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Introduction

Chapter I. Theoretical Foundations for the Development of Cognitive Processes in Preschoolers

1.1 Speech development

1.2 Sensory development

1.3 Development of thinking

1.4 general characteristics attention

1.5 Perception is a necessary prerequisite and condition for the life and activities of preschoolers

1.6 Features of the development of sensations

1.7 Memory and its development

1.8 The role of the development of imagination in the education and upbringing of children

Chapter II. Study of the features of the development of cognitive processes in preschoolers 5-6 years old

Conclusion

Bibliography

Introduction

cognitive preschool imagination feeling

Successful education of children in primary school depends on the level of development of the child's thinking, the ability to generalize and systematize their knowledge, and creatively solve various problems. Preschool childhood is a long period of a child's life. The conditions of life at this time are rapidly expanding: the framework of the family is moving apart to the limits of the street, city, country. The child discovers the world of human relations, various activities and social functions of people.

According to the concept of L.S. Vygotsky, in transition period from the younger to the preschool age, the structure of consciousness is restructured, and thanks to this, all other mental processes are intellectualized. Assessing the shift possibilities of organized learning, L.S. Vygodsky wrote that “training can give more in development than what is contained in its immediate results. Applied to one point in the sphere of the child's thought, it modifies and rearranges many other points. It can have long-term, and not only immediate, consequences in development” Vygodsky L.S. Favorites psychological research. M.:, 1956, p.257.

The uniqueness of each person is beyond doubt. However, the ability to express it is a problem for most people. Therefore, with before school age it is necessary to develop speech, imagination, attention, thinking, for future learning activities.

In early childhood, cognition develops in the process of mastering instrumental action, when it is necessary to establish relationships between objects. At preschool age, under the influence of productive, design and artistic activity, a child develops complex types of perceptual analytical and synthetic activity, in particular, the ability to mentally divide a visible object into parts and then combine them into a single whole before such operations are performed in practical terms.

Many prominent psychologists dealt with the development of cognitive processes in children: L.S. Vygodsky, L.A. Venger, P.P. Blonsky, A.V. Zaporozhets, J. Gilford, R. Torrens, P. Ya. B. Elkonin, O. S. Gazman, V. A. Petrovsky, R. S. Bure and others.

I believe that the problems of studying the timely development of cognitive processes are relevant, since the preschool age is unique and what will be “missing” at the beginning will be difficult or even impossible to catch up in the future.

The purpose of this term paper: identify features cognitive activity preschoolers aged 5 - 6 years.

Object of study: preschoolers aged 5 - 6 years.

Subject of research: all cognitive processes in the period of preschool age.

Tasks:

1. Explore theoretical ideas about the development of cognitive processes in preschoolers.

2. Experimentally identify the specifics of the development of cognitive processes in preschool children aged 5-6 years.

Chapter I. Theoretical Foundations for the Development of Cognitive Processes preschoolers

1.1 Speech development

The first years of a child's life are especially susceptible to the development of speech and cognitive processes. It is during this period of development that children develop a flair for linguistic phenomena, peculiar general linguistic abilities. At the same time, the growth of the dictionary, the development of the grammatical structure of speech and cognitive processes directly depend on the conditions of life and education. Individual variations here are very large, especially in speech development.

Speech - The ability to speak, to express thoughts in words. v. 3.1987.S. 713 Using speech and knowing many words, the child for a long time does not realize words as words denoting something, but existing separately as systems of symbols. With age, the child's speech develops. Its development is not only due to those linguistic abilities that are expressed in the child's own instinct in relation to the language. The child listens to the sound of the word and evaluates this sound.

When talking with each other, children address each other their statements. The first extended forms of dialogic speech appear.

Preschoolers of 4-5 years of age do not yet have the ability to carry out dialogical communication. A child of this age does not yet have the skills to use pragmatics; he has mastered only the upper layers of socialized speech - grammar and vocabulary.

By the age of six, the child's vocabulary increases so much that he can easily communicate with another person on any occasion related to everyday life and within the scope of his interests. If it's ok at 3 years old developed child uses up to 500 or more words, then a six-year-old from 3,000 to 7,000 words. A six-year-old's vocabulary consists of nouns, verbs, pronouns, adjectives, numerals, and connectives.

A six year old child if some law is explained to him the dimensionality of speech, will easily turn his activity to the cognition of speech from a new side for him and, while playing, will make an analysis.

During this period, children develop an orientation to the systems of their native language. The sound shell of the tongue is the subject of active, natural activity for a child of six years. By the age of six, a child has already mastered a complex system of grammar in colloquial speech to such an extent that the language he speaks becomes his native language. If a child attends kindergarten, then he must be trained in the skills of conscious speech analysis. He can produce sound analysis words, divide the word into its constituent sounds and establish the order of sounds in the word. The child pronounces the words easily and with joy in such a way as to highlight intonation the sound with which the word begins. Then he just as well highlights the second and all subsequent sounds.

preschooler with special training, he can pronounce words in order to identify the sound composition, while overcoming the habitual stereotype of pronunciation of words that has developed in live speech. The ability to produce sound analysis of words contributes to the successful mastery of reading and writing.

Without special education the child will not be able to hold a sound an analysis of even the simplest words. This is understandable: by itself, verbal communication does not pose problems for the child, in the process of solving which these specific forms of analysis developed. A child who does not know how to analyze the sound composition of a word cannot be considered retarded. He's just not trained.

The main function of speech is communication, communication, or, as is customary yell, communication. A six-year-old child is already able to communicate at the level of contextual speech - the very speech that describes quite fully what is being said, and therefore is quite understandable without direct perception of the situation being discussed. A retelling of the story he heard, his own story about what happened is available to a six-year-old child. But here we should include a lot of “ifs”: if the child developed in a cultural language environment, if the adults around him demanded an intelligible statement, an understanding of what he says for others; if the child already understands that he must control his speech in order to be understood.

If the child is listener-oriented, seeks to describe the better the situation about which in question, seeks to clarify the pronoun, so easily ahead of the noun, which means that he already understands the price of intelligible communication. The situational way of verbal communication begins to be replaced by the contextual one. A child with developed speech has speech means that he appropriates from adults and uses in his contextual speech. Of course, even a very good speech development of a six-year-old child is childish speech.

For cultural speech, it is important not only how the construction of the sentences, not only the clarity of the thought expressed, but also how the child addresses another person, how the message is pronounced. Human speech is not impassive, it always carries expression - expressiveness that reflects the emotional state.

The emotional culture of speech is of great importance in human life. Speech can be "smooth" and expressive. But it can be sloppy, excessively fast or slow, pronounced in a sullen tone, or languidly and quietly. By the way a child speaks, how his expressive function of speech is developed, we can judge the speech environment that forms his speech.

Of particular psychological interest is the question of the formation in preschool children of the most complex type of speech - writing. Certain positive thoughts on this subject were once expressed by L. S. Vygotsky “The history of a child’s writing,” he wrote, “begins much earlier than the moment when the teacher puts a pencil in his hands for the first time and shows him how to write letters” Vygotsky L.S. Prehistory of written speech//Reader on age-related Pedagogical psychology.-- Ch. I.--M., 1980. S. 73.

The formation of this ability with its origins dates back to the beginning of preschool childhood and is associated with the appearance of graphic symbols. If a child of 3-4 years old is given the task of writing down and remembering a phrase (children at this age, of course, still cannot read or write), then at first the child seems to “write down” something completely meaningless on paper, leaving on her meaningless dashes, scribbles. However, later on, when the child is given the task of “reading” what has been written down, as a result of observing the child’s actions, the impression is created that he is reading his images, pointing to quite definite lines or scribbles, as if they really meant something concrete for him. For a child of this age, the drawn dashes apparently mean something and have already turned into primitive indicators for semantic memory. Simple children's drawing in essence, it is a kind of symbolic-graphic prerequisite for the child's written speech.

1.2 Sensory development

Sensory - Sensitive, feeling, relating to sensations. Dictionary of the Russian language: In 4 volumes. Ed. A. P. Evgenieva. - 3rd ed., M .: Russian language t. 4.1987. C 77

A child attending a kindergarten not only distinguishes colors, shapes, size of objects and their position in space, but can correctly name the proposed colors and shapes of objects, correctly correlate objects by size. He can also draw the simplest forms and paint them in a given color.

It is very important that the child is able to establish the identity of objects to one or another standard. Standards are samples of the main varieties of qualities and properties of objects developed by mankind. So sensory standards are: the colors of the spectrum, white and black; all kinds of forms; the height of the sounds; time intervals, etc. They were created in the course of the history of human culture and are used by people as samples, yardsticks, with the help of which the perceived reality is established in accordance with one or another standard from the system of ordered standards.

If a child can correctly name the color and shape of an object, if he can correlate the perceived quality with the standard, then we can consider that he can establish identity (the ball is round), partial similarity (the apple is round, but not perfect, like a ball), dissimilarity (ball and cube). Thoroughly examining, feeling or listening, the child performs correlative actions, traces the connection of the perceived with the standard.

Sensory standards allow people to correctly orient themselves in the surrounding reality and understand each other. For learning at school, it is important that the sensory development of the child is high enough.

By the age of six, a normally developed child understands well that a picture or drawing is a reflection of reality. Therefore, he tries to correlate paintings and drawings with reality, to see what is depicted in them. Looking at a drawing, a copy of a painting, or the painting itself, a six-year-old child accustomed to the fine arts no longer perceives the multi-color palette used by the artist as dirt, he already believes that the world really consists of an infinite number of sparkling colors. The child already knows how to correctly evaluate a perspective image, since he knows that the same object, located far away, looks small in the picture, and much more close up. Therefore, he peers intently, correlates the images of some objects with others. Children love to look at the pictures - after all, these are stories about the life that they are so eager to comprehend.

1.3 Development of thinking

Thinking - The ability of a person to think, reason, draw conclusions; a special step in the process of reflection by consciousness of objective reality. Dictionary of the Russian language: In 4 volumes. Ed. A. P. Evgenieva. - 3rd ed., M .: Russian language vol. 2.1987.S.318

First of all, thinking is the highest cognitive process. It is a product of new knowledge, an active form of creative reflection and transformation of reality by man. Thinking generates such a result, which neither in reality itself, nor in the subject on this moment time does not exist. Thinking (animals also have it in elementary forms) can also be understood as the acquisition of new knowledge, the creative transformation of existing ideas.

The difference between thinking and other psychological processes is that it is almost always associated with the presence of a problem situation, a task that needs to be solved, and an active change in the conditions in which this task is set. Thinking, unlike perception, goes beyond the limits of the sensuously given, expands the boundaries of knowledge. In practice, thinking as a separate mental process does not exist, it is invisibly present in all other cognitive processes: in perception, attention, imagination, memory, speech. The higher forms of these processes are necessarily associated with thinking, and the degree of its participation in these cognitive processes determines their level of development.

A feature of a healthy psyche of a child is cognitive a activity. The curiosity of the child is constantly directed to the knowledge of the world around him and the construction of his own picture of this world. The child, playing, experimenting, tries to establish causal relationships and dependencies. He himself, for example, can find out which objects sink and which will float. He has many questions about the phenomena of life around him. The more mentally active the child is, the more questions he asks and the more varied these questions are.

The child strives for knowledge, and the very assimilation of knowledge occurs through numerous “why?”, “How?”, “Why?”. He is forced to operate with knowledge, imagine situations and try to find possible path to answer a question. A preschooler, when some problems arise in front of him, tries to solve them, really trying on and trying, but he can also solve problems, as they say, in his mind. He imagines a real situation and, as it were, acts in it in his imagination. Thinking in which problem solving results from domestic action with images is called visual-figurative. A distinctive feature of this type of thinking is that the thought process is directly related to perception. thinking person surrounding reality cannot be accomplished without it. Thinking visually - figuratively, the child is attached to reality, and the images necessary for thinking are presented in his short-term and operative memory.

Figurative thinking is the main type of thinking of a six-year-old child nka. Of course, he can think logically in some cases, but it should be remembered that this age is sensitive to learning based on visualization. The thinking of a six-year-old child is characterized by egocentrism, a special mental position due to the lack of knowledge necessary to correctly solve certain problem situations. So, the child himself does not open in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight, etc. The lack of systematic knowledge, insufficient development of concepts leads to the fact that the logic of perception dominates in the child's thinking. Thus, it is difficult for a child to evaluate the same amount of water, sand, plasticine, etc. as equal (the same) when their volume changes before his eyes depending on the shape of the vessel or a new static shape given to them. The child becomes dependent on what he sees at each new moment of changing objects.

1.4 General characteristics of attention

Attention - The concentration of thoughts or vision, hearing on any object, the focus of thought on something Dictionary of the Russian language: In 4 volumes. Ed. A. P. Evgenieva. - 3rd ed., M .: Russian language vol. 1.1987.S.189. The problem of studying attention for many decades has been and is being dealt with by well-known foreign and domestic psychologists and teachers.

