the task, then such performance of the task is considered as unsatisfactory.

Results processing:

I was able to find the sequence of events and made up a logical story - a high level.

Could find the sequence of events, but could not write a good story, or could, but with the help of leading questions - the average level.

Could not find the sequence of events and compose a story - low level.

Methodology "Comparison of concepts". Purpose: to determine the level of formation of the comparison operation among younger students.

The technique consists in the fact that the subject is called two words denoting certain objects or phenomena, and asked to say what is common between them and how they differ from each other. At the same time, the experimenter constantly stimulates the subject in search of as many similarities and differences as possible between paired words: “How else are they similar?”, “More than”, “How else do they differ from each other?” List of comparison words:

Morning evening.

Cow - horse.

The pilot is a tractor driver.

Skis - cats.

Dog Cat.

Tram - bus.

River - lake.

Bicycle - motorcycle.

Crow is a fish.

Lion - tiger.

Train - plane.

Cheating is a mistake.

Boot - pencil.

Apple - cherry.

The lion is a dog.

Crow is a sparrow.

Milk is water.

Gold Silver.

Sleigh - cart.

Sparrow is a chicken.

Oak - birch.

The story is a song.

The picture is a portrait.

The horse is a rider.

The cat is an apple.

Hunger is thirst.

) The subject is given two words that clearly belong to the same category (for example, "cow - horse").

) Two words are offered, which are difficult to find in common and which are much more different from each other (crow - fish).

) The third group of tasks is even more difficult - these are tasks for comparing and differing objects in conflict conditions, where differences are expressed much more than similarities (rider - horse).

Processing of results.

) Quantitative processing consists in counting the number of similarities and differences.

a) High level - the student named more than 12 features.

b) Intermediate level - from 8 to 12 traits.

c) Low level - less than 8 traits.

) Qualitative processing consists in the fact that the experimenter analyzes which features the student noted in greater numbers - similarities or differences, whether he often used generic concepts.

2.2 RESULTS OF CONSTANT DIAGNOSIS

The ascertaining diagnosis was carried out in a complex manner, with the entire group of children.

Summary table of diagnostic test results Table 1

№Imya and surname rebenkaMetodiki12341.Alina M.vysokiysredniyvysokiyvysokiy2.Anton S.nizkiynizkiysredniynizkiy3.Svetlana M.sredniynizkiysredniynizkiy4.Andrey R.nizkiysredniysredniynizkiy5.Andrey P.nizkiynizkiynizkiysredniy6.Stanislav S.vysokiyvysokiyvysokiysredniy7.Darya G.sredniyochen vysokiyvysokiyvysokiy8.Elizaveta R.sredniysredniyvysokiynizkiy9.Valeriya S. low medium medium low 10. Sergey D. medium low medium medium 11. Aleksandra V. high high medium high 12. Mark B. low medium low low 13. Ekaterina A. high medium medium high 14. Karina G. medium low high low 15. Lydia V. medium low medium medium

The results of the diagnostic study are summarized in the table:

Generalized results of ascertaining diagnostics Table 2

Name of diagnostics / Level of performance - number of children and % "Exclusion of concepts" "Definition of concepts" "Sequence of events" "Comparison of concepts" M.D.M.D.M.D.M.Two high17%3 - 33%1 - 17%2-22%1-17%4 - 44%-4 - 44%medium1 - 17%5 - 56%2 - 33%4 - 44%3 - 50%5 - 56%3 - 50%1 - 12 %low4-66%1 - 11%3 - 50%3 - 34%2 - 33%-3 - 50%4 - 44%

As can be seen from the generalized diagnostic results, girls have a higher overall level of task completion than boys. These indicators are reflected in the diagrams:

Diagram 1. Comparison of the results of the implementation of the technique "Exclusion of concepts"

Diagram 2. Comparison of the results of the implementation of the methodology "Definition of concepts"

Diagram 3. Comparison of the results of the implementation of the technique "Sequence of events"

Diagram 4. Comparison of the results of the implementation of the methodology "Comparison of concepts"

CONCLUSIONS FROM THE RESULTS OF STATEMENT DIAGNOSIS

The best results were shown when performing the "Sequence of Events" method, so a high level of fulfillment of tasks of this diagnostic was shown by 17% of boys and 44% of girls, an average level - by 50% of boys and 56% of girls and a low level - by 33% of boys, in girls of this there was no indicator.

The children experienced the greatest difficulties when performing the tasks of the "Definition of Concepts" methodology, when performing tasks related to the development of the processes of analysis and synthesis of phenomena. Thus, only 17% of boys and 22% of girls showed a high level, and 50% of boys and 34% of girls showed a low level.

2.3 SHAPING EXPERIMENT

The formative experiment was carried out within a month in the form of a cycle of 10 correctional and developmental classes, the purpose of which was to develop logical thinking in children of primary school age with the help of games. Classes were held with the entire group of children in the form of additional circle work, some of the tasks were performed by children at the main mathematics lessons, or they did it as homework.

Since the ascertaining experiment showed that children use the greatest difficulties in tasks that require a high level of development of analysis and synthesis, which are the most important mental operations, we paid great attention to the development of precisely these processes. Analysis is associated with the selection of the elements of a given object, its features or properties. Synthesis is a combination of various elements, sides of an object into a single whole.

In human mental activity, analysis and synthesis complement each other, since analysis is carried out through synthesis, synthesis through analysis. The ability for analytical and synthetic activity finds its expression not only in the ability to single out the elements of an object, its various features, or to combine elements into a single whole, but also in the ability to include them in new connections, to see their new functions.

