Card index of didactic games for the development of thinking and speech in the senior and preparatory groups

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Games aimed at developing logic in senior preschoolers

Game "Find options".
Goal: to develop logical thinking and intelligence.

Game material and visual aids: cards with the image of 6 circles.

Description: give the child a card with a picture of 6 circles, ask them to paint them in such a way that there are equal numbers of filled and unshaded figures. Then view and calculate all painting options. You can also hold a competition to see who can find the largest number of solutions.

Game "Wizards".

Goal: to develop thinking and imagination. Game material and visual aids: sheets depicting geometric shapes.

Description: Children are given sheets depicting geometric shapes. Based on them, it is necessary to create a more complex drawing. For example: rectangle - window, aquarium, house; circle - ball, snowman, wheel, apple. The game can be played in the form of a competition: who can come up with and draw the most pictures using one geometric figure. The winner is awarded a symbolic prize.

Game "Collect a flower".

Goal: to develop thinking, the ability to analyze and synthesize.

Game material and visual aids: cards depicting objects related to the same concept (clothing, animals, insects, etc.).

Description: each child is given a round card - the middle of the future flower (one - a dress, the second - an elephant, the third - a bee, etc.). Then the game is played in the same way as in lotto: the presenter distributes cards with images of various objects. Each participant must assemble a flower from cards, the petals of which depict objects related to the same concept (clothing, insect, etc.).

Game "Logical endings".

Goal: to develop logical thinking, imagination, ability to analyze.

Description: children are asked to complete the sentences:

• Lemon is sour, and sugar... (sweet).

• You walk with your feet, but throw... (with your hands).

• If the table is higher than the chair, then the chair... (below the table).

• If two are more than one, then one... (less than two).

• If Sasha left the house before Seryozha, then Seryozha... (left later than Sasha).

• If the river is deeper than a stream, then the stream... (smaller than a river).

• If the sister is older than the brother, then the brother... (younger than the sister).

• If the right hand is on the right, then the left hand... (on the left).

• Boys grow up to become men, and girls... (women).

Game "Ornament".

Goal: to develop logical thinking and the ability to analyze.

Game material and visual aids: 4-5 groups of geometric shapes (triangles, squares, rectangles, etc.), cut out of colored cardboard (figures of one group are divided into subgroups differing in color and size).

Description: invite the child to consider how you can create ornaments from geometric shapes on a playing field (sheet of cardboard). Then lay out the ornament (according to a model, according to your own plan, under dictation), using concepts such as “right”, “left”, “above”, “below”.

Game "Helpful - Harmful."

Goal: to develop thinking, imagination, ability to analyze.

Description: consider any object or phenomenon, noting its positive and negative sides, for example: if it rains, this is good, because plants drink water and grow better, but if it rains for too long, this is bad, because plant roots can rot from excess moisture.

Game “What did I wish for?”

Goal: develop thinking.

Game material and visual aids: 10 circles of different colors and sizes.

Description: lay out 10 circles of different colors and sizes in front of the child, invite the child to show the circle that the teacher ordered. Explain the rules of the game: when guessing, you can ask questions, only with the words more or less. For example:

- Is this circle bigger than red? (Yes.)

- Is it bigger than blue? (Yes.)

- More yellow? (No.)

- Is this a green circle? (Yes.)

Game "Plant Flowers".

Goal: develop thinking.

Game material and visual aids: 40 cards with images of flowers with different petal shapes, sizes, and core colors.

Description: invite the child to “plant flowers in the flowerbeds”: in a round flowerbed all flowers with round petals, in a square flowerbed - flowers with a yellow core, in a rectangular flowerbed - all large flowers.

Questions: what flowers were left without a flowerbed? Which ones can grow in two or three flower beds?

Game "Group by characteristics."

Goal: to consolidate the ability to use generalizing concepts, expressing them in words.

Game material and visual aids: cards with images of objects (orange, carrot, tomato, apple, chicken, sun).

Description: place cards in front of the child with images of different objects that can be combined into several groups according to some characteristic. For example: orange, carrot, tomato, apple - food; orange, apple - fruits; carrots, tomatoes - vegetables; orange, tomato, apple, ball, sun - round; orange, carrots - orange; sun, chicken - yellow.

Game "Remember faster."

Goal: develop logical thinking.

Description: invite the child to quickly remember and name three round objects, three wooden objects, four pets, etc.

Game "Everything that flies."

Goal: develop logical thinking.

Game material and visual aids: several pictures with various objects.

Description: invite the child to select the proposed pictures based on the named characteristic. For example: everything is round or everything is warm, or everything is animate that can fly, etc.

Game "What is it made of"

Goals: develop logical thinking; consolidate the ability to determine what material an object is made of.

Description: the teacher names some material, and the child must list everything that can be made from it. For example: tree. (You can use it to make paper, boards, furniture, toys, dishes, pencils.)

Game “What Happens...”

Goal: develop logical thinking.

Description: invite the child to take turns asking each other questions in the following order:

- What is big? (House, car, joy, fear, etc.)

- What is narrow? (Path, mite, face, street, etc.)

— What happens to be low (high)?

— What is red (white, yellow)?

— What is long (short)?