In his works, the domestic psychologist N.F. Dobrynin emphasizes that attention is a special kind of mental activity, expressed in the choice and maintenance of certain processes of this activity. Dobrynin N. F. On new studies of attention / / Questions of psychology. 1973. No. 3 p. 121 - 128 P.125 L.S. Vygotsky and L.N. Leontiev pointed out the essential importance of speech for attention, because. through the medium of the word, an indication of the subject on which one must concentrate occurs. L.S. Vygotsky tried to trace the history of the development of attention. He wrote that the history of attention is the history of the development of the organization of his behavior, that the key to the genetic understanding of attention should be sought not in the nutria, but outside the personality of the child. Vygotsky L. S. The development of higher forms of attention in childhood. Reader for attention. - M. 1976. -186 p.S.147.

P.Ya. Halperin defines attention as an ideal, reduced and automated action of control, the doctrine of attention as a function of control - component theory of the stage-by-stage formation of mental actions Galperin P. Ya. To the problem of education // Reader for attention. - M. 1976. -127 p. . P.110.

The problem of developing children's voluntary attention has long been of interest and concern to educators, teachers, and psychologists. At present, it is well known how complex and voluminous the primary school program is, and how difficult it is sometimes for a child who does not know how to pay attention to details, is not focused on work, is absent-minded, restless, and inattentive. Children who are able to keep their attention on details for a long time, assiduous, attentive, feel completely different. These children are easier to fit into the learning process. Working in close succession with the school, educators monitor the progress of their graduates in the school. According to the school psychologist, 55% of first graders face difficulties in accepting a new social position for them as a schoolchild.

In modern psychological science it is customary to allocate how many main types of attention.

Involuntary attention is the simplest kind of attention ania. It is often called passive, or forced, as it arises and is maintained independently of the person's consciousness. Activity captures a person by itself, because of its fascination, entertainment or surprise.

Unlike involuntary attention, the main feature of voluntary attention is that it is controlled by a conscious goal. This type of attention is closely connected with the will of a person and was developed as a result of labor efforts, therefore it is also called strong-willed, active, deliberate. The main function of voluntary attention is the active regulation of the course of mental processes. Voluntary attention is qualitatively different from involuntary. But they are closely related to each other, since voluntary attention arose from involuntary. Arbitrary attention is also associated with feelings, interests, previous experience of a person.

There is another type of attention, which, like arbitrary, is purposeful and initially requires volitional efforts, but then a person "enters" the work: the content and process of the activity, and not just its result, become interesting and significant. Such attention has been called post-voluntary. In contrast to truly involuntary attention, post-voluntary attention remains associated with conscious goals and is supported by conscious interests.

preschoolers predominate involuntary attention. This manifests itself in quick distractibility, the inability to focus on one thing, in the frequent change of activity. Voluntary attention is formed gradually, as its individual properties develop, such as volume, concentration, distribution, switching and stability. The development of attention is closely related to the development of responsibility, which implies the careful completion of any task, both interesting and uninteresting. The role of emotional factors (interest), mental and volitional processes clearly affects the development of attention.

The cognitive activity of the child, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a six-year-old child is busy playing an important game for him, then he can play for two or even three hours without being distracted. Just as long he can be focused on productive activity(drawing, designing, making handicrafts that are significant for him). However, such results of concentration of attention are a consequence of interest in what the child is doing. He will languish, be distracted and feel completely unhappy if he needs to be attentive in those activities that he is indifferent to or does not like at all.

The child can be helped in the organization of attention. An adult can arrange child's attention with verbal instructions. He is reminded of the need to perform a given action, while indicating the methods of action. For example, Children! Let's open the albums. Let's take a red pencil and in the upper left corner - right here - draw a circle ... ", etc. A six-year-old child can plan his own activities. At the same time, he verbally pronounces what he should, how he should and in what sequence he will perform this or that work. Planning certainly organizes the child's attention.

1.5 Perception is a necessary prerequisite and condition for the life and activity of preschoolers

Perception - Reflection in the human mind of the objects and phenomena of the material world that are currently acting on the senses, including their understanding and comprehension on the basis of previous experience Dictionary of the Russian language: In 4 volumes. Ed. A. P. Evgenieva. - 3rd ed., M .: Russian language vol. 1.1987.S.216.

In order to correctly navigate in the world around us, it is important to perceive not only each individual object, but also the situation, a complex of some objects as a whole. Perception helps to combine individual properties of objects and create a holistic image - the process of reflection by a person of objects and phenomena of the surrounding world with their direct impact on the senses. The perception of even some simple object is a very complex process that includes the work of sensitive, motor and speech mechanisms. Perception is based not only on sensations, which every moment allow you to feel the world, but also on the previous experience of a growing person. Chuprikova N.I. "Mental development and learning" (Psychological foundations of developmental learning)

A child is not born with a ready ability to perceive the world around him, but learns to do so. In the younger preschool age, the images of perceived objects are very vague and indistinct. So, children of three or four years old do not recognize a teacher dressed in a fox costume at a matinee, although her face is open. If children come across an image of an unfamiliar object, they grab some detail from the image and, relying on it, comprehend the entire depicted object.

Despite the fact that a child from birth can see, catch sounds, he must be systematically taught to consider, listen and understand what he perceives. The mechanism of perception is ready, but the child is still learning to use it. Uruntaeva G.A. Preschool Psychology: Tutorial for students of secondary pedagogical educational institutions. - M .: Publishing Center "Academy", 1996.-336s.

During childhood, the child more and more accurately begins to evaluate the color and shape of surrounding objects, their weight, size, temperature, surface properties, etc. He learns to perceive music, repeating its rhythm, melodic pattern. Learns to navigate in space and time, in the sequence of events. Playing, drawing, designing, laying out a mosaic, making applications, the child imperceptibly learns sensory standards - ideas about the main varieties of properties and relationships that have arisen in the course of the historical development of mankind and are used by people as models, measurements. Zhurova L.E., Varentsova N.S., Durova N.V., Nevskaya L.N. "Teaching preschoolers to read and write". Moscow, "School-Press", 1998

By the age of five, the child is easily oriented in the gamut of the primary colors of the spectrum, names the basic geometric shapes. At the senior preschool age, there is an improvement and complication of ideas about color and shape. So, the child learns about the variability of each color by saturation (lighter, darker), that colors are divided into warm and cold, gets acquainted with soft, pastel, and sharp, contrasting color combinations.

The system of measures (millimeter, centimeter, meter, kilometer) and how to use them, as a rule, are not yet learned at preschool age. Children can only indicate in words what place in size an object occupies in a number of others (largest, largest, smallest, smallest, etc.). Usually, by the beginning of preschool age, children have an idea of ​​the relationship in magnitude only between two simultaneously perceived objects. In the younger and middle preschool years, children develop ideas about the ratios in size between three objects (large - smaller - smallest). At older preschool age, children develop ideas about individual measurements of size: length, width, height, as well as about the spatial relationships between objects.

In preschool childhood, the perception of space is improved. If at three or four years the reference point for a child is his body, then by the age of six or seven children learn to navigate in space regardless of their own position, they know how to change reference points.

Much harder for a child given the perception of time. Time is fluid, it does not have a visual form, any actions occur not with time, but in time. The child can remember the conventions and measures of time (minute, hour, tomorrow, the day before yesterday, etc.), but does not always know how to use them correctly, since these designations are conditional and relative.

Senior preschoolers are actively entering the world of artistic creativity. The perception of works of art is the unity of knowledge and experience. The child learns not only to fix what is presented in work of art but also to perceive the feelings that its author wanted to convey.

At preschool age, the perception of a fairy tale develops. Adults introduce the child into the world of fairy tales. They can help make a fairy tale really become a fairy tale that can transform a child and his life.

Features of the child's perception of the surrounding people are also manifested in his value judgments. Children give the brightest assessment to those adults to whom they feel affection. For example, in the value judgments of children about adults, there are indications of their appearance (“She is always smart, beautiful”), the attitude towards them (“She hugs me”), awareness, skills of an adult (“When I don’t understand something, she tells me everything says to others too”), moral qualities (“She is affectionate, cheerful”). The perception of each other by children depends on how popular or rejected the child is in the children's community. In special studies, it was revealed that the higher the position of the older preschooler in the group, the higher his peers evaluate him, and vice versa.

Assessing the children for whom sympathy was shown, children of six years old in the vast majority name only positive traits peers: “handsome”, “draws well”, “can read”. About those peers for whom there is no sympathy, children respond negatively: “beats”, “plays badly”, “greedy”, etc.

If the value judgments about the people around the younger preschooler, as a rule, are undifferentiated, unstable, changeable, then by the age of six or seven they become more complete, detailed, adequate. As children grow older, they increasingly perceive not so much external as internal personal qualities of other people.

1.6 Features of the development of sensations

Feeling - The result of the impact of the phenomena of the objective world on the human senses Dictionary of the Russian language: In 4 volumes. Ed. A. P. Evgenieva. - 3rd ed., M .: Russian language vol. 2.1987.S.736.

By the beginning of preschool age, the external perceptive apparatuses of the child are already fully formed. However, this does not mean that preschool children do not develop sensations. On the contrary, at preschool age, sensations continue to improve rapidly, primarily due to the development and complication of the activity of the central part of the analyzers.

Visual sensations, auditory sensations, as well as skin and joint-muscular sensations develop intensively in children aged 3-7 years. This development consists, first of all, in the improvement of the analyzer-synthetic activity of the cortex hemispheres, which leads to an increase in sensitivity, to distinguish the properties of surrounding objects and phenomena. Increasing participation in the processes of analysis of the second signal system makes sensations more accurate, and at the same time gives them a conscious character.

Since sensations are the only source of our knowledge, the upbringing of children at preschool age necessarily includes the task of sensory education, that is, the task of actively developing sensations in children. In addition to special exercises in distinguishing colors, sounds, smells, etc., important role in the development of sensations play lessons on mother tongue, music, drawing, modeling, construction, etc.

The main changes in visual sensations children of preschool age occur in the development of visual acuity (i.e., the ability to distinguish between small or distant objects) and in the development of the subtlety of distinguishing shades of color.

It is often thought that the smaller the child, the better, the sharper his eyesight. In fact, this is not entirely true. The study of visual acuity in children 4--7 years old shows that visual acuity in younger preschoolers lower than in older preschoolers. On the other hand, according to the study, visual acuity in children can increase dramatically under the influence of the correct organization of exercises in distinguishing distant objects. Thus, in younger preschoolers it rises rapidly, on average by 15-20%, and in older preschoolers by 30%.

What is the main condition for the successful education of visual acuity? This condition consists in the fact that the child is given a task that is understandable and interesting for him, which requires him to distinguish one from another objects remote from him. Similar tasks can be given in the form of a game, which, for example, requires the child to show in which of several identical boxes standing on a shelf a picture or a toy is hidden (this box is marked with a figure icon, somewhat different from those that are pasted on other boxes, which is known to the player in advance). At first, children only vaguely “guess” it among others, and after several repetitions of the game, they already clearly, consciously distinguish the icon depicted on it.

Thus, the active development of the ability to distinguish between distant objects should take place in the process of one or another concrete and meaningful activity for the child, and by no means through formal “training”. Formal "training" of visual acuity not only does not increase it, but in some cases can even bring direct harm - if at the same time you overstrain the child's eyesight or let him examine an object in conditions of very weak, too strong or uneven, flickering lighting. In particular, avoid letting children look at very small objects that have to be kept close to the eyes.

In preschool children, visual impairments sometimes go unnoticed. Therefore, the behavior of the child, which is explained by the fact that he does not see well, can be interpreted incorrectly and suggest incorrect pedagogical conclusions. For example, instead of placing a short-sighted child closer to the picture book in question, the teacher, not knowing about his short-sightedness, tries in vain to draw his attention to the details of the picture that he does not see. That is why it is always useful for the educator to be interested in medical data on the state of vision of children, as well as to check their visual acuity.

At preschool age, accuracy in distinguishing shades of color develops significantly in children. Although by the beginning of preschool age, most children accurately distinguish the main colors of the spectrum, the distinction between similar shades among preschoolers is still insufficiently perfect.

If a child constantly encounters colored materials in his activity and he has to accurately distinguish shades, select them, compose colors, etc., then, as a rule, his color discrimination sensitivity reaches a high development. An important role in this is played by children performing such work as laying out color patterns, appliqué work from natural colored materials, painting with paints, etc.

It should be borne in mind that in some, though quite rare, cases, color vision disorders occur in children. The child does not see shades of red or shades Green colour and mixes them together. In other, even rarer cases, some shades of yellow and blue are poorly distinguished. Finally, there are also cases of complete “color blindness”, when only differences in lightness are felt, but the colors themselves are not felt at all.

Auditory sensations, like visual sensations, are of particular importance in the mental development of the child. Hearing is essential for speech development. If hearing sensitivity is impaired or severely reduced in a child, then speech cannot develop normally. Auditory sensitivity, formed in early childhood, continues to develop in preschool children.

Discrimination of speech sounds is improved in the process of verbal communication. Discrimination of musical sounds improves in the process of music lessons. Thus, the development of hearing to a large extent depends on education.

A feature of auditory sensitivity in children is that it is characterized by large individual differences. Some preschoolers have a very high auditory sensitivity, while others, on the contrary, have a sharply reduced hearing.

The presence of large individual fluctuations in sensitivity to distinguishing the frequency of sounds sometimes leads to the incorrect assumption that auditory sensitivity allegedly depends only on innate inclinations and does not change significantly in the course of a child's development. In fact, hearing improves with age. Hearing sensitivity increases in children aged 6 to 8 years on average almost twice.