The formation of these skills can be facilitated by: a) consideration of the given object from the point of view of various concepts; b) setting various tasks for a given mathematical object.

To consider this object from the point of view of various concepts, tasks were proposed for classification or for identifying various patterns (rules). For example:

What signs can be used to arrange buttons in two boxes?

Comparison plays a special role in organizing the productive activity of younger schoolchildren in the process of teaching mathematics. The formation of the ability to use this technique was carried out in stages, in close connection with the study of specific content. In doing so, we focused on the following stages of this work:

selection of features or properties of one object;

establishment of similarities and differences between the features of two objects;

identifying similarities between the features of three, four or more objects.

As objects, at first objects or drawings were used depicting objects that are well known to children, in which they can highlight certain features, based on their ideas.

To organize the activities of students aimed at highlighting the features of a particular object, the following question was proposed:

What can you tell about the subject? (The apple is round, large, red; the pumpkin is yellow, large, with stripes, with a tail; the circle is large, green; the square is small, yellow).

In the process of work, the concepts of “size”, “shape” were fixed and the following questions were proposed:

What can you say about the size (shape) of these items? (Large, small, round, like a triangle, like a square, etc.)

To identify the signs or properties of an object, they usually turned to children with questions:

What are the similarities and differences between these items? - What changed?

Children are already familiar with the term "feature" and it was used when completing tasks: "Name the features of an object", "Name similar and different features of objects."

Tasks related to the classification technique were usually formulated in the following way: "Break (decompose) all the circles into two groups according to some criterion." Most children are successful in this task, focusing on signs such as color and size. As various concepts were studied, the tasks for classification included numbers, expressions, equalities, equations, geometric shapes. For example, when studying the numbering of numbers within 100, children were offered the following task:

Divide these numbers into two groups so that each contains similar numbers:

a) 33, 84, 75, 22, 13, 11, 44, 53 (one group includes numbers written in two identical digits, the other - different ones);

b) 91, 81, 82, 95, 87, 94, 85 (the basis of classification is the number of tens, in one group of numbers it is 8, in another - 9);

c) 45, 36, 25, 52, 54, 61, 16, 63, 43, 27, 72, 34 (the basis of the classification is the sum of the “digits” that record these numbers, in one group it is 9, in the other - 7 ).

Thus, when teaching mathematics, tasks for the classification of various types were used:

Preparatory tasks. These include: “Remove (name) an extra” object”, “Draw objects of the same color (shape, size)”, “Give a name to a group of objects”. This also includes tasks for the development of attention and observation: “What object was removed?” and “What has changed?”.

Tasks in which, based on the classification, the teacher indicated.

Tasks in which the children themselves identify the basis of classification.

Tasks for the development of the processes of analysis, synthesis, classification were widely used by us in the lessons, when working with a mathematics textbook. For example, the following tasks were used to develop analysis and synthesis:

Connecting the elements into a single whole: Cut out the necessary shapes from the "Appendix" and make a house, a boat, a fish out of them.

Search for various attributes of an object: How many corners, sides and vertices does a pentagon have?

Recognition or compilation of an object according to given characteristics: What number comes before the number 6 when counting? What number follows the number 6? Behind the number 7?

Consideration of this object from the point of view of various concepts. Make different problems according to the picture and solve them.

Statement of various tasks for a given mathematical object. By the end of the school year, Lida had 2 blank sheets in her Russian language notebook and 5 blank sheets in her math notebook. Put to this condition first such a question that the problem is solved by addition, and then such a question that the problem is solved by subtraction.

Tasks aimed at developing the ability to classify were also widely used in the classroom. For example, children were asked to solve the following problem: There are 9 episodes in the cartoon about dinosaurs. Kolya has already watched 2 episodes. How many episodes does he have left to watch? Write two problems inverse to the given one. Select a schematic diagram for each problem.

We also used tasks aimed at developing the ability to compare, for example, highlighting features or properties of one object:

Tanya had several badges. She gave 2 pins to a friend and she has 5 pins left. How many badges did Tanya have? Which schematic drawing is suitable for this task?

All the proposed tasks, of course, were aimed at the formation of several thinking operations, but due to the predominance of any of them, the exercises were divided into the proposed groups.

As a generalization of the work done, we conducted a generalizing lesson in mathematics on the topic "Sets", where the developed skills of analysis, synthesis, classification, etc. were fixed in a playful way.

2.4 RESULTS OF THE CONTROL STUDY

The control study was carried out according to the same methods as in the ascertaining experiment.

Summary table of the results of the control phase of the study Table 3

№Imya and surname rebenkaMetodiki12341.Anton S.sredniysredniyvysokiynizkiy2.Svetlana M.vysokiysredniysredniysredniy3.Andrey R.vysokiynizkiysredniynizkiy4.Andrey P.nizkiysredniysredniysredniy5.Elizaveta S.vysokiyvysokiysredniysredniy6.Valeriya S.nizkiysredniyvysokiysredniy7.Sergey D.vysokiynizkiysredniyvysokiy8.Mark B.sredniynizkiysredniysredniy9.Karina G.sredniysredniyvysokiysredniy10 .Lydia V.mediummediumhighlow

The summarized results of the control study are presented in the table:

Generalized results of control diagnostics Table 4

Name of diagnostics / Performance level - number of children and % "Exclusion of concepts" "Definition of concepts" "Sequence of events" "Comparison of concepts" M.D.M.D.M.D.M.Two high3-50%5-55% 1-16%33%2 - 34%5-55%15%4 - 45%medium34%33%2 - 34%6 - 67%4 - 66%4-45%55%4 - 45%low16%1- 12%3 - 50%---2 - 35%1-10%