Series of messages “logical thinking 1”:
Part 1 - THE LARGEST LIST OF GAMES FOR ACTIVITIES WITH A BABY! Part 2 - Developing logic - educational games... Part 14 - - series Preschooler's folder LOGIC Part 15 - !!!!!!!!!!!!! 7 games for the development of logic and thinking Part 16 - Games for the development of logical thinking for children 5-6 years old Part 17 - !!!!!!!! Logical games for older preschoolers and younger schoolchildren Part 18 - -series Preschooler's folder FIND OPPOSITES... Part 43 - READ BY THE FIRST LETTERS Part 44 - smart kid series OPPOSITES Part 45 - Pentomino For Children - print immediately

Well-known tasks for selecting analogies, understanding proverbs and sayings, and metaphors are perfect as exercises; games of “sea battle”, “tic-tac-toe”, checkers, cards; charades; tasks like “find seven differences”, etc. 1. “FINISH THE SENTENCE.” The child is asked: “Continue the sentence by choosing the most suitable word.” A tree always has... (leaves, flowers, fruits, roots). The boot always has... (laces, sole, zipper, buckle). The dress always has... (hem, pockets, sleeves, buttons). A painting always has... (artist, frame, signature). 2. “FIND SIMILARITIES AND DIFFERENCES.” The child is given pairs of words for analysis. He must note the common and different in the corresponding objects. For example, nightingale-sparrow, summer-winter, chair-sofa, birch-spruce, airplane-car, hare-rabbit, glasses-binoculars, girl-boy, etc. 3. “FROM PARTICULAR TO GENERAL.” Explain to your child that there are words that denote many similar objects and phenomena. These words are general concepts. For example, the word fruit can mean apples, oranges, pears, etc. But there are words that indicate a smaller number of similar objects, and they are private, concrete concepts. Any of these words, for example apples, means only apples, although they can be large, small, green, red, sweet, sour apples. Now ask your child to match the general concept to the specific ones. Below are two rows of words. For words from the first row, the child selects a suitable concept from the second row: • cucumber, autumn, bee, north, rain, peacock, lake; • vegetable, season, insect, side of the horizon, precipitation, berry, pond, bird. 4. “WHAT’S MORE?” The child must answer the question: “Which is more: birches or trees, strawberries or berries, flies or insects, flowers or lilies of the valley, whales or mammals, words or nouns, squares or rectangles, cakes or sweets?” - and justify your answer. 5. “FROM GENERAL TO SPECIFIC”. The task is the opposite of the previous ones. The child must build a “tree”, the trunk of which is a general concept, for example, nature, and the branches are more specific, for example, living and non-living. Then from the word living - respectively branches: plants - animals - people, etc. The next branching comes, for example, from the word animals: domestic - wild or: birds - snakes - fish - insects, etc. 6. “GET A GENERAL CONCEPT.” Invite your child to name the following concepts in one word and complete the series: apple, pear - ...; chair, wardrobe - ...; cucumber, cabbage - ...; boot, boot - ...; doll, ball - ...; cup, plate - ...; cat, elephant - ...; leg, arm - ...; flower, tree - ...; perch, pike - ...; rose, dandelion - ...; March, September - ...; oak, birch - ...; lantern, lamp - ...: rain, snow - ... The same exercise must be performed with adverbs, adjectives, verbs. 7. “CLASSIFICATION BY VISUAL PATTERN.” For this exercise, you can use children's lotto. Lay out the pictures and ask the child to choose all the pictures that match the standard one. For example, for an apple - all the pictures that depict fruits. Then ask him to name each picture; Discuss with him why he made such a selection, how these objects are similar (different). You can select pictures by a certain, specified general characteristic, for example, by shape, color or functionality. 8. “SOLD INTO GROUPS.” The child is offered a number of images, which he must sort into general groups, for example: mushrooms and berries, shoes and clothes, animals and flowers. He must give a name to each resulting group and list (name) all its components. 9. “CLASSIFICATION BY GENERALIZING WORD.” For a given general concept (for example, dishes, vegetables, furniture, objects made of iron, round, prickly, fly, sweet, etc.), the child must choose from a set of pictures those that will correspond to him. 10. “EXTRA WORD.” The child is asked to highlight a word or feature that is superfluous among others, and to select a generalizing concept for all the others. The child must answer the questions: “Which word is extra? Why?". • Plate, cup, table, teapot. Dark, cloudy, light, chilly. Birch, aspen, pine, oak. Fast, running, skipping, crawling. Sofa, table, chair, wood. Much, pure, little, half. Pen, chalk, pencil case, doll. Yesterday, today, in the morning, the day after tomorrow Earthquake, typhoon, mountain, tornado. Comma, period, dash, conjunction. Neat, sloppy, sad, diligent. • Winter, summer, autumn, June, spring. Lie down, stand, cry, sit. Old, tall, young, elderly, young. Red, blue, beautiful, yellow, gray. Be silent, whisper, laugh, shout. Sweet, salty, bitter, sour, fried. 11. "RANKING". Explain to your child what ranking is and ask him to rank the following concepts according to a certain (in each case different) principle: peas - apricot - watermelon - orange - cherry; bee - sparrow - butterfly - ostrich - magpie; tooth - arm - neck - finger - leg; snowflake - icicle - iceberg - ice floe - snowdrift; street - apartment - city - country - Earth; baby—youth—man—old man—boy; be silent - speak - shout - whisper. 12. “MULTIPLE MEANING OF WORDS.” Play the game “Look how interesting it is!” with your child. Tell him some word (noun, adjective, adverb, verb). The task is to come up with as many situation sentences with a standard word as possible in a short period of time (1 - 3 minutes).