O sensations resulting from the action of muscle stimuli on the motor analyzer not only play a decisive role in the performance of movements, but also participate, together with skin sensations, in various processes of reflecting the external world, in the formation of correct ideas about its properties. Therefore, the cultivation of these feelings is also important.

In the same years, a large qualitative shift in the development of joint-muscular sensations also occurs in children. So, if children about 4 years old are given two boxes for comparison, equal in weight, but different in size, and asked which of them is heavier, then in most cases the kids evaluate them as equally heavy. At the age of 5-6 years, the assessment of the weight of such boxes changes dramatically: now children, as a rule, confidently point to a smaller box as heavier (although the boxes are objectively equal in weight). Children have already begun to take into account the relative weight of the object, as adults usually do.

As a result of practical actions with various objects, the child establishes temporary connections between visual and motor analyzers, between visual stimuli signaling the size of an object, and joint-muscular ones signaling its weight.

The preschool years are the period when the child's senses continue to develop rapidly. The degree of development at this age of certain sensations is directly dependent on the activity of the child, in the process of which their improvement occurs, therefore, is determined by education.

However, high development sensations is a necessary condition for full mental development. Therefore, the education of sensations in children (the so-called “sensory education”), correctly delivered at preschool age, is of the utmost importance, and on this side educational work due attention must be paid.

1.7 Memory and its development

Memory - The ability to preserve and reproduce in the mind the previous impressions Dictionary of the Russian language: In 4 volumes. Ed. A. P. Evgenieva. - 3rd ed., M .: Russian language vol. 3.1987.S.16. It is one of the necessary conditions for the development intellectual abilities. But if until recently the main attention of scientists was paid to school age, where, as it seemed, the child acquires the knowledge and skills necessary for everyone, develops his strengths and abilities, now the situation has changed radically.

A significant role in this was played by the "information explosion" - we know the vision of our time. Today's children are smarter than their predecessors - this is a fact recognized by all. This is primarily due to the means mass media, which encircled the world with communication channels, pouring a stream of various knowledge into children's minds from morning to night. Today, there are more and more children with bright general intellectual development, their ability to comprehend complex modern world manifest very early - in early preschool age.

In younger preschoolers, involuntary memorization and involuntary reproduction are the only form of memory work. The development of memory in preschool age is characterized by a gradual transition from involuntary and direct to arbitrary and mediocre memorization and recall. The key position of the concept of memory development adopted by the author is the assertion that four types of memory (motor, emotional, figurative and verbal) arise in this sequence.

A characteristic feature of the memory of a preschool child is that it is easier and faster to memorize specific words and objects, more difficult - abstract words and concepts. Already at preschool age, the final features of memory begin to be determined. Memorization at this age was mostly arbitrary. At this age, the development of memory is carried out in conditions of systematic, purposeful learning, which significantly accelerates and increases the level of development of children's memory. At the same time, the training itself makes new demands on memory - it is necessary to memorize the given material and accurately reproduce it at the request of the educator.

Types of memory are usually distinguished for various reasons. By content aniyu memorized material - figurative, emotional, motor, verbal. Depending on the method of memorization - logical and mechanical. According to the duration of the preservation of the material, memory can be long-term and short-term. Depending on the presence of a consciously set goal to remember - involuntary and arbitrary. There are three main types of memory:

Visual-figurative memory, which helps to remember faces, sounds, color, shape of an object, etc. well.

Verbal-logical memory, in which information is remembered by ear.

Emotional memory, in which experienced feelings, emotions and events are remembered.

Thus, we see that all types of memory are distinguished depending on what is remembered and how long it is remembered.

Figurative memory is a memory for ideas, for pictures of nature and life, as well as for sounds, smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory. If visual and auditory memory are usually well developed and play a leading role in the life orientation of all normal people, then tactile, olfactory and gustatory memory can in a certain sense be called professional types: like the corresponding sensations, these types of memory develop especially intensively in connection with specific conditions. activities

The content of verbal-logical memory is our thoughts. Thoughts do not exist without language, therefore memory for them is called not just logical, but verbal - logical. In verbal-logical memory, the main role belongs to the second signaling system. This type of memory is specifically human kind, in contrast to the motor, emotional and figurative, which in their simplest forms are also characteristic of animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. It plays a leading role in the assimilation of knowledge in the learning process.

Motor memory is the memorization, preservation and reproduction of various movements and their systems. The great importance of this type of memory lies in the fact that it serves as the basis for the formation of various practical and labor skills, just like the skills of walking, writing, etc. Without memory for movements, we would have to learn each time to perform certain actions first.

Depending on the purpose of the activity, memory is divided into involuntary and arbitrary.

Memorization and reproduction, in which there is no special purpose to remember or recall something, is called involuntary memory. In cases where we set such a goal, we speak of arbitrary memory. In the latter case, the processes of memorization and reproduction act as special, mnemonic actions.

Involuntary and voluntary memory, at the same time, represent two successive stages in the development of memory. Everyone knows from his own experience what a huge place in our life is occupied by non-arbitrary memory, on the basis of which, without special mnemonic intentions and efforts, the main part of our experience is formed both in volume and in vital significance. However, in human activity, it often becomes necessary to manage one's memory. Under these conditions, an important role is played by arbitrary memory, which makes it possible to intentionally memorize or recall what is necessary.

Long-term memory is a memory subsystem that provides long-term (hours, years, sometimes decades) retention of knowledge, as well as the preservation of skills and abilities and is characterized by a huge object of stored information. The main mechanism of information. The main mechanism for entering data into long-term memory and fixing it is usually considered repetition, which is carried out at the level of short-term memory. However, purely mechanical repetition does not lead to stable long-term memorization. In addition, repetition is a necessary condition for fixing data in long-term memory only in the case of verbal or easily verbalized information. Of decisive importance is the meaningful interpretation of new material, the establishment of links between it and what is already known to the subject.

Unlike long-term memory, which is characterized by long-term preservation of material after repeated repetition and reproduction, short term memory characterized by very short retention after a single very short perception and immediate reproduction.

Initially, the child is dominated by figurative memory, the value of which decreases with age. Nevertheless, the result of memorization is usually higher when based on visual material, so that the widespread use of visual teaching aids is natural and effective. To the greatest extent, the possibilities of natural memory are manifested in preschool age.

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Characterization of sensations, perception (arbitrary, intentional), representation, attention, imagination, thinking (deduction, analogy), memory (figurative, motor, emotional, verbal-logical) and speech as mental cognitive processes.

At primary school age, there is an intensive development of mental functions: the development of arbitrariness of processes, the development of thinking. A feature of a healthy psyche of a child is cognitive activity.

Perception younger students is characterized by instability. Perception is not differentiated enough - because of this, the child confuses similar letters and numbers (for example, 9 and 6). In order for children not to make such mistakes, it is necessary to compare similar objects, to find differences between them.

Perception develops through all the activities that the child engages in. Perception gradually begins to bear the character of purposeful arbitrary observation, that is, perception becomes arbitrary.

Initially, students perform tasks under the guidance of a teacher: they examine, listen, write down, then plan the work themselves, separate the main from the secondary, establish a hierarchy of perceived features, differentiating them by common qualities. Such perception has the character of purposeful arbitrary observation. Children master the technique of perception.

If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, a synthesizing perception appears. The subjective reasons for perception are becoming more and more important: interests, past experience of the child.

Binet A., V. Stern identified the following stages of the development of perception:

2-5 years - enumeration stage (the child lists the elements of the picture),

6-9 years old - description stage (the child can make up a story from the picture),

after 9-10 years - the stage of interpretation (the child supplements the description with logical explanations.

The perception of time for a child presents significant difficulties and depends on what the time intervals are filled with, that is, what the child is doing and how interested he is. Systematic implementation e academic work observance of the daily routine contributes to the formation of a sense of time. children better perceive the small periods of time with which they deal in life: an hour, a day, a week, a month. Knowledge of long periods of time is very inaccurate. Personal experience and the level of mental development do not yet allow us to create a correct image of such periods of time as a century, era, era. The teacher needs to use all the possibilities of visual-sensory perception (visiting museums, monuments, etc.)

Attention- involuntary attention prevails over arbitrary.

Without sufficient formation of this mental function, the learning process is impossible. The cognitive activity of the child, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a 6-7-year-old child is busy with an important game for him, then he, without being distracted, can play for two or even three hours.

Just as long, he can be focused on productive activities (drawing, designing, making handicrafts that are significant to him).

However, such results of concentration of attention are a consequence of interest in what the child is doing. He will languish, be distracted and feel completely unhappy if he needs to be attentive in those activities that he is indifferent to or does not like at all. Students cannot focus their attention on the obscure, incomprehensible.

Compared to preschoolers, younger students are more attentive. Throughout the primary school age, involuntary attention continues to develop. The child quickly responds to what is connected with his needs, interests. Therefore, it is important to educate cognitive interests and needs.

Research Bozhovich L.I., Leontieva A.N. show that if at primary school age one builds work on the development of voluntary attention, then in the first years of study it can proceed quickly and intensively.

Dobrynin N.F. established that the attention of schoolchildren is sufficiently concentrated and stable when students are fully occupied with work that requires maximum mental and motor activity from them.

Attention depends on the availability of material, is closely related to the emotions and feelings of children, the interests and needs of children. Children can spend hours engaging in activities that are associated with deep positive experiences.

An adult can organize the child's attention with verbal instructions. He is reminded of the need to perform a given action, while indicating the methods of action ("Children, open the albums. Take a red pencil and in the upper left corner - right here - draw a circle ...", etc.).

Thus, in the formation of voluntary attention, the organization of the child's actions is of greater importance. The development of voluntary attention is facilitated by a change in activities in the lesson and during the day (the use of physical minutes to prevent overwork, the use of various techniques and means, but without overloading the lesson). It is important to teach children to distribute attention between different activities.

Attention is not stable enough, limited in scope. The entire educational process in elementary school is subordinated to the education of a culture of attention, where the motivation for learning and responsibility for successful learning play an important role.

For the development of voluntary attention, the teacher needs to diversify the types of educational work that replace each other in the lesson. It is important to use in the classroom, the alternation of mental activities with the preparation of graphic diagrams and drawings.

It is important to expand the scope of attention to teach children to distribute it between different types of activities. The teacher needs to set tasks so that the child, performing his actions, can follow the work of his comrades.

And yet, although children in the primary grades can arbitrarily regulate their behavior, involuntary attention prevails. It is difficult for children to concentrate on monotonous and unattractive activities for them or on activities that are interesting, but require mental effort.

Disconnection of attention saves from overwork. This feature of attention is one of the reasons for including elements of the game in the lessons and a fairly frequent change in the forms of activity.

Children of primary school age, of course, are able to keep their attention on intellectual tasks, but this requires tremendous efforts of will and organization of high motivation.

To a certain extent, a younger student can plan his own activities. At the same time, he verbally pronounces what he must and in what sequence he will perform this or that work. Planning certainly organizes the child's attention.

Initially, following the instructions of the teacher, working under his constant control, he gradually acquires the ability to complete tasks on his own - he sets a goal and controls his actions. Control over the process of one's activity is, in fact, the student's voluntary attention.

Different children are attentive in different ways: since attention has different properties, these properties develop to an unequal degree, creating individual variants. Some students have a stable, but poorly switched attention, they solve one problem for a long time and diligently, but it is difficult for them to move on to another. Others switch easily in the course of study work, but are just as easily distracted by extraneous moments. For others, good organization of attention is combined with its small volume.

There are inattentive students who focus not on the classroom, but on something else - on their thoughts, drawing on the desk, etc. The attention of these children is quite developed, but due to the lack of the necessary direction, they give the impression of scattered. For the majority of younger schoolchildren, strong distractibility, poor concentration, and instability of attention are characteristic.

Strakhov I.V. set the following alert states:

Real mindfulness is expressed in the student's readiness for learning activities already at the beginning of the lesson, for mental activity; signs are a business, working posture, mimic concentration.

Seeming inattention is expressed in readiness for educational activities, but external signs are expressed weakly,

Apparent mindfulness is expressed in the lack of readiness in the external form of mindfulness,

Real inattention is expressed in the lack of readiness in the lesson, they are constantly distracted, facial expressions and posture constantly indicate their inattention.

Memory- at primary school age, there is an intensive formation of memorization techniques: repetition, retelling, comprehension and memorization, grouping of objects, memorization, etc.

Verbal-logical memory, arbitrary memory develops.

Memory develops in two directions - arbitrariness and meaningfulness. Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with bright visual aids, etc. But, unlike preschoolers, they are able to purposefully, arbitrarily memorize material that is not interesting to them.

Younger schoolchildren, like preschoolers, have a good mechanical memory. Many of them mechanically memorize educational texts throughout their education in elementary school, which leads to significant difficulties in the middle classes, when the material becomes more complex and larger in volume. They tend to repeat verbatim what they remember. When a child comprehends the educational material, understands it, he remembers it. Thus, intellectual work is at the same time a mnemonic activity, thinking and semantic memory are inextricably linked. The teacher should control the memorization process.