Comparative results for individual diagnostics are presented in the diagrams:

Diagram 5. Comparative results of the diagnostics "Exclusion of concepts" according to the data of the ascertaining and control studies

Diagram 6. Comparative results of the diagnostics "Definition of concepts" according to the ascertaining and control studies

Diagram 7. Comparative results of the "Sequence of events" diagnostics according to the data of the ascertaining and control study

Diagram 8. Comparative results of the diagnostics "Comparison of concepts" according to the ascertaining and control studies

As can be seen from the above results, we can conclude that there is a significant improvement in the logical processes in children, including the processes of analysis, synthesis, and classification. The number of children showing a high level of performance of tasks has increased, including boys, these indicators have improved significantly.

the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated;

the features of logical thinking in a junior schoolchild were revealed;

the structure and content of the games of younger students will be aimed at the formation and development of their logical thinking;

We do not consider our result final. It is necessary to further develop and improve techniques and methods for the development of productive thinking, depending on the individual properties and characteristics of each individual student. Much will also depend on the subject teacher, on whether he will take into account the peculiarities of the cognitive processes of schoolchildren and apply methods for the development of logical thinking in the course of explaining and consolidating the material, whether he will build his lessons on a bright, emotionally colored story or reading the text of a textbook, and from many other facts.

It is necessary to continue the work begun, using various non-standard logical tasks and tasks, not only in the classroom, but also in extracurricular activities, in the classroom of a mathematical circle.

Here is a summary of the second chapter:

In order to study the level of development of logical thinking, we carried out a comprehensive diagnostics. The study involved students of the 2nd grade in the amount of 15 people (students aged 8-9, of which 9 girls and 6 boys).

The diagnostic program included the following methods:

Technique "Exclusion of concepts". The goals of the methodology are: to study the ability to classify and analyze, to define concepts, to find out the reasons, to identify similarities and differences in objects, to determine the degree of development of a child's intellectual processes.

Methodology "Definition of concepts". The purpose of the methodology: to determine the degree of development of intellectual processes.

Methodology "Comparison of concepts". The purpose of the methodology: to determine the level of formation of the comparison operation in younger students.

The results of the diagnostics performed showed that the best results were shown when performing the "Sequence of Events" method, for example, 17% of boys and 44% of girls showed a high level of fulfillment of tasks of this diagnostic, an average level - 50% of boys and 56% of girls and a low level - 33 % of boys, girls did not have this indicator. The children experienced the greatest difficulties when performing the tasks of the "Definition of Concepts" methodology, when performing tasks related to the development of the processes of analysis and synthesis of phenomena. Thus, only 17% of boys and 22% of girls showed a high level, and 50% of boys and 34% of girls showed a low level.

The implementation of the "Comparison of concepts" technique also caused difficulties, especially for boys, who showed a low level of task completion in 50% and an average level in 50%. Girls coped with these tasks somewhat better. They showed in 44% the performance of tasks at a high level, in 12% - an average level and in 44% - a low level.

The task "Exclusion of concepts" caused difficulty mainly among boys, so 17% of boys and 33% of girls showed a high level, 17% of boys and 56% of girls showed an average level, and 66% of boys and only 11% of girls showed a low level. This is connected, in our opinion, with the best level of development of speech in girls, since boys often perform tasks intuitively correctly, but they find it difficult to explain their choice, to prove their opinion.

Thus, when conducting a formative experiment, we paid attention not only to the development of logical processes in children, but also to the development of their speech. The formative experiment was carried out within a month in the form of a cycle of 10 correctional and developmental classes, the purpose of which was to develop logical thinking in children of primary school age with the help of games. Classes were held with the entire group of children in the form of additional circle work, some of the tasks were performed by children at the main mathematics lessons, or they did it as homework.

Since the ascertaining experiment showed that children use the greatest difficulties in tasks that require a high level of development of analysis and synthesis, which are the most important mental operations, we paid great attention to the development of precisely these processes. In addition, various tasks for classifying objects according to various criteria were widely used.

Next, a control study was carried out according to previously used diagnostics. An analysis of the results of control diagnostics led to the conclusion that there was a significant improvement in the logical processes in children, including the processes of analysis, synthesis, and classification. The number of children showing a high level of performance of tasks has increased, including boys, these indicators have improved significantly.

the psychological and pedagogical conditions that determine the formation and development of thinking are theoretically substantiated;

the features of logical thinking in a junior schoolchild were revealed;

the structure and content of the games of younger students will be aimed at the formation and development of their logical thinking;

Criteria and levels of development of logical thinking of a junior schoolchild have been determined, and received its experimental confirmation.

CONCLUSION

Activities can be reproductive and productive. Reproductive activity is reduced to the reproduction of perceived information. Only productive activity is connected with the active work of thinking and finds its expression in such mental operations as analysis and synthesis, comparison, classification and generalization. These mental operations in the psychological and pedagogical literature are usually called logical methods of mental actions.

The inclusion of these operations in the process of assimilation of mathematical content ensures the implementation of productive activities that have a positive impact on the development of all mental functions. If we talk about the current state of the modern elementary school in our country, then the main place is still occupied by reproductive activity. In lessons in two main academic disciplines - language and mathematics - children almost all the time solve educational and training typical tasks. Their purpose is to ensure that the search activity of children with each subsequent task of the same type gradually curtails and, ultimately, completely disappears. On the one hand, the dominance of activities for the assimilation of knowledge and skills that existed hinders the development of the intellect of children, primarily logical thinking.