Verbal and logical games in the development of children of senior preschool age

At the end of the preschool period, children begin to develop verbal and logical thinking. It involves developing the ability to operate with words and understand the logic of reasoning. And here you will definitely need the help of adults: parents and teachers.

Famous psychologist L.S. Vygotsky established natural connections between learning and mental development. Without learning, without the active transfer of the experience accumulated by mankind, full development cannot take place.

Children have an unconscious desire to learn something new and unusual. Adults, concerned about the future of children, try to correctly direct this desire, forcing and developing their needs from natural, material, social to spiritual.

To make the sphere of children's education relevant is to create such situations, using various teaching methods, in which the desire for knowledge and perception of this or that material or event will become constant and dominant. A creative approach is needed from both sides - adults and children - to this problem. This is possible when the child makes his own efforts through a situation of creative communication created by adults in solving various problems. At the same time, not only performing abilities are developed: memory, attention, the ability to copy the actions of others, repeat what is seen or heard, which is no less important for the development of children, but also creative ones: observation, the ability to compare and analyze, combine, find connections and dependencies, patterns .

By the age of six, a child develops an eye, a visual assessment of the proportions characterizing an object, deliberate memorization and the ability to reproduce what has been learned. He can already make correct judgments and draw conclusions about familiar phenomena.

Research by psychologists and teachers has convincingly proven that in the comprehensive development and preparation of a child for school, the role of his practical activities is extremely important: irga, work, systematic educational activities.

As a rule, children who enter the first grade can read, write and, it would seem, are fully prepared for school education. However, some first-graders, faced with constant mental workload, find difficulties in solving and explaining mathematical problems, forming certain rules and concepts, and establishing and justifying cause-and-effect relationships. One of the common reasons for this phenomenon is the insufficient development of verbal and logical thinking in preschool age. Children of this age exhibit a superficial, inconsistent analysis of problems and situations, and an inability to plan. It is generally accepted that visual-figurative thinking predominates in preschoolers, which is completely based on children's sensations, perceptions and ideas. Famous psychologists point to this in their works: D.B. Elkonin, V.V. Davydov, P.Ya. Galperin. J. Piaget believes that the thinking of preschoolers is illogical by nature, because “not burdened with knowledge.”

But currently, many games are being developed aimed at developing logical and imaginative thinking, arbitrary memory and attention, speech and creative imagination. The sooner we begin to develop and stimulate logical thinking based on the child’s sensations and perceptions, the higher the level of his cognitive activity will be, the faster the main, natural transition from concrete thinking to its highest phase - abstract thinking will take place. In addition, intellectual-linguistic relationships confirm the developmental influence of verbal-logical thinking on the speech of preschool children.

During games and activities, an adult (teacher or parent) is required to:

• patience;
• ability to play and believe in the game;
• the ability to accept and understand any answer, proposal, or decision of the child;
• the ability to emphasize the uniqueness and individuality of each child;
• creation.

In the process of performing such games and exercises, preschool children’s ability to analyze, synthesize, compare and generalize is activated.

Adults, playing with a child who has any level of speech and intellectual development, improve the most valuable mental processes for the child: thinking, attention, memory, speech, imagination, and the ability to be creative.

One of the main indicators of a child’s readiness for school is the level of his mental and speech development. Understanding the teacher’s verbal instructions, the ability to answer his questions and formulate his own questions to him is the first thing that is required of the child in the educational process.

Games and exercises aimed at developing mental and speech abilities in preschoolers.

Compiling a story from pictures. In front of the child, 4 pictures are placed in disarray, which depict a certain sequence of events that is well known to the child. The adult asks the child to arrange the pictures in the right order and explain why he arranged them that way. Then they are asked to compose a story based on the pictures.

Understanding the grammatical structure of sentences.

“Natasha went for a walk after watering the flowers.” - What did Natasha do first: went for a walk or watered the flowers?

“In many years, Seryozha will be a little older than Sasha is now.” - Who is older? (Sasha).

Recognition of objects by given characteristics.

Name an object about which you can say:

yellow, oblong, sour; oblong, green, hard, edible.

Which item has the following characteristics:

fluffy, walks, meows; smooth, glassy, ​​they look into it, it reflects.

Who or what could be:

high or low; cold or hot; solid or liquid; narrow or wide.

What time of year does the following description correspond to:

“The day is getting longer. There are more and more sunny days. Snow is melting. Birds fly in from the south and begin to build nests.”

Comparison of two or more objects.

• How are these words similar:

  cat, book, roof;

• number, oar, chair;

Match each picture from the first row with the corresponding picture from the second row. For each resulting pair, make a sentence.

There are 5 pictures in the first and second row:

For the indicated item, choose a word that will be logically connected with it (as in the previous pair), and explain your choice in detail.