At first, younger students do not have enough self-control. The student checks himself from the outside - whether he repeated as many times as the teacher said. Self-control is exercised on the basis of recognition, when the student reads and experiences a sense of familiarity. Mental reproduction, that is, a story to oneself among younger students (Grade 1) is absent.

Smirnov identified a number of steps in memorizing a text:

repeated reading of the text,

variety is manifested when reading, the student does not realize that each time he reads the text differently,

each student sets a task and consciously uses reading to solve it (return to what was read, mental recall of what was read),

At primary school age, reproduction presents great difficulties due to the fact that it requires the ability to set a goal, to activate thinking.

Younger students begin to use reproduction when memorizing. Recall is rarely resorted to, since it is associated with tension.

The process of forgetting depends on how children remember what techniques they use. Of great importance is the setting of the task by the teacher: to remember verbatim or to remember in order to convey the idea in your own words.

The teacher needs to teach children to use meaningful memorization techniques:

dismemberment of the material,

Mapping,

headings of texts,

Drafting questions

note-taking,

Highlighting the main

Comparison and generalization,

Drawing up classifications, etc.

It is good to use graphics, plans, tables, diagrams, drawings, etc. in the educational process.

Thinking.

The curiosity of the child is constantly directed to the knowledge of the world around him and the construction of his own picture of this world. The child, playing, experimenting, tries to establish causal relationships and dependencies. He himself, for example, can find out which objects sink and which will float.

The more mentally active the child is, the more questions he asks and the more varied these questions are. A child may be interested in everything: how deep is the ocean? How do animals breathe there? How many thousand kilometers is the globe?

The child strives for knowledge, and the very assimilation of knowledge occurs through numerous “why?” "as?" "why?". He is forced to operate with knowledge, imagine situations and try to find a possible way to answer the question. When some problems arise, the child tries to solve them, really trying on and trying, but he can also solve problems in his mind. He imagines a real situation and, as it were, acts in it in his imagination. Such thinking, in which the solution of the problem occurs as a result of internal actions with images, is called visual-figurative.

Figurative thinking is the main type of thinking in primary school age. Of course, a younger student can think logically, but it should be remembered that this question is sensitive to learning based on visualization.

The thinking of a child at the beginning of schooling is characterized by egocentrism, a special mental position due to the lack of knowledge necessary to correctly solve certain problem situations. Thus, the child himself does not discover in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight, and others.

The lack of systematic knowledge, insufficient development of concepts leads to the fact that the logic of perception dominates in the child's thinking. For example, it is difficult for a child to evaluate the same amount of water, sand, plasticine, etc. as equal (the same) when their configuration changes in accordance with the shape of the vessel where they are placed before his eyes. The child becomes addicted because he sees changes in objects at every new moment. However, in the primary grades, a child can already mentally compare individual facts, combine them into a coherent picture, and even form for himself abstract knowledge that is remote from direct sources.

Features of the thinking of children 6 - 7 years old (J. Piaget).

Preoperative stage of development

Features of thinking of children 7 - 9 years old

Stage of specific operations

The ability to use logical rules in relation to specific, visual material (classify, generalize, compare).

Piaget's phenomena can persist up to 8-11 years.

The knowledge acquired at school contributes to the formation of concepts and the development of theoretical thinking.

It is necessary to teach children to compare, analyze, generalize, highlight essential and non-essential features. Gradually, there is a transition from visual-figurative thinking to verbal-logical.

School education is structured in such a way that verbal-logical thinking is predominantly developed. Only in schools with a humanitarian and aesthetic bias do they develop visual- creative thinking than verbal-logical.

At the end of primary school age, individual differences appear, there are “theoreticians” who easily solve verbal problems verbally, “practitioners” who need reliance on visualization and practical actions, and “artists” with vivid imaginative thinking.

In the process of learning, scientific concepts are formed in younger students. The process of forming scientific concepts is based on everyday concepts of children. Worldly concepts are those ideas that children acquired in preschool age.

Scientific concepts include subject concepts and relationship concepts. Subject concepts are knowledge of general and essential features and properties of objects of objective activity, for example, a bird, a pen, etc. The concepts of relations reflect the connections and relations that exist in the objective world, for example, evolution, more-less, etc. There are three steps in the formation of a subject concept:

students identify functional features of objects, that is, related to the purpose of the object, for example, “a horse - they ride it, a cow - it gives milk”;

students list the properties that an object has, without distinguishing between essential and non-essential;

students identify common essential features and properties of a number of single objects, synthesize and generalize them.

There are three stages of assimilation of the concepts of relations:

students consider separately each specific case of expressing these concepts (they find one hundred and one values ​​\u200b\u200bmore than the other),

students make generalizations, but they relate these relationships only to the cases under consideration,

students apply the resulting generalization to a wide variety of cases.

The formation of scientific concepts largely depends on the level of development of mental operations.

The development of analysis (the operation of thinking) goes from the practically effective (the use of counting sticks) to the sensual (finding a part of an object in natural conditions, on visual aids - highlighting letters from a word, a word from a sentence) and further to the mental.

The development of analysis proceeds simultaneously with the development of synthesis: from simple, summing (individual parts are combined into a simple sum of features - listing cities, plants, etc.), to a broader and more complex one. Analysis and synthesis are closely interconnected, they are performed in unity. The deeper the analysis, the more complete the synthesis

Instead of generalization, younger students often synthesize, that is, they combine objects not according to their common characteristics, but according to some cause-and-effect relationships, according to the interaction of objects. There are three levels of generalization development:

the sensuous is accomplished in direct contact with objects and phenomena, in the process of their perception and practical activity with them. This generalization is the main one for a preschooler and at first prevails for a younger student (children distinguish animals, men from women) - 1 class,

figurative-conceptual generalization - a generalization of essential and non-essential features in the form of visual images (pets are animals that live with people and benefit a person) - 2 cl,

conceptual-figurative, scientific generalization is a generalization of similar essential features of objects and phenomena, their essential connections and relationships (the results are laws, rules, concepts) - 3 cells. and older.

The development of abstraction in primary school age is manifested in the formation of the ability to identify common and essential features, connections and relationships. Pupils of primary school age use external, vivid signs for essential properties. children more easily abstract the properties of objects and phenomena than the connections of the relationship that exist between them.

Thinking develops in connection with a speech. The ability to express thoughts in writing and orally is of great importance.

Masters reflection- the ability to evaluate their actions and deeds. The ability to reflect develops when performing actions of control and evaluation.

Formation of the internal plan of action th, which develops through the implementation of special exercises.

Imagination- develops through learning activities. Recreating imagination develops in all school activities. Tasks for labor, drawing, design contribute to the development of creative imagination.

In the first grade, imaginary images are approximate and poor in detail. But already in the third grade, under the influence of learning, the number of signs and properties in the images increases. Recreating (reproductive) imagination at primary school age develops in all school classes, they learn to identify and depict the implied states of objects, to understand the conditionality of some objects, their properties and states.

At primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity. In the conditions of educational activity, special requirements are imposed on the child's imagination, which encourage him to arbitrary actions of the imagination. The teacher at the lessons invites the children to imagine a situation in which certain transformations of objects, images, signs take place. These educational requirements stimulate the development of the imagination, but they need to be reinforced with special tools - otherwise the child finds it difficult to advance in the voluntary actions of the imagination. These can be real objects, diagrams, layouts, signs, graphic images and more.

Composing all kinds of stories, rhyming “poems”, inventing fairy tales, depicting various characters, children can borrow plots known to them, stanzas of poems, graphic images, sometimes without noticing it at all.

The development of cognitive processes in preschool children. [

[Psychic cognitive processes include:

perception, attention, imagination, memory, thinking and speech.

Perception is a holistic reflection of an external material object that directly affects the sense organs (different analyzers are involved, but: when perceiving an apple with the help of a visual analyzer, we perceive color, shape, size, with the help of a taste analyzer, taste: sour or sweet, with the help of an olfactory: smell .

Attention is a prerequisite for any activity. Attention is voluntary and involuntary. With voluntary attention, a person sets a goal: to pay attention to a certain object through volitional efforts.

Imagination is a mental process that consists in creating images and situations that have never been perceived.

Memory is the imprinting, preservation, recognition and reproduction of what a person previously perceived, experienced, thought, did. This is the foundation mental life, the basis of our consciousness. The accumulation of experience, its preservation and use is the result of the activity of memory.

Memory can be long-term (a certain supply of words, information, concepts, images that are stored in a person’s memory all his life) and short-term (information that we store for a short time: buy groceries, go to school with his son, etc.). Allocate visual, auditory, olfactory, tactile, and gustatory memory. Depending on what information a person remembers, one can distinguish verbal, figurative, motor memory, etc.

Thinking is a generalized, mediated, abstract reflection of the external world and its laws. The physiological basis of thinking is the analytical and synthetic activity of the cerebral cortex.

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

There are three types of thinking:

Visual-effective (learned by manipulating objects);

Visual-figurative (cognized with the help of representations of objects, phenomena);

Verbal-logical (cognized with the help of concepts, words, reasoning)

Of the three types of thinking: verbal-logical, figurative-logical and visual-effective - preschool children are quite developed and the last two types predominate. As for the first - verbal-logical, this kind of thinking in preschool age begins to develop intensively by the age of 6-7.

speech process practical application human language in order to communicate with other people. Language is a means of communication between people.

Age features of the development of cognitive processes in preschool children.

Junior preschool age (3-4 years)

At a younger preschool age, perceptual activity develops. Children move from individual units of perception to sensory standards. By the end of the younger preschool age, children can perceive up to 5 or more shapes of objects and up to seven or more colors, they are able to differentiate objects by size.

Attention and memory develop. At the request of an adult, children can remember 3-4 words and 5-6 names of objects. By the end of adolescence, they are able to memorize significant passages from their favorite works.

Visual-effective thinking continues to develop. Children are able to establish some hidden connections and relationships between objects.

At the younger preschool age, imagination begins to develop, which is especially clearly manifested in the game, when some objects act as substitutes for others.

Middle preschool age (from 4 to 5 years)

At this age, children's memory capacity increases. Children remember up to 7-8 names of objects. Arbitrary attention begins to take shape: children can accept a memorization task, remember instructions from adults, can learn a poem, etc.

Imaginative thinking develops. Children use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems.

The imagination continues to develop. His abilities such as originality and arbitrariness are being formed. Children can come up with a short story on a given topic.

By the end of middle preschool age, the perception of children becomes more developed. They are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to a sensory attribute - size, color; select parameters such as height, length and width. Improved orientation in space.

Increased attention span. The child is available concentrated activity for 15-20 minutes. It is able to keep in memory when performing any action a simple condition.

Senior preschool age (5-6 years)

At the senior preschool age figurative thinking continues to develop. Children are able not only to solve the problem in a visual way, but also to transform the object, indicate in what sequence the objects will interact, etc.

Generalizations continue to improve, which is the basis of verbal-logical thinking. At preschool age, children still lack ideas about the classes of objects. Objects are grouped according to features that can change, but the operations of logical addition and multiplication of classes begin to form. So, for example, older preschoolers, when grouping objects, can take into account two features: color and shape (material), etc.

Children of this age are able to reason and give adequate causal explanations if the analyzed relationships do not go beyond their visual experience.

The development of imagination allows children to compose quite original and consistently unfolding stories.

Continues to develop stability, distribution. Switching attention. There is a transition from involuntary to voluntary attention.

An approximate list of game exercises for the development of attention, memory, thinking in preschool children.

Exercise number 1. “Who is gone? »

Toys familiar to children are displayed on the table. Their number gradually increases over several games, from 2 onwards. Next, the children are invited to close their eyes, and the teacher removes one of the toys. Children guess which toy is gone. In a more complicated version of the game, an adult can remove not one, but two or three toys.

Exercise number 2 “Who is superfluous? »

There are 2-4 toys familiar to the child on the table. Their name is spoken. Then the child closes his eyes, and the teacher adds another toy. The child must show and name the toy that has appeared. In a more complicated version, not one, but two or more toys are added.

Exercise number 3.

There are 2-4 toys on the table. The child is given time to consider them. Then the toys are removed. The child from memory finds those toys that were put on the table.

Exercise number 4.

Pictures of the same size and the same theme are laid out on the table (“clothes”, “toys”, etc.). The amount depends on the age and mental development of the child. The teacher quickly shows the child 2-3 pictures from a common pile, and then arranges them together with others. The child must show and name the pictures presented to him.

When the game becomes more difficult, the child must not only find the given pictures, but also arrange them in the order in which the adult showed them.

Exercise number 5 “What did I name? »

The teacher pronounces a series of words, and the child selects the appropriate pictures displayed on the board (flanegraph)

Exercise number 6 "Repeat after me"

The child listens carefully to the words spoken by the teacher, and then repeats them. First, two words are given, then three, and so on.

Exercise number 7 "Flower Machine"

Flowers of different colors are placed on the flannelograph (or board). Masha doll comes in a red sundress. For her, you need to choose only red flowers.

Similarly, work is carried out with a different color.

Exercise number 8 “Who is the most attentive? »

It is necessary to find in the room as many objects of a certain color as possible.