In connection with such a system of teaching, children get used to solving problems that always have ready-made solutions, and, as a rule, only one solution. Therefore, children are lost in situations where the problem has no solution or, conversely, has several solutions. In addition, children get used to solving problems based on the already learned rule, so they are not able to act on their own to find some new way.

The methods of logical analysis are necessary for students already in the 1st grade; without mastering them, there is no full assimilation of educational material. Studies have shown that not all children have this skill to the fullest. Even in the 2nd grade, only half of the students know the techniques of comparison, subsuming under the concept of derivation, consequence, etc. etc. A lot of schoolchildren do not master them even by the senior class. This disappointing data shows that it is precisely at primary school age that it is necessary to carry out purposeful work to teach children the basic techniques of mental operations.

It is also advisable to use didactic games, exercises with instructions in the lessons. With their help, students get used to think independently, use the acquired knowledge in various conditions in accordance with the task.

In accordance with the objectives of the study, in the first chapter of the work, an analysis of the literature on the problem of the development of logical thinking of younger schoolchildren was carried out, and the features of logical thinking of younger schoolchildren were revealed.

Research by psychologists and didactics to identify the age characteristics and capabilities of children of primary school age convinces us that in relation to a modern 7-10-year-old child, the standards that assessed his thinking in the past are inapplicable. His real mental faculties are broader and richer.

The development of the cognitive processes of the younger student will be formed more effectively under the purposeful influence from the outside. The instrument of such influence are special techniques, one of which is didactic games.

As a result of the analysis of psychological and pedagogical literature, a diagnosis was made of the level of development of logical thinking in grade 2, which showed great potential for the development of logical thinking in children. The diagnostic program included the following methods: "Exclusion of concepts" to study the ability to classify and analyze, define concepts, find out the reasons, identify similarities and differences in objects to determine the degree of development of the child's intellectual processes; "Sequence of events" to determine the ability for logical thinking, generalization; "Comparison of concepts" to determine the level of formation of the comparison operation in younger students

Analysis of the results of the diagnostics carried out made it possible to develop a system of exercises for the development of logical thinking as a result of the use of various didactic games and non-standard logical tasks. In the process of using these exercises in mathematics lessons, some positive dynamics of the influence of these exercises on the level of development of logical thinking of younger students was revealed. Based on a comparative analysis of the results of the ascertaining and control stages of the study, we can say that the correctional development program helps to improve the results and increase the overall level of development of logical thinking.

LIST OF USED LITERATURE

1. Akimova, M.K. Exercises to develop the thinking skills of younger students. - Obninsk: Virazh, 2008. - 213 p.

Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children: Psychodiagnostic tables. Psychodiagnostic methods. corrective exercises. - M.: Os - 89, 2009. - 272 p.

Glukhanyuk N.S. General psychology. - M.: Academy, 2009. - 288 p.

Grigorovich L.A. Pedagogy and psychology. - M.: Gardariki, 2006. - 480 p.

Kamenskaya E.N. Psychology of development and developmental psychology. - Rostov-on-Don: Phoenix, 2008. - 256 p.

Kornilova T.V. Methodological foundations of psychology. - St. Petersburg: Peter, 2007. - 320 p.

Lyublinskaya A.A. A teacher about the psychology of a younger student. - M.: Pedagogy, 2009. - 216 p.

Maklakov A.G. General psychology. - St. Petersburg: Peter, 2008. - 592 p.

9. Mananikova E.N. Fundamentals of psychology. - M.: Dashkov i Ko, 2008. - 368 p.

Nemov R.S. Psychology. - M.: Yurayt-Izdat, 2008. - 640 p.

11. Obukhova L.F. Age-related psychology. - M.: Pedagogical Society of Russia, 2006. - 442 p.

12. Rubinshtein S.L. Fundamentals of General Psychology. - St. Petersburg: Piter, 2007. - 720 p.

13. Slastenin V.A. Psychology and pedagogy. - M.: Academy, 2007. - 480 p.

Tikhomirova L.F. Exercises for every day: Logic for younger students: A popular guide for parents and educators. - Yaroslavl: Academy of Development, 2009. - 144 p.

Tkacheva M.S. Pedagogical psychology. - M.: Higher education, 2008. - 192 p.

Tutushkina M.K. Practical psychology. - St. Petersburg: Didaktika Plus, 2004. - 355 p.

Feldstein D.I. Developmental and pedagogical psychology. - M.: MPSI, 2002. - 432 p.

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By the beginning of primary school age, the mental development of the child reaches a fairly high level. All mental processes: perception, memory, thinking, imagination, speech - have already passed a fairly long way of development. Recall that the various cognitive processes that ensure the diverse activities of the child do not function in isolation from each other, but represent a complex system, each of them is connected with all the others. This connection does not remain unchanged throughout childhood: at different periods, one of the processes acquires leading significance for general mental development. Psychological studies show that during this period it is thinking that has a greater influence on the development of all mental processes.

Depending on the extent to which the thought process is based on perception, representation or concept, there are three main types of thinking:

1. Subject-effective (visual-effective).
2. Visual-figurative.
3. Abstract (verbal-logical).

Verbal-logical, conceptual thinking is formed gradually during primary school age. At the beginning of this age period, visual-figurative thinking is dominant, therefore, if in the first two years of education children work a lot with visual samples, then in the next classes the volume of this kind of activity is reduced. As he masters educational activities and assimilates the basics of scientific knowledge, the student gradually joins the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support. Verbal-logical thinking allows the student to solve problems and draw conclusions, focusing not on the visual signs of objects, but on internal, essential properties and relationships. In the course of training, children master the methods of mental activity, acquire the ability to act "in the mind" and analyze the process of their own reasoning. The child develops logically correct reasoning: when reasoning, he uses the operations of analysis, synthesis, comparison, classification, and generalization.