Example: hand - clock; wheel - ?

The hand is part of the clock, which means that the word “car” can be added to the word “wheel”, because the wheel is part of the car.

wheel - circle, carpet - ? squirrel - hollow, bear - ? store - seller, hospital - ? day - lunch, evening - ? hunter - gun, fisherman - ? word - letter, house - ? forest - trees, field - ? finger - ring, ear - ? sea ​​- drop, crowd - ? flower - bud, leaf - ?

Analyze three logically related concepts, highlight one that differs from the others in some way. Explain the reasoning.

night light, floor lamp, candle; plum, apple, peach; trousers, shorts, skirt; cow, horse. A lion; Christmas tree, birch, pine; potatoes, carrots, cucumber; rooster, goose, sparrow; goat, pig, cow.

Choose a word with the opposite meaning. Explain your choice. Make up a sentence with the conjunction “a”, which combines both antonyms.

• buy -
• open –
• remember –
• meet –
• thick -
• small –
• full -
• famous -
• hungry -
• take -

For each combination of words, choose a double antonym. Make a sentence with each pair of words.

Example: a smart friend is a stupid enemy.

quiet crying - joyful meeting - remember joy - bright top - dark past - slight frost -

Logic problems:

• The fisherman caught perch, ruff, and pike. He caught the pike earlier than the perch, and the ruff later than the pike. Which fish was caught first?
• Three knots were tied on the rope. How many parts did these knots divide the rope into?
• Kolya is taller than Yegor, but shorter than Seryozha. Who is Yegor or Seryozha?
• Masha bought 4 red and blue balls. There were more red balls than blue ones. How many balloons of each color did Masha buy?
• There were 3 glasses with cherries on the table. Kostya ate 1 glass of cherries. How many glasses are left?
• When a goose stands on one leg, it weighs 2 kg. How much will a goose weigh if it stands on both legs?
• What is heavier than a kilogram of cotton wool or a kilogram of iron?

Explain in the most complete and coherent way what is unclear and implausible in the situation.

according to the drawing

• as stated in the poem:

A sparrow sat on a house and the roof fell in. Under the birch tree the mouse and the cat are dancing the polka. The fish dived from the bridge, screamed and drowned. The turtle tucked its tail and ran after the hare, Near the river, well, it overtook Gray! The cat was sitting in a birdcage, And the bird wanted to eat it, But the cat jumped onto a branch And, chirping, flew away.

Explain in detail what is wrong with the proposed judgments.

• the vase is crystal and the glass is light;
• The zebra is striped and the leopard is angry;
• the refrigerator is white and the carpet is soft;
• the cucumber is green, and the apple grows on the tree.

“ Answer quickly.” The goal is to practice classification, comparison, generalization; practice agreeing numerals and adjectives with nouns.

Table divided into 9 cells.

Each cell depicts birds or animals: in the first row - a sparrow, a dove, a woodpecker; in the second - wasp, fox, dragonfly; in the third - a wolf, a butterfly, a bullfinch.

Questions about the table:

• What can you call everyone who is drawn in the first row?
• How many birds are there in the table? Name them.
• Who are more animals or insects?
• How many groups can everyone in the table be divided into?
• Look at the pictures in the third column. What do everyone pictured there have in common?
• Compare the animals of the first and second columns. What do you notice in common?

Games and play exercises give teachers and parents the opportunity to conduct classes with children more lively and interesting. Almost all games are aimed at solving many problems. You can return to them repeatedly, helping children learn new material and consolidate what they have learned.

Types of thinking: stages of child development

Development of thinking in preschool children. The following types of thinking dominate in a preschooler:

• objective-active, which develops spurred by the child’s imagination; typical for children aged 1 to 2 years.
• visual-figurative, which develops on the basis of the child’s existing knowledge; typical for children aged 3 to 4 years.
• verbal-logical, since speech begins to play an important role in achieving any goal of the child; typical for children of older preschool age - 5-7 years.

Subject-effective thinking

The youngest preschoolers love to break toys. They are not aggressors releasing negative energy, they are explorers. The objects that surround the child are interesting to him, he wants to touch them and take them apart. One action follows another. Speech is not important here, and the little ones do not yet have the ability to speak and explain their actions. The child thinks with his hands, exploring the properties of each object.

Visual-figurative type of thinking

When a child turns three or four years old, he already owns certain images that he actively uses in play. At the same time, objective-active thinking occurs; visual-figurative thinking simply becomes its continuation.

Verbal and logical thinking

At the age of five, preschoolers are already actively chatting, can analyze information, and give a detailed answer. They use speech in play and in everyday life; children remember that with the help of speech it is easier to achieve the desired result.

Abstract-symbolic

With this thinking, the child can separate the essential properties, signs of an object from the unimportant. The baby understands that a specific object can be replaced by another if it has the same characteristic features.

Creative thinking (creativity)

Creativity knows no boundaries or age differences. Whether at two or six years old, a child can enthusiastically build castles with blocks, knead plasticine, or move a brush with paint over a sheet of paper. At the same time, the child makes or draws what he wants, showing imagination. The child also sings, plays music, and dances with his soul.