Exercise number 9 “What item is superfluous? »

From a set of objects or pictures, you need to find something that does not fit in color, shape or size. Complicated version - it is supposed to distinguish objects according to two signs (color - size)

Exercise number 10 "Name it in one word"

The child is offered items of the same group: “apple, pear, orange”, “shirt, jacket, trousers”, etc. The child summarizes them in one word (fruit, clothes, etc.)

Exercise number 11 "The fourth extra"

The choice of an extra toy, picture, object from the proposed ones (apple, orange, pear, carrot; doll, cube, ball, plate, etc.)

With complication, the game is played at the verbal level (without relying on visualization)

Exercise number 12 "Find me"

The cards show vegetables or fruits. The child is given a set of dummies to compare them with the images on the cards.

Exercise number 13 “Whose shadow? »

The card has silhouettes of objects in black. Children are given colored pictures corresponding to the depicted silhouettes. Pictures are laid out in places (according to their "shadow")

Exercise number 14 “What is missing? »

The child is offered a series of drawings depicting objects. Each item is missing an essential detail (a dog without a tail, a car without a wheel, a table without a leg, etc.). The child names the missing part.

Exercise number 15 “What items are hidden? »

The child is offered the contours of objects superimposed on each other. The child names "hidden" objects.

Exercise number 16 "Collect a picture"

The child is offered a picture cut into pieces. It is necessary to assemble the parts so that the whole picture is obtained. First, a picture is offered, cut into 2 parts, then into 3, etc.

Working with a split picture helps the teacher to find out:

How does the child cope with the combination

How to relate parts to the whole

Does he act in composing the picture by the method of selection, or does he try to present the picture as a whole in his mind

Exercise number 17 "Riddles"

One of the productive methods of work aimed at the development of mental activity is working with riddles. At the initial stages of working with riddles, children are offered reference pictures to choose from.

Riddles are used both in poetic form and descriptive, for example: red, fluffy, with a long tail (fox) After guessing a descriptive riddle, the child can be asked: “What fox? » (red, fluffy, with a long tail)

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Human development goes on continuously, throughout life, and each proceeds in its own way.

Early childhood is one of the most important stages in a child's life.

Every child is unique and inimitable.

The process of its development is also individual and unique. Some children grow faster and are ahead of their peers, while others lag behind in development. AT developmental psychology the concept of the norm is more of a statistical nature, that is, such a pace and direction of development of children that are observed in most of them on certain stage development.

Preschool children actively learn about the world around them. This knowledge is possible due to their mental cognitive abilities (attention, perception, memory, thinking, imagination, speech).

In my report, I want to dwell on some of the most typical features of the development of mental cognitive processes in preschoolers.

Perception.

Perception is the process of reflection in the human mind of integral objects and phenomena with their direct impact on the senses.

Perception is the leading cognitive process of preschool age. Its formation ensures the successful accumulation of new knowledge, the rapid development of new activities, adaptation to a new environment, full physical and mental development.

In the younger preschool age, perception is of an objective nature, i.e. the properties of an object (color, taste, size) are not separated by the child from the object itself, but merge into a single whole with it. At the same time, the child does not see all the properties, but only the brightest ones, for example: grass is green, lemon is sour and yellow.

Perception in the middle preschool age becomes more meaningful, purposeful, analyzing. Arbitrary actions are distinguished in it - observation, examination, search. A child of 4-5 years old gets an idea about the main geometric shapes; about the primary colors of the spectrum; about the parameters of the quantity; about space; about the time.

At senior preschool age (5-7 years) - The perception of the child loses its original global character. Under the influence of game and object activities, the preschooler develops the ability to separate properties from the object itself, to notice similar properties in different objects and different ones in one object.

Knowledge about objects and properties is expanded and organized into a system, which allows them to be used in various activities. At this age, complex types of visual analysis and synthesis are formed, including the ability to mentally divide the perceived object into parts, examining each of these parts separately and then combining them into one whole.

Thus, the child begins to see the world in a categorical way, the process of perception is intellectualized.

Attention.

Attention is a mental process, which consists in the direction and concentration of consciousness on a certain object while simultaneously distracting from others.

The first signs of attention - at 2-3 weeks of life in the form of auditory and visual concentration.

The attention of a child of early preschool age is involuntary.

At the beginning of preschool childhood, the attention of the child reflects his interest in the surrounding objects and the actions performed with them. The child is focused until the interest fades. The appearance of a new object causes a switch of attention to it.

Involuntary attention is predominant throughout preschool childhood.

Therefore, children rarely do the same thing for a long time. During the preschool age, in connection with the complication of children's activities, attention acquires greater concentration and stability.

Younger preschoolers can play the same game for 25-30 minutes. Senior preschoolers - up to 1-1.5 hours.

Children 4-6 years old begin to master voluntary attention.

For the first time at this age, they begin to control their attention, consciously direct it to certain objects, phenomena, hold on to them, using some means for this.

Starting from senior preschool age, children become able to keep their attention on actions that acquire intellectually significant interest for them (puzzle games, riddles, educational tasks). Sustained attention in intellectual activity increases markedly by the age of seven.

Maintaining attention at a sufficiently high level allows the use of elements of the game, frequent changes in forms of activity, engaging in productive activities.

Memory is a complex mental process, defined as the imprinting, preservation, recognition and reproduction by an individual of his experience.

Recognition is the first memory process that appears in a child.

After 8 months, reproduction is formed - the restoration of the image in the memory.

The memory of a younger preschooler is involuntary. The child does not set himself the goal of remembering something and does not make any effort to remember. Interesting, emotional, colorful events and images are imprinted in his memory.

The third and fourth years of life become the years of the first childhood memories.

At the age of 4-5, voluntary memory begins to form, however, purposeful memorization and recall appears only sporadically and depends on the type of activity.

In the fifth year of life, memory begins to play a leading role in the organization of mental processes and becomes the dominant function.

By the end of preschool age, the development of arbitrary visual and auditory memory occurs.

6-7 YEARS - thanks to various activities, and, above all, the game, the memory of a child at senior preschool age becomes arbitrary and purposeful. He sets himself the task of remembering something for future action.

It is at this age that a high level of motor memory is observed.

In children, the need for physical activity increases. They master complex movements, perform them quickly, accurately. There is consistency, unity of movements; all motor activity becomes more conscious, purposeful and independent; increases physical and mental performance. Therefore, many children at senior preschool age begin to do gymnastics, acrobatics, figure skating, dancing.

Thinking.

Thinking is the highest cognitive process of generalized and indirect reflection of reality.

Children show the first signs of thinking by the end of the first year of life. They begin to notice the simplest connections and relationships between objects and use them to achieve a certain connection. These relationships are clarified by children through practical trial and error, i.e. through action-based thinking.

The child begins to understand that some things and actions can be used to designate others, serve as their replacement - the ability to replace is formed - the ability to use conditional substitutes for real objects and phenomena when solving mental problems.

At 3-4 years old, the child, albeit imperfectly, tries to analyze what he sees around him in a visually effective way. But some children are already beginning to show the ability to solve problems based on representation. Children can compare objects by color and shape, highlight differences in other ways. They can generalize objects by color (it's all red), by shape (it's all round), by size (it's all small).

As experience is accumulated, the thinking of a child of middle preschool age is increasingly based on images - an idea of ​​\u200b\u200bwhat the result of an action may be.

Visual-figurative thinking becomes the main type of thinking inherent in a child of preschool age. Thanks to this, the preschooler can "do" real actions in the mind. At the same time, he operates only with single judgments, since he is not ready for the conclusions.

At the senior preschool age, verbal-logical thinking begins to form.

Imagination.

Imagination is the ability of consciousness to create images, ideas, and manipulate them.

The emergence and development of the imagination is closely connected with the formation of other cognitive processes, primarily thinking.

In early childhood, the imagination has a recreative character and arises involuntarily, in the form of images of the impressions received: listening to stories, fairy tales, poems, watching films.

In the imagination, only that which made a strong emotional impression on the child is reproduced, which has become especially interesting for him. Imagination is inseparable from the perception of objects and the performance of game actions with them.

Senior preschool age is sensitive - sensitive - for the development of the imagination. It is during this period that the child's imagination becomes controlled.

At the age of 5-6, children undergo a gradual transition from involuntary memorization and reproduction to voluntary memorization. This creates the basis for the development of creative imagination, providing the possibility of creating a new image.

The creative imagination of children is manifested primarily in role-playing games that create room for improvisation, as well as in drawing, designing, etc.

Imagination begins to precede practical activity, uniting with thinking in solving cognitive problems.

Imagination is rebuilt, from reproductive, reproducing, it becomes anticipatory. The child is able to represent in a drawing or in his mind not only the final result of an action, but also its intermediate stages.

Thus, having considered some features of the development of cognitive processes in preschool children, we adults should not forget that preschoolers have not yet learned to control the course of their cognition and development. Here they need the support of adults, their smart leadership and organization.

On this topic:

Material from the site nsportal.ru

4 Development of cognitive processes of a preschooler

Thanks to cognitive mental processes, the child acquires knowledge about the world around him and about himself, learns new information, remembers, solves certain tasks. Among them, sensations and perceptions, memory, thinking, and imagination are distinguished. ways of thinking and understanding real life they are all interconnected

41 Features of the attention of preschool children

Success in mastering this or that activity depends on the attention of the child. It is always included in the activity, is the most important condition for its productivity and acts in unity with cognitive mental processes and the emotional-volitional sphere.

The role of attention is to ensure mental processes (cognitive, emotional, volitional) and successful work

consciousness It passes through itself everything that enters the human soul from the outside world, since it is a form of organization of human mental activity, which consists in its orientation and focus on objects that have a certain meaning for it.

The attention of preschool children has the following features:

1) short concentration, a tendency to significant fluctuations over a short time, children repeatedly move from one type of activity to another, change their plan several times;

2) susceptibility to external influences Even a slight extraneous stimulus distracts the child's attention from activity;

3) depending on the type of activity, 4-year-old children are able to listen carefully for 20 or more minutes an interesting fairy tale or watch cartoons However, they will be distracted from uninteresting activities 5 minutes after they start;

4) the inability to switch at one's own discretion from one object to another in the absence of arbitrary mental regulation;

b) depending on the age of the children The younger the children, the less they can focus on the words of an adult, since their attention is more attracted to bright, attractive objects (words only accompany them) give birth to them)) In middle and older preschool age, the words of an adult acquire much more important for the child, she already self-initiatively directs her attention to them;

6) poor distribution of attention (inability to simultaneously perform two or more activities), small volume (failure to contain many objects in a short period of time)

Concentration and focus on objects ensures their expressive reflection The child cannot be attentive at all, her attention is always manifested in specific mental processes: she looks closely, listens, guesses a riddle, tries to read a word, draws, plays skinny.

Functions of attention in children

Being a cognitive process, attention contributes to the child's knowledge of the world and himself in it, directed both to the objects of the external world and to his own inner life. It not only creates conditions for mental activity, but also performs a protective function, causing a person to respond in a timely manner to changes in environment and in myself.

The foundations of attention as an important factor in cognitive activity are formed in early childhood Attention is born in the first weeks of a child’s life Over time, she begins to focus her sight and hearing on what excites her, alarms her, reflexively responds to this effect with appropriate movements Due to attention, the child’s body is connected with the environment environment.

Attention is a reflex act that connects the central nervous system with the outside world, one of the decisive factors that determine the regulation of the most important psychophysical processes in the body of infants, and thanks to it, all mental processes (sensations, perception, memory, thinking) become richer, fuller, perfect.

In the life and activities of the child, attention performs various functions: it activates the necessary and inhibits the mental and physiological processes, promotes the selection of information in accordance with the needs of the child, provides selective, short-term or long-term focus on one object or type of activity. It is associated with the orientation and selectivity of cognitive processes, the accuracy and detail of perception, the strength and selectivity of memory, the focus and productivity of mental activity.

If children focus their attention not on what the teacher explains to them, but on what is happening outside the window, on dreams about the game, they will not perceive and understand anything from what the teacher Gog tells them. However, the reasoning, advice, assessments of the teacher they are especially needed, because without them their activity will not have the necessary motivation, expediency, proper organization.

At preschool age, all types and properties of attention undergo significant changes, the main of which are: expanding the volume, increasing stability, developing the ability to switch and distribute the formation of trust and attention.

These changes diversify the inner life of the child, contribute to the expansion of his worldview.

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Source uchebnikionline.com

The development of cognitive processes in preschool children has characteristic features that are unique to this period. Taking into account the individual characteristics of children and the laws of mental processes contributes to the development of the cognitive sphere of preschoolers, the achievement of a high level of its formation, and also due to this, the intellectual and emotional-volitional structure of the personality is improved.

The structure of cognitive activity in preschool age

The development of the cognitive sphere of children is facilitated by the development of the developmental cognitive activity of preschoolers. In it, the child accumulates life experience, cognizes the surrounding reality, assimilates knowledge, develops skills, abilities, develops cognitive processes. The cognitive activity of a preschooler is characterized by the active transformative position of the child as the subject of this activity.

The structure of cognitive activity is defined as a way of interaction between the components of the system and includes:

1. The goal is to gain knowledge.
2. The motive is different depending on the situation.
3. Ways - cognitive skills, actions.
4. Conditions - an organized developing environment that contributes to the achievement of the goal.
5. The result is the acquisition of knowledge.