As a result of studying at school, when it is necessary to regularly complete tasks without fail, younger students learn to control their thinking, to think when necessary. In many ways, the formation of such arbitrary, controlled thinking is facilitated by the tasks of the teacher in the lesson, which encourage children to think. When communicating in primary school, children develop conscious critical thinking. This is due to the fact that the class discusses ways to solve problems, considers various solutions, the teacher constantly asks students to justify, tell, prove the correctness of their judgment. A younger student regularly gets into the system when he needs to reason, compare different judgments, and carry out conclusions. In the process of solving educational problems in children, such operations of logical thinking as analysis, synthesis, comparison, generalization and classification are formed.

Recall that analysis as a mental action involves the decomposition of the whole into parts, the selection by comparing the general and the particular, the distinction between the essential and the non-essential in objects and phenomena. Mastering analysis begins with the child's ability to distinguish various properties and signs in objects and phenomena. As you know, any subject can be viewed from different points of view. Depending on this, one or another feature, the properties of the object, come to the fore. The ability to distinguish properties is given to younger students with great difficulty. And this is understandable, because the concrete thinking of the child must do the complex work of abstracting the property from the object. As a rule, out of an infinite number of properties of an object, first-graders can single out only two or three. As children develop, expand their horizons and get acquainted with various aspects of reality, this ability, of course, improves. However, this does not exclude the need to specifically teach younger students to see their different aspects in objects and phenomena, to single out many properties.

In parallel with mastering the method of highlighting properties by comparing various objects (phenomena), it is necessary to derive the concept of common and distinctive (private), essential and non-essential features, while using such operations of thinking as analysis, synthesis, comparison and generalization. The inability to distinguish between the general and the essential can seriously impede the learning process. In this case, the use of typical material helps: summing up a mathematical problem under an already known class, highlighting a root in related words, a brief (highlighting only the main) retelling of the text, dividing it into parts, choosing a title for an excerpt, etc. The ability to highlight the essential contributes to the formation of another skill - to be distracted from unimportant details. This action is given to younger students with no less difficulty than highlighting the essential.

In the process of learning, tasks become more complex: as a result of highlighting the distinctive and common features of several objects, children try to divide them into groups. Here such operation of thinking as classification is necessary. In elementary school, the need to classify is used in most lessons, both when introducing a new concept and at the stage of consolidation.

In the process of classification, children analyze the proposed situation, single out the most significant components in it using the operations of analysis and synthesis, and generalize for each group of objects included in the class. As a result of this, objects are classified according to an essential feature. As can be seen from the above facts, all operations of logical thinking are closely interconnected and their full formation is possible only in combination. Only their interdependent development contributes to the development of logical thinking as a whole. Methods of logical analysis, synthesis, comparison, generalization and classification are necessary for students already in the 1st grade, without mastering them there is no full assimilation of educational material.

All of the above confirms that it is at primary school age that it is necessary to carry out purposeful work to teach children the basic methods of mental activity.

1.2 Pedagogical conditions for the development of logical thinking in younger students

The development of thinking in primary school age has a special role. With the beginning of training, thinking moves to the center of the child's mental development and becomes decisive in the system of other mental functions, which, under its influence, become intellectualized and acquire an arbitrary character.

The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal, conceptual thinking, which gives the child’s mental activity a dual character: concrete thinking, associated with reality and direct observation, already obeys logical principles, but abstract, formal-logical reasoning is not yet available to children. .

It is known that the neoplasm of primary school age is logical thinking. The success of education in general, and mathematics in particular, will largely depend on how well its elements are formed in a child entering school. Scientists point out that the development of mental operations is of great importance in the development of logical thinking in children.

A special place is occupied by mental operations, such as the selection and abstraction of the properties of objects, their comparison and classification.

The child cognizes the world around him, learns to distinguish objects and surrounding phenomena by essential features, compares them, learns to find something in common in objects and phenomena and classify them according to this feature, i.e. learn to think.

The pedagogical conditions for the development of logical thinking in children of primary school age are, first of all, the use of various means and methods. Given that most teachers still work according to traditional programs, there is a need for practical teachers in methodological material aimed at developing logical thinking, mental operations that could be used in the classroom.

Theoretical and experimental works of A.S. Vygotsky, F.N. Leontiev, S.L. Rubenstein indicate that none of the specific qualities - logical thinking, creative imagination, meaningful memory - can develop in a child regardless of education, as a result of the spontaneous maturation of innate inclinations. They are formed during childhood, in the process of upbringing, which plays, as N.V. Kwach "a leading role in the mental development of the child."

A.S. Uruntaev notes that a necessary condition for the development of a child's logical thinking is teaching him to compare, generalize, analyze, develop speech, and teach a child to write. Since the mechanical memorization of a variety of information, copying adult reasoning does nothing for the development of children'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. Be able to open one thing in front of the child in the surrounding world, but open it in such a way that a piece of life plays in front of the children with all the colors of the rainbow. Always open something unsaid so that the child would like to return again and again to what he has learned.