MAGAZINE Preschooler.RF

Completed by: Teacher of kindergarten No. 61 “Ryabinka”, Kemerovo region, Belovo, Daria Vladimirovna Krivonogova

The collection presents a system of didactic games and exercises aimed at developing the verbal and logical thinking of preschool children. Addressed to teachers of preschool educational institutions, parents, as well as students of preschool faculties of pedagogical schools and institutes.

A didactic game is a teaching tool, so it can be used to master any program material and is conducted in individual and group lessons. The didactic game allows you to provide the required number of repetitions on different material while maintaining an emotional positive attitude towards the task.

Thanks to didactic games, it is possible to organize a child’s activity in such a way that it will contribute to the development of his ability to solve not only accessible practical problems, but also simple problem problems. And the experience gained will provide the opportunity to understand and solve familiar problems verbally.

Thus, the special role of didactic games in the learning process is determined by the fact that the game should make the learning process itself emotional, effective, and allow the child to gain his own experience.

When selecting didactic games for the development of verbal and logical thinking, we first of all pursued the goals we had set and took into account the individual characteristics of each child. It is these games that will help develop in a child the ability to transfer one property of an object to others (the first types of generalization), causal thinking, the ability to analyze, synthesize, etc.

The didactic games and exercises for developing logical forms of thinking offered in the collection are presented in a gradually more complex system that takes into account the child’s experience.

Undoubtedly, skillful pedagogical guidance contributes to the successful implementation of didactic games. The teacher, through his behavior and emotional mood, should evoke a positive attitude towards the game.

An important condition for the effective use of didactic games in teaching is consistency in the selection of games. First of all, we took into account the following didactic principles: accessibility, repeatability, gradual completion of the task. We have provided all these principles in the game arrangement system in this collection.

In the collection, we roughly distributed didactic games according to the stages of assimilation. All games have been tested in working with children raised in preschool educational institutions. Each teacher can select other games, which should also be arranged in order of gradual complexity.

Didactic games can be included in any section of the program and serve both for the development of cognitive activity and for the formation of one’s own game.

1. "Push through" everyone is like that

Goal: to learn how to select several objects for one sample, highlighting them among others; form a primary generalization - “all balls” , “all cubes” , “all big” , “all small” .

Equipment: boxes with slots (one on each box) in the shape of a circle, square, triangle, volumetric geometric shapes (balls, cubes, triangular prisms), objects of the same shapes.

Progress of the game:

Two children are sitting next to each other at the table. On the table there are two boxes (one with a square, the other with a round slot) and mixed volumetric shapes (balls, cubes, turrets with a triangular cross-section), all of the same color, three of each type. The teacher gives one of the children a box with a round slot, and the other with a square one, and sets the condition: immediately take away everything that can be pushed into this box. The child selects the figures from those lying on the table. If he chooses correctly, for example, the balls, but does not take all of them, but only one or two balls, the teacher reminds him that he needs to take “all of them . If the child takes not only balls, but also turrets, the teacher invites him to try “only those” and helps him, through trial, select which shapes can be thrown into this box.

After the children select the required shapes and throw them into the slots of the boxes, the teacher sums up: “That’s right, Tanya collected all the balls and threw them into the box, and Kostya took all the cubes and threw them into his box . Invites the children to open the boxes and look again at what is in them.

2. "Pick mushrooms"

Goal: to teach how to match a sample with not one, but several objects of the same color; consolidate the result with a generalizing word.

Equipment: mushrooms made of counting material (hats of different colors - red, yellow, white, brown), cards for collecting mushrooms.

Progress of the game:

Children sit on chairs in a row. The teacher places mushrooms of two colors on the floor, for example, red and yellow. He takes two baskets and puts a mushroom with a red cap in one of them, and a yellow one in the other. He gives the baskets to two children and asks them to collect in them “the kind” of mushrooms that are in the baskets. Children collect mushrooms, and the rest watch their actions. Then the children show who collected what in the basket, and the result is summarized in the word - “all red” , “all yellow” .

3. "Who lives where"

Goal: to learn to independently determine the basis for grouping objects; select not one, but several objects to match the sample.

Equipment: toys, building materials, furniture.

Progress of the game:

The teacher builds two large pens from a tabletop builder: in one of them he places a toy representing an animal, in the other - a car. In front of the child he places toys mixed up (animals and cars, first 6, and then 8-10) and asks him to think, find a home for the toys - put everyone in their place. If the child makes a mistake, the teacher rearranges the first toys correctly, and then does not interfere with the child’s actions. Then the toys are placed again

interspersed. Another child completes the task. At the end of the game, the conclusion is summed up: “Animals live in this house, and cars live in this house .

4. "What to give to whom"

Goal: to continue to teach how to independently determine the basis of grouping, to highlight an essential feature of an object for a given task; learn to highlight color and shape as a basis for grouping objects.

Equipment: flags, leaves of different shapes, colors and sizes.