The main principles of organizing a successful environment, which implies the cognitive development of preschoolers, are the awareness and activity of the child in obtaining the necessary knowledge. The structure of cognitive activity should be built taking into account these principles.

An integral part of the cognitive activity of preschoolers is cognitive interest. Such interest is directed to the material, is associated with positive impressions and generates children's activity. The full cognitive development of a preschooler is based on the organization of independent or joint activities of the child.

Features of the development of cognitive processes in preschool age

At the age stages, the development of cognitive processes is characterized by its own characteristics. Mental cognitive processes at preschool age acquire an arbitrary character.

Children gain knowledge about themselves, about the world around them, purposefully assimilate information, are able to analyze, resort to generalization. Cognitive activity is formed, which determines the level of development of the child in the future. The more attention is paid to the preschool stage, the easier it will be for children in school life.

Attention

From early childhood, the attention of children is characterized by involuntary. They are attracted by novelty and intensity: a bright toy, a loud sound, or various specific stimuli.

The attention of a preschooler begins to be attracted by objects and objects associated with experiences caused by emotions, as well as stimuli that are directly related to the needs of the child. With the development of voluntary attention, children are able to direct their consciousness and keep it for quite a long time on certain phenomena, objects, as long as there is interest.

Children learn to control their attention, but due to their age, at the request of an adult, it is still difficult for them to switch from an interesting object to a given one. Later, preschoolers can distribute attention and act with several objects.

At the end of the preschool period, children are capable of half-hour classes. Attention passes into voluntary, and from it already to the initial stage of post-voluntary, when the preschooler himself returns to the previously interested activity, which was the object of voluntary concentration. The formation of the sphere of attention is facilitated by:

1. Organization of the daily routine with properly selected tasks (moderate workload, change of activities).
2. Selection of material emotionally rich, arousing interest.
3. Inclusion of developmental exercises.

Memory

The memory of a preschooler is not voluntary. The kid does not set the task of consciously remembering something for later reproduction. What causes emotional experience and interest is easier to remember. The elements of arbitrariness of memory are acquired at the age of 4 years.

The kid begins to understand the method of memorization, can, at the direction of an adult, remember or recall.

The early preschool period is characterized by mechanical memorization, carried out through repetition. The child relies on the external relations of objects.

Senior preschoolers acquire the skill of semantic memorization, the foundation of which is laid on meaningful connections between parts of the material, as well as material and past experience. Figurative memory for a long time is predominant for a preschooler.

Cognitive processes, especially perception and thinking, influence its development. When memorizing, children highlight predominantly bright features of an object.

With the development of the intellectual sphere, verbal memory develops. The child remembers the essential connections of objects. The motor memory of a preschooler develops significantly due to the formed visual image.

The role of an adult as a model decreases as the movements are mastered, and the children compare the movements already with their personal ideal ideas. This greatly expands the motor abilities of children.

Perception

For the development of perception, mental processes and experience obtained from the surrounding world are combined. A variety of activities contribute to the active development of perception: construction, drawing, watching movies, walking. Particular importance is given to role-playing games, where fragments of the surrounding information that arouse interest are modeled, and the perceived information is learned.

The essence of perception is reflected in the receipt and processing of the received data from the outside world. The preschooler learns, highlights the unique properties of objects, their features, purpose.

Actively developing, perception allows children to recognize objects of interest to them, to find out existing links. Reasonably organized accessible activities contribute to the development of perception.

Thinking

The figurative information accumulated during the period of early age and the simplest concepts serve as the basis for the development of thinking. Due to the operation of preschoolers with images, the boundaries of knowledge are expanding. The assimilation of concepts largely determines the development of thinking.

It is especially difficult for a preschooler to correctly define a concept. It combines logically incompatible features of objects.

The use of one's own representations gives rise to unusual reasoning. When reasoning, the baby uses generalization and comparison, sorts out possible options, uses sensory experience and information received from an adult. At the age of five, children understand the causal relationships of objects, move from global to precise explanations, from external signs to hidden, internal, comprehend a generalized pattern.

The level of thinking depends on the cognitive activity formed by the family and preschool. Using productive species cognitive activity, for example, didactic games, adults have a direct beneficial effect on the development of thinking of a preschooler.

Preschool age is characterized by a transition to the verbal-logical age, when the child solves the assigned tasks using speech. This implies the formation in children of an internal plan of action inherent in logical thinking.

Imagination

The process of development of imagination takes place in preschoolers in 2 stages. At first it is involuntary, ideas arise spontaneously. At the second stage, active forms of imagination arise, the arbitrariness of the process appears.

Initially, representations arise on the initiative of an adult, then the child causes them purposefully himself. This is reflected in the games, they acquire a plot character.

The development of the imagination affects the formation of the entire cognitive sphere, causing mental activity and contributing to the expansion of vocabulary. The emergence of the ability to create an idea, to achieve it, reflects the growth of imagination in preschool age. The preschooler fantasizes arbitrarily before the start of the activity, thinks about its course, plans the process of implementation.

The early preschool period is characterized by fantasies based on a slight change in something existing. Then the child develops original plots and images.

An important characteristic of the imagination is its realism, the ability to separate the possible from the impossible. Imagination, differing cognitive-intellectual function, allows the child to satisfy cognitive needs.

Speech

Speech development is stimulated by the transition to extra-situational communication, the complication of activities, and the expansion of social contacts. The quantitative and qualitative composition of the child's vocabulary depends on the conditions of education, communication skills, individual features. Preschoolers learn to build phrases, sentences according to the rules of grammar.

The speech of early preschool age is characterized by word creation, which expresses an insufficient level of knowledge of grammatical forms. In speech utterances of a preschooler early period simple sentences predominate.

With age, sentences become more complex. Active mastery of speech is accompanied by the child's mastery of the norms of pronunciation.

The planning function of speech appears. The child formulates his activity aloud, verbally records its results, and accompanies actions with speech. Gradually there is a transition to inner speech- mental plan.

At preschool age, communicative functions and forms of language activity become more complicated, speech skills are acquired. In the intensive development of speech, all mental cognitive processes are improved.

Diagnostics of cognitive processes in preschool age

Diagnostics of the cognitive processes of preschoolers is carried out in order to clarify their formation. In case of early detection of a low level of development, corrective actions are taken with problem areas. Psychological techniques described in special literature are chosen according to the age of the children.

The diagnosis of the cognitive processes of preschoolers begins with a conversation designed to establish emotional contact between the child and the adult. In the process of conversation, a stock of ideas and knowledge about the world, personal characteristics of children, and orientation in space are revealed.

After preparing the baby for activities, they proceed directly to the tasks. The toolkit depends on the tasks at hand. Also, information about the development of the cognitive sphere of children can be obtained during the observation of preschoolers.

Exercises for the development of cognitive processes in preschool age

In preschool age, cognitive development is achieved through play. Didactic games activate cognitive processes, develop cognitive interest, form the desire to learn new things, educate volitional qualities, and contribute to the formation of coherent speech. Most developmental exercises are aimed at simultaneously improving several cognitive processes.

To develop attention, the exercise "Listen and clap" is used. Children are invited to clap their hands if the name of the fruit sounds. For example: wheel, apple (cotton), car, book, pear (cotton), banana (cotton), etc.

The development of thinking is facilitated by exercises aimed at generalization, selection of features, and grouping. The game "Find the extra" invites the preschooler to combine objects on a common basis, and point out the extra.

For example, in the series “dog, chicken, cow, cat”, a chicken will be superfluous, since it is a bird among animals. The game is adjusted for early preschool age with lighter objects.

Retelling tasks are suitable for the development of children's speech, in which the child improves phonemic hearing and pronunciation. For the joint formation of speech and imagination, children are invited to come up with their own story.

The development of auditory memory is facilitated by exercises that require memorizing words or pairs of words and reproducing them. Visual memory and attention are most easily formed in tasks like: “Here are the objects. Look closely.

Try to remember the location, features. Close your eyes while I rearrange them. Now put the items in their original order.

The imagination of children develops in almost any activity: drawing, playing, playing with plasticine. An offer to a preschooler to come up with an image or heroes of the game forms the arbitrariness of the imagination.

Development visual perception occurs in the process of establishing the shape, color, size of objects by a preschooler. An excellent option would be exercises with mosaics, puzzles, constructor, pyramids.

For auditory perception, tasks with sound accompaniment are selected. For example, children need to determine who makes a particular sound.

Preschool age is a favorable period for the development of cognitive processes. Timely diagnosis from early preschool age makes it possible to correct the formation of the cognitive sphere as a whole, to identify gaps in the development of individual mental processes. Improvement of cognitive processes is achieved through exercises, joint or independent activities of preschoolers.

INTRODUCTION 3

1. THEORETICAL AND METHODOLOGICAL ASPECTS OF THE DEVELOPMENT OF COGNITIVE PROCESSES IN CHILDREN WITH THE HELP OF GAME 6

6

1.1.1 Game definition 6

7

11

11

13

15

16

2.1 Study of the study of the levels of development of cognitive processes in children………………………………………………………………………………… 19

2.2 Formative experiment 20

CONCLUSIONS 22

APPENDICES 25

INTRODUCTION

Game is a special kind of human activity. It arises in response to the social need to prepare the younger generation for life.

The plot-role-playing game consists in the reproduction by children of the actions of adults and the relationship between them. That is, in the game the child models the world of adults, their relationship. “Look closely and listen to how girls treat their dolls, boys with their soldiers and horses, and you will see in the child’s fantasies a reflection of the reality surrounding his life - a reflection is often fragmentary, strange, similar to how a room is reflected in a faceted lens, but no less striking in the fidelity of its details. One girl's doll cooks, sews, washes and irons; at the other, he magnifies himself on the sofa, receives guests, starts a piggy bank, counts money.

“You buy a bright and beautiful house for a child, and he will make a prison out of it; you will buy for him dolls of peasants and peasant women, and he will line them up in the ranks of soldiers; you buy a pretty boy for him, and he will flog him; he will remake and rebuild the toys you bought not according to their purpose, but according to those elements that will pour into him from the surrounding life, ”said K.D. Ushinsky.

The role-playing game arises at the border of early and preschool ages and reaches its peak in the middle of preschool childhood. In addition to this type of game, a preschooler masters games with rules (didactic and mobile), which contribute to the intellectual development of the child, the improvement of basic movements and motor qualities. The game affects all aspects of mental development, which has been repeatedly emphasized by both teachers and psychologists. So, A.S. Makarenko wrote: “The game is important in the life of a child, it has the same meaning as an adult has activity, work, service. What a child is in play, so in many respects he will be in work when he grows up. Therefore, the upbringing of the future figure takes place, first of all, in the game. And the whole history of an individual person as an actor or worker can be represented in the development of play and in its gradual transition into work.

arelevance of the work: there are a lot of well-known and experienced psychologists who have studied and researched this topic, therefore, as many psychologists, there are so many opinions and views on the role of play in the development of the child's cognitive processes. And we are faced with the task of familiarizing ourselves with the material on this topic, analyzing it, and drawing certain conclusions. This topic needs to be explored, features found and actively used in their activities.

The purpose of the work: to determine what role the game plays in the development of the cognitive processes of the child.

Object of study: a group of children of preschool age (children of 5, 6 years old).

Subject of study: children's play.

Research hypothesis: this study carried out in order to determine the role of the game in the development of cognitive processes and to increase the level of development of cognitive processes in the children under study with the help of the game.

Work tasks:

Define the essence of the concept of "game";

Highlight the features of the development of play in early childhood;

Reveal the role of play in the development of thinking;

To reveal the role of the game in the development of perception;

To reveal the role of the game in the development of verbal-logical memory;

Reveal the role of play in the development of motor memory;

Conduct research;

Determine the level of development of cognitive processes in children with the help of the game;

Draw certain conclusions.

Research methods: description, analysis, explanation, system observation method.

1. THEORETICAL AND METHODOLOGICAL ASPECTS OF THE DEVELOPMENT OF COGNITIVE PROCESSES IN CHILDREN WITH THE HELP OF GAMES

1.1 Age features of gaming activity

1.1.1 Game definition

The game is of particular importance in the lives of children of preschool and primary school age. First of all, the game is a kind of reflection of life. The game does not take the child away from life, from reality. On the contrary, the game is a means of learning about the world around children and preparing them for learning and work. In an active game form, the child learns more deeply the phenomena of life, public relations people, work processes.

The great Russian teacher K. D. Ushinsky repeatedly emphasized the great educational value of the game, which prepares the child for creative work, activity, and life. He noted that in the game the child seeks not only pleasure, but also serious activities; the game is the world of the child's practical activity, which satisfies not only his physical, but also his spiritual needs.

The game is a means of education. The game creates a team. Common experiences in the game unite children. The game brings up a sense of camaraderie, mutual support. Ya. K. Krupskaya and A. S. Makarenko emphasized the importance of the game as a means of communist education, as a means of comprehensive development of the individual.

The child begins to play at an early age. The game gradually develops, its forms successively replace each other. At first it's just manipulating objects, then an elementary constructive game arises - a child builds a house out of sand or builds a tower out of cubes. At preschool age, one can already observe plot games - children in the game reproduce certain life situations, relationships between people. If at the same time the child himself assumes and performs a particular role corresponding to certain actions of adults (for example, he plays the role of a doctor, teacher, parents), then such a plot game is called a role-playing game.