Therefore, an important condition is the training and development of the child's logical thinking, which should be relaxed, carried out through the activities and pedagogical means characteristic of a particular age. For the development of logical thinking, there are also various educational materials. The most effective tool is the logical blocks developed by the Hungarian psychologist Gyenesh for the development of early logical thinking in children. Gyenes blocks are a set of geometric shapes, which consists of 48 three-dimensional figures that differ in shape (circles, squares, rectangles, triangles), color (yellow, blue, red), size (large and small) in thickness (thick and thin ) . That is, each figure is characterized by four properties: color, shape, size, thickness. There are not even two figures in the set that are identical in all properties. In practice, mainly flat geometric shapes are used. The whole complex of games and exercises with Gyenes blocks is a long intellectual staircase, and the games and exercises themselves are its steps. On each of these steps, the child must stand. Logical blocks help the child master mental operations and actions, these include: identifying properties, comparing them, classifying, generalizing, encoding and decoding, as well as logical operations.

In the process of various actions with blocks, children first master the ability to identify and abstract one property in objects (color, shape, size, thickness), compare, classify and generalize objects according to one of these properties. Then they master the ability to analyze, compare, classify and generalize objects by two properties at once (color and shape, shape and size, size and thickness, etc.), a little later by three (color, shape, size; shape, size, thickness, etc.) and four properties (color, shape, size, thickness), while developing the logical thinking of children.

With logical blocks, the child performs various actions: lays out, swaps, removes, hides, searches, divides, and argues along the way.

The development of logical thinking is also possible by tasks:

Logical series (find an object that differs in some way from the rest in a series or make logical series from a set of pictures, etc.);

Labyrinths (passage of various labyrinths);

Find logical connections (for example, similar objects: a shadow and the one who casts it, a tail or part of the body and whose they are, mother and baby, Animal and its food);

Correction of errors (correct the wrong shape or color of the subject);

Divide items by features (for example: fruits and vegetables, letters and numbers, etc.);

Find an object (animal, person) by signs (for example: Seryozha has dark hair and glasses);

Logic train, etc.

Drawing lessons are another effective means of developing logical thinking in children of primary school age. Fine art lessons not only develop the level of knowledge, but also form the mental world of the individual, they also help to include subjective aesthetic values in the emerging socially significant values, and this is the main task of student-centered learning.

Drawing from life is a method of visual education and gives excellent results not only in teaching drawing, but also in the overall development of the child. Drawing from nature teaches to think and purposefully observe, arouses interest in the analysis of nature and thereby prepares the student for further educational work.

When teaching drawing, the teacher should keep in mind that the purpose of studying the shape of an object is not only to get acquainted with its external form, but also to get acquainted with the concepts expressed by this form, which is extremely necessary for mastering other subjects: mathematics, physics, etc. In the educational process, the knowledge of nature is not a simple contemplation, but a transition from single and incomplete concepts about the subject to a complete and generalized idea about it. Drawing from life, the student carefully examines nature, tries to note its characteristic features, to understand the structure of the subject.

When drawing from life, concepts, judgments and conclusions about the subject become more and more concrete and clear, because the nature that is before the eyes is accessible to sight, touch, measurement and comparison.

It should be noted that when learning to draw from nature, the child develops mental abilities. Based on this, in the classroom it is necessary to teach children to make a correct judgment about the shape of objects based on scientific data on the phenomena of perspective, the theory of shadows, color science, and anatomy. When analyzing children's work from a psychological and pedagogical point of view, it can be noted that first grade students differ significantly from fifth or seventh grade students in terms of both physical, current and mental development. And in the visual activity, the difference in age is completely invisible.

In secondary schools, it is customary to teach children to draw nature not only by means of drawing, but also teach them the elements of painting. Acquaintance with painting includes learning how to work with colored pencils, watercolor, gouache. In the first grade, students paint objects of nature with watercolors, but have not yet used the techniques of mixing paints. From the third grade, they learn to match colors by mixing paints. In the fourth grade, children draw three-dimensional objects. In the fifth and sixth grades, they draw from life in watercolor, using the techniques of working in a damp way. When teaching painting, children need to be introduced to the basic principles of color science, taught correctly, to use color and tone to convey their visual impressions of nature, they need to be told how to convey the play of light and color on objects, while not deviating from the visual authenticity of the depicted.

Each teacher has the right to their own style and style of teaching. When choosing ways to implement the educational process, it should be remembered that there are no universal methods and techniques of teaching, there is no super effective way that can replace all the others. Methods and techniques cannot be an end in themselves. The desire to include new methods and principles in the educational process without sufficient reason is nothing more than a pedagogical fashion. Lessons don't have to be the same. In the lessons of fine arts, this condition is easily fulfilled, since the types of classes are very diverse both in form and content. In the lessons of drawing from life, children are engaged in both drawing and painting.

In the lessons of drawing from life, the student should not be cunning, invent, compose; he should respond with his experiences to what excites him in this nature, but express it competently in his drawing. The developing spatial and figurative thinking while working from nature makes the child see and perceive the world around him in a new way, display it in a new way in his drawings.

Thus, the pedagogical conditions for the development of logical thinking in children of primary school age are: the inclusion of children in activities during which their activity could be clearly manifested in a non-standard, ambiguous situation, the use of various means and methods, teaching schoolchildren to compare, generalize, analyze, the training and development of the logical thinking of younger students should be unconstrained, carried out through the types of activities and pedagogical means characteristic of a particular age, the use of a variety of developing materials. Since drawing lessons contribute to the development of logical thinking, in the next paragraph we will consider the system of work in elementary school for the development of logical thinking in the process of drawing from nature.