Progress of the game:

Two groups of children sit on chairs opposite each other: girls in one group, boys in the other. The teacher lays out rectangular and triangular flags on the table and says that now everyone will march with flags; girls should be given square flags, and boys should be given triangular ones. Then he invites one of the children to carefully look at which flags should be given to girls and which to boys, and distribute them. If the child finds it difficult, help him choose the first two flags. The child chooses the method of distribution. He can distribute the flags first to the girls, then to the boys, or one by one. In conclusion, the teacher sums up: “Girls have all square flags, and boys have triangular ones . Children stand in a line and march with flags to the sound of a tambourine or drum.

5. "Color and Shape"

Goal: to learn to change the basis for grouping objects in accordance

with changing samples.

Equipment: flat cards with pasted geometric shapes (circles, squares, triangles, ovals, rectangles, trapezoids, hexagons) in six colors (red, orange, yellow, green, light blue, blue) - 42 elements.

Progress of the game (played individually):

The child sits at the table opposite the teacher. He places samples in front of the child at a fairly large distance, for example red, blue, yellow circles, i.e. objects that are the same in shape and different in color, and asks the child to put “all like this” (points to red circles), here “all like this” (points to blue circles), here “all like this” (points to yellow circles). To the side on the table are cards of these colors (squares, triangles, ovals, trapezoids, hexagons, rectangles - 18 cards in total). The teacher takes one of the cards and asks the child to put it “where it needs to be” and hands it to the child. If he places the card incorrectly or does not dare to complete the task, the teacher does it himself, but does not say anything to the child, but hands him a second card, and so on, one by one, for the rest. When all the cards are arranged by color, the teacher asks the child: “What shapes did you put here?” - or confirms his answer: “That’s right, you put the red card here .

After this, the teacher moves on to the second part of the game, when the principle of grouping changes (the form is taken as the basis). The teacher asks the child to be attentive and says that now it is necessary to knock out

take cards differently. Lays out in front of him three samples of cards depicting a square, circle and triangle of the same color. One card at a time gives the child circles, squares and triangles of all available patterns in random order. The child lays them out, and the teacher clarifies the result: “Well done, you laid them out correctly - here are all the round shapes, here are all the square shapes, here are all the triangular shapes .

Subsequently, the colors and shapes for grouping are changed, and the number of samples is increased (4-6 at a time).

6. “Bring the same ones”

Goal: to highlight a property in objects, distracting from their functional purpose; select a group of objects to match one sample, find these objects in the group room; define the principle of selection in a word.

Equipment: cards with pictures of different shapes in different colors, toys and small objects of different shapes and colors.

Progress of the game:

The teacher lays out objects in advance in different places in the group room, objects of different shapes and colors. Children are divided into three groups and seated on chairs in different places in the room. The teacher invites one child (leader) from each group and asks them to take a card from the box without showing it to the children. The child takes the card and returns to his group, showing it to them so that the other group does not see. All children must bring toys

Rushes of the appropriate shape or color. If the choice is made by shape, then only the outline of the shape is given on the card, and if by color, then one side of the card is painted in the corresponding color. Children bring objects and sit on chairs with them. The teacher asks each group which card they had. Children answer (red, yellow; square, round), and the leader shows everyone his card.

7. “Place the pictures in your envelopes.”

Goal: group objects according to different properties; independently identify the principle of grouping, based on the sample; comprehend and consolidate in words the result of one’s actions.

Equipment: envelopes with pasted or drawn geometric shapes, different in color and size (for example: circles of yellow, red, blue, large, medium and small; triangles, ovals, hexagons of three colors and three sizes), car- teens with images of objects of different shapes, colors, sizes, trays.

Progress of the game:

The players sit at the tables. In front of each child there are three envelopes (for example, on one there is a triangle, on the other there is an oval, on the third there is a square). The shape of the person sitting next to you should not be repeated, i.e. envelopes with a different combination of shapes (for example, circle, rectangle, square). On a tray in front of each child there are several pictures, which he must put into envelopes (for example, pictures with

a button, a watermelon, a round watch must be placed in an envelope with a circle, etc.).

When the pictures are placed in envelopes, the teacher calls one of the children to the typesetting canvas and asks him to put his envelopes in the typesetting canvas, and under them insert pictures whose images correspond to this form. The child explains why he made this choice. If necessary, the teacher helps him.

8. "Let's make a book"

Goal: to imagine the situation described in the story, to be able to model it by laying out ready-made planar forms, to teach children to analyze the situation.

Equipment: sheets of white paper according to the number of children, flat images of objects corresponding to the content of the story.

Progress of the game:

The teacher tells the children that together they will make a book with beautiful pictures. Hands out sheets of paper, image elements on trays and asks to listen carefully to the story “About a Bird and a Cat . He reads it calmly, without stopping or explaining: “There was a tree growing in the yard. A bird was sitting near a tree. Then the bird flew and sat on a tree above. The cat came. The cat wanted to catch the bird and climbed a tree. The bird flew down and sat under a tree. The cat remained on the tree . After this, the teacher asks what the story is about, what the bird and the cat were doing. Then there is a step-by-step analysis of the story with modeling of all situations.

The teacher asks: “What happened first? - and reads the first phrase: “There was a tree in the yard . Asks the children to find wood on the trays and place them on their sheets of paper. Then he says: “A bird was sitting near the tree . Children find a bird and place it near a tree, etc.