Having entered school and joined in a new educational activity for him, the child does not stop playing. Properly organized play still has an impact on raising a child's positive personal qualities, promotes the organization of the team, its rallying, fosters feelings of friendship and camaraderie. For schoolchildren, the content of the game and its direction change. The development of children's games goes from everyday games to games with industrial content and, finally, to games that reflect socio-political events. Thus, the developing plots of children's games reflect the horizons of the child and his life experience. A prominent place is occupied by intellectual games (checkers, chess, dominoes, various board games), developing ingenuity, ingenuity, resourcefulness.

So, the older the schoolchildren, the more important the cognitive nature of the game becomes for them, when the goal is hidden or openly set to learn, to realize the new (games of geologists, sailors, travelers, astronauts, etc.).

1.1.2 Development of play in infancy and early childhood

Game activity goes a long way of development. For the first time, its elements appear in infancy, and in the preschool age, higher forms are formed, in particular, a role-playing game. Let us trace the stages of development of play activity in infancy and early childhood (F.A. Fradkina, N.Ya. Mikhailenko, Z.V. Zvorygina, S.L. Novoselova, N.N. Palagina, etc.). A game action is born in the course of mastering objective actions, that is, a game is born in objective activity as an object-play activity. The game with elements of an imaginary situation is preceded by two stages of the infant's game: introductory and descriptive. At first, actions with toys, like with any other objects, are manipulative in nature. The motive is set through a toy object. The baby moves to the second when he or with the help of an adult discovers some of its properties in the toy (the ball bounces, rolls, it is elastic and smooth). Gradually, children learn ways to act with different toys associated with their physical properties(put one object into another, roll, move, knock, hit one against the other to hear the sound, and so on). The motive of such object-playing activity lies in the probabilistic nature of the result of the game action: the ball can be pushed away or brought closer to oneself. Depictive object-play actions are typical for a child from 5-6 months. up to 1 year 6 months

In the second half of the second year of life, the sphere of interaction between the baby and others expands. The child's need for joint activities with adults is growing. Closely observing the world of adults, the baby highlights their actions. Experience gained in activities with toys and in Everyday life, gives the child the opportunity to display the actions of people with objects in accordance with the purpose accepted in society (for example, the process of feeding, treatment). Now actions are directed not to obtain a result, but to fulfill a conditional goal that is understandable from past experience. That is, the action becomes conditional, and its result becomes not real, but imaginary. The child proceeds to the plot-representative stage of the development of the game.

In the third year of life, the baby begins to strive for the realization of the game goal, so these actions acquire a certain meaning: he feeds the doll in order to feed her lunch. Actions are gradually generalized, becoming conditional: the child brings the spoon several times to the doll and, believing that dinner is over, moves on to another game action. The kid constantly compares his actions with the actions of an adult. We emphasize that the emergence of game goals is possible if the child has an image of an adult and his actions.

In the plot-display game, children convey not only individual actions, but also elements of the behavior of adults in real life. In games, a "role in action" appears. The child performs the function of a mother-hairdresser, without naming himself in accordance with this function. And to the question of an adult: “Who are you?” replies: "I'm Julia (Lena, Andryusha)." In such games, actions with plot-shaped toys at first are very similar to real practical actions with objects and gradually become generalized, turning into conditional ones. Then the child begins to act with imaginary objects: he feeds the doll with non-existent candy.

The development of game actions is due to the development of objective ones. Mastering objective actions leads to their generalization and inclusion in other situations. The transition of the child's object actions into play actions is facilitated by an adult when he shows play actions or encourages the child to perform them: “Feed the bear. Show Lyalya. Later, children themselves turn objective actions into play ones.

The development of the plot of the games was studied by N. Mikhailenko, N. Pantina. First, the plots describe the actions of one character with certain objects in one or successively changing situations. Characters, objects and actions with them are rigidly fixed and repeat, as it were, according to one pattern. For example, a girl cooks dinner, feeds a bear. The plots then include several characters with a set of specific connections. The connection of the characters is set by means of their inclusion in the overall situation of the role through a consistent exchange of actions. There are three options here. The first involves two fixed characters, one of which is the object of the other, for example, a hairdresser and a client. The second consists of independent actions included in the general situation, for example, the driver and passengers. In the third, the characters exchange actions: the buyer chooses the goods, and the seller weighs. By the end of the third year of life, plots are observed in which, along with a set of actions, certain relationships between characters are also given. For example, the relationship of leadership and subordination in the game "kindergarten", when the teacher leads the lesson, and the children listen. Or a combination of leadership and subordination with an equal exchange of actions, when in the same game the music director replaces the teacher, then the parents take the children.

The next stage in the development of relationships in the game is associated with the formation of children's actual play interaction on the basis of a common place in the game, actions performed simultaneously (one builds, the other delivers bricks). Children join a peer playing nearby, rejoice in joint efforts, understand when one of the children does not perform a common action, and express complaints about its quality. At the end of the third year of life, interaction with peers arises about the role-playing action, the quality of its implementation, and the result achieved.

Thus, the prerequisites for a plot-role-playing game are being formed, which will be intensively developed in preschool childhood.

Here are the prerequisites:

The child involves in the game objects that replace real ones, and names these substitute objects in accordance with their play value;

The organization of actions becomes more complicated, acquiring the character of a chain that reflects the logic of vital connections;

Actions are generalized and separated from the subject;

The child begins to compare his actions with the actions of adults and, in accordance with this, call himself the name of an adult;

There is an emancipation from an adult, in which the adult acts as a model of actions, when the child seeks to act independently, but as an adult.

So, we can distinguish such features of the development of gaming activity in early age:

The first game skills are formed;

The ability to set and solve game problems develops;

Interaction with peers in joint games begins to develop;

The prerequisites for a role-playing game are being formed.

1.2 The role of the game in the development of the cognitive processes of the child in preschool and primary school age

1.2.1 The role of play in the development of thinking

The problem of development, correction and improvement of thinking is one of the most difficult in psychological and pedagogical practice. It is rightly believed that the main way to solve this problem lies in the rational organization of the entire educational process (including the logical and meaningful construction of courses, the creation of problematic situations in learning, the observance of the principle of dialogue during classes, etc.). As an additional, auxiliary way, a specially organized game training of thinking can be considered (it is given in the appendix).

Such training is useful for all preschoolers, as well as younger students, regardless of their academic performance. It is especially necessary for those who experience noticeable difficulties in performing various types of educational work, such as: understanding and comprehending new material, memorizing and mastering it, establishing links between various phenomena, solving theoretical and practical problems, formulating and expressing their thoughts both orally. , as well as in writing.

There is reason to believe that the common basis, or “launching pad”, for the full-fledged flow of any thought process, aimed both at understanding the material being assimilated and at generating a fundamentally new one, is the presence of at least three universal (i.e. common, independent from the subject content) of the “components” of thinking, namely:

1) a high level of formation of elementary mental operations- analysis, synthesis, comparison, highlighting the essential, etc. - acting as the most "fractional" elements of thinking, forming its "fabric";

2) activity, looseness and plurality of thinking, manifested in the production of a large number of different hypotheses, setting on the plurality of solutions, freedom to put forward non-standard ideas and flexibility of transitions from one to another:

3) organization and purposefulness of thinking, expressed in a clear focus on highlighting the essential in phenomena, using generalized schemes for analyzing a phenomenon, designating one's own ways of thinking and controlling them.

The high quality of the development of these three “components” of thinking and a significant degree of their automation obviously create more favorable conditions for the effective flow of the thought process as a whole. Insufficient degree of their formation will lead to a general negative impact on thinking.

It is important to emphasize that one of the main factors for the success of game thinking training is the use of well-known, familiar material for children in the classroom. This is due to the fact that in regular classes, preschoolers and younger students often experience simultaneous difficulties of two kinds: on the one hand, the material being studied is difficult for them (unfamiliar, unusual), and on the other hand, those methods are difficult or even unbearable for the child. processing and assimilation of the material that he is trying to apply in the process of studying it (they are slow, unstable, not automated, imperfect). As a result, the material is not assimilated, due to the fact that the methods of its assimilation are too imperfect, and the methods of its assimilation, in turn, cannot be improved, since the studied material continues to remain inaccessible and, therefore, these methods have nowhere and nothing to practice on, improve. Thus, a vicious circle is formed underlying the chronic failure of many children, from which the child can no longer get out on his own.

1.2.2 The role of play in the development of the imagination

Imagination, as you know, plays a huge role in creativity (it contributes to the generation of a fundamentally new one), and in learning (it makes it possible to imagine what the child has never seen), and in everyday life (it helps to make decisions and anticipate their consequences).

However, in our established and traditionally existing systems of preschool education and schooling, there are actually no (or are contained to an extremely insufficient degree) special measures aimed at the consistent and systematic development of the imagination in children. The process is often carried out spontaneously and as a result, as a rule, does not reach a high, and often even a satisfactory level of its development.

Therefore, it is obvious that the main and most radical means of getting out of this situation is a radical change in the content and methods of teaching, their special orientation towards the development of creativity in children. But this still seems to be a matter of a fairly distant future.

However, already today the situation described on a massive scale can be changed for the better by purposefully developing the imagination of children in the course of a game training specially organized in a kindergarten or school. Such trainings are conducted with a group of 6-10 schoolchildren. Gathering under the guidance of an educator, psychologist or teacher two or three times a week for one hour, the guys perform a series of tasks aimed at developing and improving various tricks imagination. The prerequisites for the success of the training are: an informal game environment, the possibility of constant communication with peers, a benevolent emotional atmosphere, the use of simple, everyday, well-known material in games and, most importantly, a systematic interchange of results and imagination techniques. Thus, all participants in the game analyze not only their own answers and ways of obtaining them, but also discuss the ways proposed by other children, which provides the opportunity for significant mutual enrichment of all participants in the game with a variety of tactics and strategies of imagination and thereby significantly expands the "range" of their imagination and amplifies its power.

It is better to start imagination training after thinking training or at the final stages of the latter (these games are given in the appendix).

So, each game necessarily "scrolls" several times on various specific material. During one lesson, 3-4 games should be played - both previously learned and new ones. Games especially loved by children can be played more often than others and children can be actively involved in the selection of game material.

1.2.3 The role of the game in the development of verbal - logical memory

The problem of memory (along with the problems of motivation and thinking) is one of the central ones in education and training. Memory appears in the educational activity of the student both as a result of the process of assimilation of the material (which is worked out in order to be remembered), and as a condition for the subsequent mental processing of new information (comprehension of the new is based on the actualization and study of knowledge stored in memory). In a number of cases, it is poor memory that is the cause of school failure: the studied facts are poorly remembered, which prevents the full assimilation of new material.

Memory is a rather complex and multilevel mental function. In it, one can single out the level of imprinting traces in the nervous system and the level of methods for processing the perceived material. In numerous studies both in Soviet psychology (P. P. Blonsky, A. N. Leontiev, P. I. Zinchenko, A. A. Smirnov, etc.), and in foreign (F. Barlett, F. Craik, R Lockhart, E. Tulvig, etc.) convincingly shows that it is the methods of transforming the material in the process of memorization that are the main factor determining the effectiveness of memorization. In other words, what and how a child remembers depends on what methods of working with the memorized material are used: the more complex, meaningful, meaningful and diverse they are, the better the memory is. The most useful memory is that which has a variety of ways of working with the material.

Quite often, a high level of formation of methods for transforming material in the process of studying it can compensate for the insufficient level of imprinting traces in the nervous system, which is largely determined by innate factors. Consider simple analogy. Suppose we have two people in front of us. One of them is physically stronger, the other is weaker. However, the weaker one perfectly mastered the techniques of freestyle and classical wrestling, sambo and judo - it is clear that the advantage will be on his side.

Observation of poorly performing junior schoolchildren shows that many of them simply do not know (or do not know enough) the basic ways of semantic memorization of material, the skills and abilities to use them in educational and cognitive activities. Thus, it is the methods of memorization that most often turn out to be the weakest link in memory.

Game exercises are carried out with a group of children of five to six people. Each task is repeatedly "scrolled" on different material. At the first lesson, a conversation is held in which the children are informed about the possibility of a rapid improvement in their memory and the first three games are introduced. In the future, these games are repeated and new ones are gradually introduced (these games are given in the appendix).

A prerequisite for the effectiveness of these exercises is a discussion of the methods of memorization used by preschoolers and younger students and the semantic connections established by them in the material. Such a procedure is the basis for the interchange of these methods (and thereby for expanding the range of techniques used in memorization), as well as for self-regulation by each child of the techniques used by him, training the weak and working out strengths of your memory.

1.2.4 The role of play in the development of motor memory

The development of motor memory (compared to verbal-logical memory) is usually given much less attention, although it plays an equally important role in human life. As shown in a number of studies, motor memory largely determines the accuracy and coordination of movements performed by a person, affects the speed of mastering various practical skills, and underlies the dexterity of movements performed. In preschool and school education, the role of motor memory is most clearly revealed in physical education and labor lessons.