Sequential pictures test (for children aged 6-10)

Target:

Equipment: A series of 3-5 drawings describing an event. The complexity of the set and the number of pictures depend on the age: 4-5 pictures for children 5-7 years old, 8-9 pictures for children 8-10 years old.

Sequential Pictures

Masha got sick

Peter goes to the store

Vanya at home and at school

Vanya at home and at school (continued)

Vanya at home and at school (end)

Rainy day

rainy day (ending)

sly dog

First, the adult invites the child to look at the pictures and asks what they are talking about. The child carefully examines the pictures. Then the adult asks to arrange the pictures so that a coherent story is obtained.

On the table in front of the child, pictures are laid out in random order, after which they give the initial instructions. If a 5-6-year-old child cannot immediately determine the content of the situation, he can be helped by leading questions: “Who is depicted here? What are they doing?" etc.

Older children are not provided with such preliminary assistance.

After making sure that the children understood the general content of the pictures, the adult offers them to arrange the pictures in order.

Younger children can be clarified: “Lay out the pictures so that it is clear which of them begins this story and which one ends.” In the process of work, an adult should not interfere and help children.

After the child has finished laying out the pictures, he is asked to tell the story that resulted from this layout, gradually moving from one episode to another.

If a mistake is made in the scenario, then the child is pointed out to it in the process of the story and is told that it cannot be so. If the child does not correct the mistake himself, the adult should not rearrange the pictures until the end of the story.

Analysis of results

When analyzing the results, first of all, the correct order of the pictures is taken into account, which should correspond to the logic of the development of the narrative.

For children 5-5.5 years old, not only the logical, but also the everyday sequence can be correct. For example, a child can put a picture in which the mother gives the girl medicine in front of the card on which the doctor examines her, citing the fact that the mother always treats the child herself, and the doctor calls only to write out a certificate.

For children 6-6.5 years old, such an answer is considered incorrect. With such mistakes, the adult offers the child to correct himself. Then, to test the child's learning ability, he is asked to lay out another set of pictures and tell.

When teaching, first of all, you need to carefully consider each picture together with the child, discussing its content. Then they analyze the content of the whole story, come up with a name for it, after which the child is offered to put the pictures in order.

Test "Exclusion of excess" (for children 6-10 years old)

Target: To explore the level of figurative-logical thinking, operations of analysis, generalization and comparison.

Equipment: Cards (12 pcs.) with 4 words (or 4 images), one of which is superfluous. For children 5-6 years old, pictures are offered, for children 7-10 years old - words.

Each card with the image of objects (or with words, if the children are 6-7 years old and they are well developed) is given separately. Thus, in the process of testing, children are consistently presented with all twelve. Each next task is given to the child after his answer to the previous one - regardless of whether he answered correctly or not.

Children 7-10 years old, as a rule, are presented with all the cards at once, which they gradually analyze.

Help from an adult consists of additional questions like: “Did you think well? Are you sure you chose the right word?”, but not in direct prompts. If the child corrects his mistake after such a question, the answer is considered correct.

Analysis of results

Each correct answer is worth 1 point, and each wrong answer is worth 0 points.

Conclusions about the level of development:

- normal - 8-10 points;

Test "Identification of essential features of concepts" (for children 7 - 10 years old)

Target: To explore the level of verbal-logical thinking, operations of analysis and generalization.

Equipment: A card with words-concepts and other words attached to them, more or less related to these concepts.

First, the adult invites the child to carefully look at the first line with the words: the main thing is “garden” and additional ones in brackets. Of these, the child needs to choose the two most important, and then answer, without which the garden cannot exist.

All twelve combinations of words are presented to the child at the same time. The first phrase is read aloud to the child during instruction; if necessary, it can be analyzed in more detail (especially with children 7-7.5 years old).

Then the children read the words “to themselves” and answer aloud.

Children 9-10 years old can simply underline the necessary words without reading them.

Analysis of results

Conclusions about the level of development:

- normal - 8-10 points;

- low level - 5-7 points;

- intellectual defect - less than 5 points.

Test "Verbal proportions" for children 7-10 years old

Target: To explore the level of verbal-logical thinking, operations of analysis and generalization.

Equipment: Cards with two groups of words. The words that form the first pair are related to each other by a certain analogy. Children need to understand the principle of this analogy and make a couple of words from the second group.

First, the adult invites the child to look at the words. In the right column is written: "cow - calf." There is a certain connection between these words. And in the left column at the top is the word "horse", and at the bottom there are several different words. The adult asks the child to think and choose among them one that would be as connected with the word "horse" as the word "calf" is connected with the word "cow".

All cards with two groups of words are presented to the children at the same time.

The first card is read aloud during instruction.

If necessary (if it is difficult for the child to answer or the answer is wrong), the first card can be analyzed in more detail, but the child must find the correct word on his own. For example, an adult can suggest how a proportion is built: “A calf is born to a cow. And who is born to a horse? So find the right word in the bottom line of the proportion.

The child completes the following tasks independently.

Older children (9-10 years old) can be allowed not to answer aloud, but to underline the right word.

Analysis of results

For each correct answer, the child receives 1 point, for an incorrect answer - 0 points.

Conclusions about the level of development:

- normal - 8-10 points;

- low level - 5-7 points;

- intellectual defect - less than 5 points.