9. "Guess what I told you about"

Goal: recognize objects by verbal description, relying on visual perception of objects.

Equipment: toys of various shapes, colors and purposes.

Progress of the game:

Children sit in a semicircle around the teacher’s table. He places four toys familiar to the children on the table and says that he will ask a riddle, and they must guess which toy it refers to. After this, he gives a brief description of one of the objects on the table. If the children cannot guess, the teacher slowly pronounces the text again, stopping at each property of this toy. When the riddle is guessed, he asks the children how they guessed, what words helped them in this. Then he rearranges the toys on the table and gives a description of another object: “Grows in the forest green, prickly, will come to us for the New Year, for the holiday .

The objects spoken about in riddles should change so that children do not memorize the answer, but listen and understand the semantic side of the speech, relying on existing ideas and perceptions, which help create a single image with the word.

10. "Puzzles"

Goal: same.

Equipment: toys or pictures depicting objects familiar to children.

Progress of the game:

Children sit in a semicircle. The teacher has pictures on the table (image down). He calls the child and asks him to guess the riddle in the picture. Then he gives a brief description of an object that is well known to children (for example: “It stands on the floor in the room, there are four legs, a seat and a back. You can sit on it.” ). The child turns over the pictures on the table, finds the one he wants and shows it to the children. Another child guesses a riddle that is similar in content to the previous one, but does not have a distinctive feature at the end of the description (for example: “It stands on the floor in the room. It has four legs. Covered with a tablecloth, there is a plate on it” ).

Later, you can give a more complex riddle, such as: “Gray in summer, white in winter, long ears, short tail. He doesn’t offend anyone, he’s afraid of everyone .

11. “Get the doll a ball”

Goal: learn to analyze the conditions of a practical problem; use auxiliary means in cases where they do not have a fixed purpose.

Equipment: doll, two balls, chair.

Progress of the game:

The teacher plays with a doll and a ball, and the child watches. Then the teacher asks the child to take another ball from the cabinet and play with the doll. The ball is placed on the cabinet so that, standing on the floor, the child cannot reach it. He must think to use a chair that is within the child's field of vision. If the child does not know how to do this, then the teacher helps him analyze the conditions: “Can you reach the ball with your hand? Think about what will help you with this. What should I take? - He gestures to the chair. At the end, the teacher clarifies: “The ball is high. You took a chair, he helped you get the ball .

12. “Get the ball for the bear”

Goal: continue to analyze the conditions of a practical problem, use tools in cases where they do not have a fixed purpose.

Equipment: bear, ball, stick.

Progress of the game: the teacher, playing ball with a bear, rolls the ball under the cabinet so that the child cannot reach it with his hand. The task is for the child to guess to use a stick that is in his field of vision. If he does not do this, then the teacher helps to analyze the conditions: “The ball is far away. Find out how to get it. Think about it. At the end of the lesson, the teacher generalizes: “If you can’t reach it with your hand, you have to look for something that will help .

13. "Get the key"

Goal: continue to analyze the conditions for solving practical problems

tasks using an aid.

Equipment: wind-up toy, key, bench.

Progress of the game:

The teacher shows the child a wind-up toy. The key hangs so that, standing on the floor, the child cannot reach it. He must figure out to use the bench in sight as an aid. At the end of the game, the teacher summarizes the children’s actions.

14. "Get the machine"

Goal: continue to analyze the conditions of the practical problem; teaches you to look for tools in the environment, using them to achieve a goal.

Equipment: winding machine, stick.

Progress of the game:

The teacher starts the car, and it “accidentally” slides under the cabinet so that the child cannot reach it with his hand. The teacher asks him to take out the car and play with it. The child must solve a practical problem. If a child tries to reach a toy with his hand, do not stop him; let him make sure that he cannot reach it with his hand. Then the teacher says: “Let's look for what you need . At the end of the lesson, the teacher reminds the child: “You must always look for some object that will help you get a toy .

15. "Ring the bell"

Goal: continue to analyze the conditions of the practical problem, solve them using tests.

Equipment: bell mounted on a stand, rope.

Progress of the game:

The bell, mounted on a stand, is installed in a visible place so that children cannot reach it with their hands. A string is tied to the tongue of the bell. Standing on the floor, the child can freely reach it. “false” attached to the stand on either side of the bell . They are somewhat longer. The child is asked to ring the bell. The task is for him to guess to use the rope that is attached to the tongue of the bell. The child is given the opportunity to make the right choice on his own. If he continues to pull “false” rope, the teacher says: “Do you hear the bell not ringing, try the other rope . In conclusion, the teacher clarifies which string was used to make the call.

16. "Push the ball into the basket"

Goal: same.

Equipment: ball, stick, basket.

Progress of the game:

The child sits at the table; on the opposite edge of the table there is a ball at such a distance that the child cannot reach it with his hand. There is a short stick on the table to the left of the child, and a long stick on the floor next to the table. There is a basket on the floor opposite the ball. The teacher asks the child to push the ball into the basket, but he cannot get up from the chair. The child must

guess to use the right stick to push the ball. After completing the task, it is necessary to once again draw the child’s attention to the properties of the object-tools: “Which stick helped push the ball? Why?" .