Methods for determining the level of mental development of children 7-9 years old E.F. Zyambicevicene

When using this technique, a test is used, which consists of 4 subtests, including verbal tasks, selected taking into account the program material of the primary classes:

1st subtest — study of the differentiation of essential features of objects and phenomena from non-essential ones, as well as the stock of knowledge of the subject;

2nd subtest - the study of operations of generalization and abstraction, the ability to highlight the essential features of objects and phenomena;

3rd subtest - the study of the ability to establish logical connections and relationships between concepts;

4th subtest - identifying the ability to generalize.

The test is best done individually.

Tasks are read aloud to adults, the child reads at the same time “to himself”.

1st subtest

Choose one of the words enclosed in brackets that correctly completes the sentence.

1. The boot has ... (lace, buckle, sole, straps, button).

2. Lives in warm regions ... (bear, deer, wolf, camel, seal).

3. In a year... (24, 3, 12, 4, 7) months.

4. Month of winter... (September, October, February, November, March).

5. Passenger transport... (harvester, bus, excavator, dump truck).

6. A father is older than his son... (often, always, sometimes, rarely, never).

7. Water is always ... (clear, cold, liquid, white, tasty).

8. A tree always has ... (leaves, flowers, fruits, root, shadow).

9. City of Russia... (Paris, Moscow, London, Warsaw, Sofia).

2nd subtest

Here in each line five words are written, of which four can be combined into one group and give it a name, and one word does not belong to this group. This "extra" word must be found and eliminated.

1. Tulip, lily, beans, chamomile, violet.

2. River, lake, sea, bridge, swamp.

3. Doll, teddy bear, sand, ball, cubes.

4. Kyiv, Kharkov, Moscow, Donetsk, Odessa.

5. Poplar, birch, hazel, linden, aspen.

6. Circle, triangle, quadrilateral, pointer, square.

7. Ivan, Peter, Nesterov, Makar, Andrey.

8. Chicken, rooster, swan, turkey, goose.

9. Number, division, subtraction, addition, multiplication.

10. Cheerful, fast, sad, tasty, cautious.

3rd subtest

Read these examples carefully. The first pair of words that are in some connection with each other are written on the left (for example: forest / trees). On the right, one word above the line (for example: library) and five words below the line (for example: garden, yard, city, theater, books). You need to choose one of the five words below the line that is related to the word above the line (library) in the same way as it is done in the first pair of words (forest/trees). Examples:

forest/trees = library/garden, yard, city, theatre, books+;

run/stand = scream/be silent+, crawl, make noise, call, cry.

This means that it is necessary to establish what connection is between the words on the left, and then establish the same connection between the words on the right side.

4th subtest

These pairs of words can be called one word, for example: trousers, dress - clothes; triangle, square - figure.

Name the general concept for each pair.

1. Broom, shovel - ...

2. Perch, crucian - ...

3. Summer, winter - ...

4. Cucumber, tomato - ...

5. Lilac, wild rose - ...

6. Wardrobe, sofa - ...

7. Day, night - ...

8. Elephant, mouse - ...

10. Tree, flower - ...

Analysis of the results (according to L.I. Peresleni)

1st subtest

If the answer to task 1 is correct, the question is asked: "Why not a lace?"

With a correct explanation, the child is given 1 point, with an incorrect one - 0.5 points.

If the answer is wrong, the child is invited to think and give another, correct answer. For the correct answer after the second attempt, 0.5 points are given.

If the answer is wrong again, the understanding of the word “always” is clarified, which is important for completing tasks 3, 4, 6.

When the child works on the subsequent tasks of the 1st subtest, clarifying questions are not asked.

2nd subtest

If the answer to task 1 is correct, the question "why?" is asked. With a correct explanation, 1 point is put, with an erroneous one - 0.5 points.

If the answer is wrong, the child is asked to think and give another (correct) answer. For the correct answer after the second attempt, 0.5 points are given.

When completing tasks 7, 9, 10, additional questions are not asked, since children of primary school age cannot yet formulate the principle of generalization. In addition, when completing the task, an additional question is not asked also because it has been empirically proven that if the child correctly solves this task, then he knows such concepts as “first name” and “surname”.

3rd subtest

For the correct answer - 1 point, for the correct answer after the second attempt - 0.5 points. Clarifying questions are not asked.

4th subtest

The scores are similar to the 3rd subtest. If the answer is wrong, you are asked to think again. Clarifying questions are not asked.

The sum of points for the performance of individual subtests and for all subtests as a whole is calculated. The maximum number of points that a child can score on all subtests is 40 (success score is 100%).

An increase in the number of such responses may indicate an insufficient level of voluntary attention, impulsive responses.

The assessment of success (OS) of solving verbal subtests is determined by the formula:

OS = X / 40 100%, where X is the sum of points received by the subject.

Based on the analysis of the distribution of individual data, the levels of success are determined (norm and mental retardation):

- 4th level of success - 32 points or more (80-100% of the OS);

- 3rd level - 31.5-26 points (79.9-65%);

- 2nd level - 25.5-20 points (64.9-50%);

- 1st level - 19.5 and less (49.9% and below).

Right answers

1st subtest

1. Outsole.

2. Camel.

5. Bus.

6. Always.

7. Liquid.

8. Root.

9. Moscow.

2nd subtest

1. Beans.

4. Moscow.

5. Hazel.

6. Pointer.

7. Nesterov.

Portal for the student. Self-training

Sequential pictures test (for children aged 6-10)

Test "Exclusion of excess" (for children 6-10 years old)

Test "Identification of essential features of concepts" (for children 7 - 10 years old)

Test "Verbal proportions" for children 7-10 years old

Methods for determining the level of mental development of children 7-9 years old E.F. Zyambicevicene

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