17. "Get the cart"

Goal: continue to analyze the conditions of the practical problem; continue to use the trial method when solving a practical problem.

Equipment: cart with loop, small toys, screen.

Progress of the game:

On the table, at a distance inaccessible to the child's outstretched arm, there is a cart with a loop. A braid is threaded loosely through it, both ends are spread apart by 50 cm. The child can easily reach them. To pull the cart, you must use both ends at the same time. There are colorful little toys on the cart. The task is for the child to guess to grab both ends of the tape at the same time and pull the cart towards him. If the child pulls on one end of the strap, it will slip out of the loop and the cart will stop in place. The teacher asks the child to get the cart and play with the toys. If he pulls the ribbon out at one end, the teacher threads it through the loop behind the screen. It is important that the child makes sure that the tape must be pulled at both ends. Therefore, it is necessary to give him the opportunity to try several times to achieve the goal. At the end of the game, the teacher sums it up by asking the child questions.

18. "Get the balls"

Goal: same.

Equipment: a jar of water, a ladle, a fork, a spoon, a stick with a ring.

Progress of the game:

The teacher shows the children a tall jar of water, filled to half the jar; at the bottom of the jar there are balls. The teacher says: “The balls fell into the water, we need to get them out . Not far from the jar are a spoon, a spoon, a fork, and a stick with a ring. Children are given the opportunity to try these tools; it is important that they independently convince themselves of the choice of a more suitable tool and justify their choice.

19. "Get the toy"

Goal: teaches you to solve two-phase practical problems, respecting the final goal; analyze the environment.

Equipment: a wind-up toy in a plastic bag, a chair, and a box with building materials on it.

Progress of the game:

The teacher suggests getting a bag with a toy hanging on a hook so that the child cannot reach it while standing on the floor. To do this, he should use a chair, having first removed the box with building material from it. The teacher fixes the child’s attention on the final goal: “Can you reach the toy with your hand? What do you need to do to get it? . The teacher helps the child understand the intermediate goal - to free the chair - to remove the box with building material. The teacher makes sure that the child does not get carried away with playing with building materials.

After completing the task, he summarizes the child’s actions, saying that first he vacated the chair, and then used it to get the toy.

20. "Open the box"

Goal: same.

Equipment: a box from a cooking cabinet, two pictures.

Progress of the game (played individually):

The teacher puts the back side up and tells the child that he has beautiful pictures. He takes out a box from the preparation table, puts a picture in it and closes the box without locking it with a pin. Invites the child to open the box and look at the picture. He easily opens the box, takes it out and tells what is depicted on it. While the child is looking at the picture, the teacher puts another picture in the box and closes the box with a pin. He asks to open the box again and take out the second picture. If a child tries to open a box by force, the teacher invites him to look for the reason why the box does not open, try to open it in different ways, find what is stopping him.

Card index of games for logical thinking for children 5 - 7 years old

A set of didactic games to develop thinking in older preschoolers

Irina Sidorenko

A set of didactic games to develop thinking in older preschoolers

Game “How are they similar and how are they different?”

Goal: development

visual perception, attention,
thinking and speech
.

Equipment: magnetic board; magnets; 8 pairs of subject pictures: fly agaric - boletus, dress - skirt, vase - jug, hare - rabbit, cat - lynx, tram - trolleybus, stork - swan, spruce - larch.

The adult attaches each pair of pictures to the magnetic board one by one and invites the children to find the similarities and differences between the depicted objects.

Game "Match a word"

.

Goal: development of attention

,
thinking and speech
.

Equipment: ball.

Children stand in a circle. The teacher with the ball is in the center of the circle, he throws the ball to one of the children and says: “Toy”

.
The child must catch the ball and name it, for example: “Doll”
.

Game “What is this? Who is this?"

Goal: development of thinking and speech

.

Equipment: 24 subject pictures.

Children are divided into two teams. They sit at tables at a distance from each other. Each team is given identical kits

pictures depicting vegetables, fruits, animals, etc. Children take turns giving a description of one of the pictures. If the description is correct and the picture is guessed, then it is set aside in favor of those who guessed it.

Game "Lay out the cards"

Goal: development of logical thinking

.

Equipment: a square piece of paper divided into nine squares (for each child)

;
a tray with nine pictures, three of which are the same (for each child)
.

On the table in front of each child there is a square sheet of paper, divided into nine squares, and a tray with nine pictures, three of which are the same. The teacher asks the children to arrange the pictures into squares so that there are no two identical pictures in the rows and columns.

Game “Put the pictures into groups”

Goal: development

skills of analysis and synthesis.

Equipment: tray with twelve pictures. Which can be divided into four groups, for example, vegetables: onions, carrots, cabbage; fruits: apple, pear, peach; tableware: cup, plate, teapot; tools - hammer, saw, shovel, etc.

In front of each child is a tray with twelve object pictures. The teacher invites the children to divide all the pictures into four groups. ( Children’s sets

.

Task “Close the extra picture”

Goal: development

mental processes
(empirical generalization)
.

Equipment: card for the task and a square of thick paper (4*4 cm)
(for each child)
.

In front of each child is a card for the task and a square of thick paper. Children are asked to find a picture that does not match the others and cover it with a paper square.