The basis of the so-called "motor awkwardness", characteristic of a significant number of schoolchildren, most often lies precisely in the low level of development of motor memory, and not anatomical and physiological disorders of the motor apparatus or insufficiency. physical strength. Motor memory is of exceptional importance in such areas as industrial training (in labor psychology), rehabilitation training (in neurology and neuropsychology), training of high-class athletes, etc.

Motor memory is a rather complex and heterogeneous phenomenon. In its structure, one can single out the memorization, preservation and reproduction of the following motion parameters:

Directions (in which direction, at what point it is performed);

Distances (how long it takes);

The angle of rotation of the joint (how and how much the articulation elements are displaced relative to each other).

Other parameters of movement fixed by motor memory are speed, acceleration and magnitude of effort.

The main indicators of motor memory used to characterize any of the listed movement parameters are its accuracy (reproduction of a given parameter without deviations), volume (the number of movements specified by parameters that a person is able to reproduce), stability (whether or not their preservation worsens under the influence of interference from sides of other, "straying" movements in the interval between memorization and reproduction) and strength (how long the movement or movements are remembered).

The proposed exercises are easy to perform, for their implementation you need to have at hand only a sheet of paper and colored pencils (these games are given in the application). The first classes are necessarily conducted by a psychologist, educator or teacher, then, as they master the basic requirements of the tasks and the nuances of their implementation, students can act independently. All classes are best done with a group of two to four students, which achieves a competitive effect and an informal, friendly atmosphere. When completing assignments, the children should have their eyes closed, and at the stage of checking assignments, they open their eyes to receive feedback on the results.

2. FEATURES OF THE DEVELOPMENT OF COGNITIVE PROCESSES IN CHILDREN WITH THE HELP OF GAME

2.1 Study of the study of the levels of development of cognitive processes in children

AtIn writing this work, an experiment (stating) was conducted with a group of preschool children. In this experiment, a set of games was used with preschool children (children of 5, 6 years old) in order to determine what role the game plays for the development of cognitive processes. With the help of the conducted experiment (stating) it is possible to distinguish the following levels of development of cognitive processes in children:

- high level , it can be attributed to the group of children who have a high level of formation of mental operations - analysis, synthesis, comparison, highlighting the essential. These children have a well-developed imagination, memory (verbal-logical, motor), they can memorize, save and reproduce movement parameters (direction, distance). Children can be creative in their work.

- middle level , it can be attributed to the group of children who have an average level of formation of mental operations - analysis, synthesis, comparison, highlighting the essential. These children have developed memory and imagination, but they can imagine some situations only with the help of a hint. These children can memorize, save and, with the help of adults, reproduce the parameters of movement (direction, distance).

- low level , it can be attributed to the group of children who have a low level of formation of mental operations - analysis, synthesis, comparison, highlighting the essential. These children have poorly developed memory and imagination. These children cannot independently memorize, save and reproduce movement parameters (directions, distances). There are no manifestations of creativity in their independent work.

In this experiment, the following methods were used: observation, conversation, a set of games was used to develop cognitive processes. In a group of preschoolers of 20 people, who were observed, it was revealed that: 4 preschoolers have a high level of development of cognitive processes, 10 preschoolers have an average level of development of cognitive processes, and 6 preschoolers have a low level of development of cognitive processes.

2.2 Formative experiment

When conducting a formative experiment, complexes of games aimed at the development of cognitive processes in children were used. Complexes of games are presented in the application.

After the ascertaining experiment, it was found that there are children in the group who can be attributed to a low level of development of cognitive processes, therefore the formative experiment was aimed at helping children overcome the difficulties that they have in the development of cognitive processes. In this group, once a week for 2 months, classes were held in which different games were used, aimed at the formation of cognitive processes. The experiment lasted two months, resulting in the following data: 6 children can be attributed to high level development of cognitive processes, 11 children - to the average level of development of cognitive processes and 3 children - to a low level of development of cognitive processes. As we can see from the results obtained, we can conclude that the game plays a very important role in the development of cognitive processes. These results can be presented in the following table (Table 2.1.).

Table 2.1. Research results

Levels

FINDINGS

So, we can draw the following conclusions:

The game is a kind of reflection of life. The game does not take the child away from life, from reality. On the contrary, the game is a means of learning about the world around children and preparing them for learning and work.

In an active game form, the child learns more deeply the phenomena of life, social relations of people, labor processes.

In the role-playing game, the child performs the symbolization (replacement) of two types. Firstly, it transfers the action from one object to another when renaming the object, which acts as a means of modeling human actions. Secondly, he takes on the role of an adult in reproducing the meaning of human activity through generalized and abbreviated actions that acquire the character of pictorial gestures, which acts as a means of modeling social relations.

Game activity influences the formation of the arbitrariness of mental processes. So, in the game, children begin to develop voluntary attention and voluntary memory. In the conditions of the game, children concentrate better and remember more than in the conditions laboratory experiments. A conscious goal (to focus attention, remember and recall) is allocated to the child earlier and most easily in the game. The very conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played and the plot. If the child does not want to be attentive to what the upcoming game situation requires of him, if he does not remember the conditions of the game, then he is simply expelled by his peers. The need for communication, for emotional encouragement forces the child to purposeful concentration and memorization.

The game has a great influence on the development of speech. The game situation requires from each child included in it a certain level of development of verbal communication. If a child is not able to clearly express his wishes regarding the course of the game, if he is not able to understand the verbal instructions of his playmates, he will be a burden to his peers. The need to explain to peers stimulates the development of coherent speech.

Play plays a very important role in the development of a child's personality. The influence of the game on the development of the child's personality lies in the fact that through it he gets acquainted with the behavior and relationships of adults who become a model for him. own behavior, and in it acquires basic communication skills, the qualities necessary to establish contact with peers. Capturing the child and forcing him to obey the rules contained in the role taken on, the game contributes to the development of feelings and volitional regulation of behavior.

Games and exercises, including mental and motor activity, require the child to switch, distribute and concentrate attention. Therefore, games play an important role in the formation of attention.

The play activity of a preschooler is a powerful stimulus to the imagination. The fulfillment of the role, the development of the plot, encourages the child to recombine known events, create new combinations of them, supplement and transform their own impressions.

LIST OF USED LITERATURE

1. Vallon A. Mental development of the child. - M .: Education, 1989. – 370 p.

2. Gasparova E. Leading activity of preschool age. // Preschool education. - 1987. - No. 7. - S. 45-50.

3. Zaika E.V., Kalmykova I.A. How to raise a talented child. Collection of games and exercises for the development of cognitive and creative abilities. // Practical psychology and social work. - 2002. - No. 7. - S. 29 - 43.

4. Zaporozhets A.V., Elkonin D.B. Psychology of preschool children. - M.: Thought, 1989. - 420 p.

5. Zvorygina E.V. The first plot games of kids. - M .: Rainbow, 1988. - 410s.

6. Leontiev A. N. Psychological foundations of preschool play. // Fav. psychologist, works: In 2 volumes - M .: Rainbow, 1983. - V.1. – 323 p.

7. Makarenko A.S. Book for parents. – M.: Pravda, 1986. – 448 p.

8. Mikhailenko N., Korotkova N. Interaction of an adult with children in the game. //Preschool education. - 1993. - No. 3. - P. 15; No. 4.– S. 18-23.

9. Mukhina V.S. Child psychology. - M.: Enlightenment, 1985. - 370 p.

10. Ponomarev Ya. A. Knowledge, thinking and mental development. – M.: Enlightenment, 1987. – 350 p.

11. Problems of preschool play: Psychological and pedagogical aspect / Ed. Poddyakova N.N., Mikhailenko N.Ya. – M.: Enlightenment, 1987. – 390 p.

12. Psychology and pedagogy of the game of a preschooler / Ed. A.V. Zaporozhets, A.P. Usova. - M.: Thought, 1986. - 430 p.

13. Repina T., Gostyukhina O. Independent gaming associations. //Preschool education. - 1994. - No. 2. - P. 43-46.

14. Ushinsky K.D. Selected pedagogical works. - M .: Education, 1985. - T.10. – 510 p.

15. Elkonin D.B. The psychology of the game. – M.: Enlightenment, 1988. – 345 p.

APPS

A complex of games for the development of thinking

Making proposals

Three words that are not related in meaning are taken at random, for example: “lake”, “pencil”, “bear”. It is necessary to make as many sentences as possible that would necessarily include these three words (you can change the case and use other words in addition). Answers can be banal (“The bear dropped the pencil into the lake”), complex, with going beyond the three-word situation and introducing new objects (“The boy took the pencil and drew a bear swimming in the lake”), and creative, including these objects into non-standard connections (“A boy, thin as a pencil, stood near a lake that roared like a bear”).

This game develops the ability to quickly establish various, sometimes completely unexpected connections between familiar objects, to creatively create new holistic images from separate disparate elements.

A prerequisite for the effectiveness of these games is the comparison and discussion by the players of all the proposed answers and a detailed justification of why they liked or disliked this or that answer.

Search for common

Two words are taken at random, also slightly related, for example: “plate”, “boat”. You should find as many common features characteristic of these objects as possible. Answers can be standard (“human handicrafts”, “have depth”). And, of course, it is useful to try to find more of these signs, but unusual, unexpected answers are especially appreciated, allowing you to see in this case a plate and a boat in a completely new light; it turns out they are not so few. The one with the longest list of common features wins. You can also introduce qualitative criteria: to charge additional points for originality.

The proposed game teaches in disparate, incoherent material to find many common points, "junctions" and gives a clear idea of ​​the degree of significance of features.

Exclusion of superfluous word

Any three words are taken, for example: "dog", "tomato", "sun". It is necessary to leave only those of them that have somewhat similar features, and one “extra” word that does not have this common feature should be excluded. It is necessary to find as many options for eliminating the extra word as possible, and most importantly, more features that unite each remaining pair of words and are not inherent in the excluded extra word. Without neglecting the options that immediately arise (delete the word “dog”, and leave “tomato” and “sun” because they are round), it is advisable to look for non-standard and at the same time very well-aimed solutions. The one with the most answers wins.

The game develops the ability not only to establish unexpected connections between disparate phenomena, but also to easily, without "going in cycles", move from one connection to another. It also teaches to keep several objects in the "field of thinking" at the same time and compare them with each other. It is important that at the same time, an attitude is formed that completely different ways of combining and dismembering a certain group of objects are possible, and therefore you should not limit yourself to one - the only “correct” solution, but you need to look for a whole lot of them.

Item classification

Four or five different objects are named, for example: “wave”, “pillar”, “beetle”, “carriage”, “ficus”. It is necessary to make as many possible classifications of these objects as possible, that is, to divide them into two or three groups in various ways so that the objects that fall into one group are characterized by the same characteristics. For example, in this case, objects can be divided into living (“beetle”, “ficus”) and non-living (“wave”, “pillar”, “carriage”), mobile (“wave”, “beetle”, “carriage”) and motionless (“pillar”, “ficus”), clearly formed, stable (“pillar”, “beetle”, “carriage”, “ficus”) and unformed, unstable (“wave”), made by a person (“pillar”, “ carriage") and created by nature ("wave", "beetle", "ficus"), homogeneous in composition ("wave", "pillar") and consisting of different parts ("beetle", "carriage", "ficus") etc. The winner is the one who offers the largest number of classifications, non-standard answers are encouraged with additional points.

During the game, the ability to quickly find different ways of separating and grouping any set of facts is formed, thereby highlighting the diverse relationships between them and ordering any system of knowledge or area of ​​reality.

Search for analogues

An object or phenomenon is called, for example: "helicopter". It is necessary to come up with as many analogues of it as possible, i.e., other objects similar to it in various ways. essential features. It is also necessary to systematize these analogues into groups, depending on what property of a given object they were selected for. In this case, "bird", "butterfly" (they fly and sit down) can be called; "bus", "train" (vehicles); “corkscrew” (important details rotate), etc. The winner is the one who named the largest number of groups of analogues. This game teaches to distinguish the most diverse properties in an object and to operate separately with each of them, forms the ability to classify phenomena according to their characteristics.

Search for opposite objects

An object or phenomenon is called, for example: "house". It is necessary to name as many other objects as possible that are opposite to this one. In this case, one should focus on the various features of the subject and systematize its opposites (antipodes) into groups. For example, in our case, they can be named: “barn” (opposite in size and degree of comfort), “field” (open or closed space), “station” (someone else’s or one’s own premises), etc. The winner is the one who indicated the largest number of groups of opposite subjects and clearly argued the answers.

This game forms the ability to “scoop out” its various properties from an object and use them to search for other objects, compare objects with each other, highlighting the common and different in them.

Search for items by given criteria

The task is to name as many objects as possible that have a given set of features and in this sense are similar to two or three objects given as an illustration. For example, the facilitator asks to name "objects that combine the performance of two opposite functions, like a door (it closes and opens the exit from the room), a switch (it both turns on and turns off the light)". Answers can be banal (“a water tap”), more original (“a hand” beats and strokes), or they can be completely unexpected. The winner is the one who gave the most non-banal answers.

This game forms the ability to easily find analogies between various dissimilar objects, quickly evaluate objects in terms of their presence or absence. given features, instantly switch thinking from one object to another.

Ways to use the item

Some well-known object is called, for example: "book". It is necessary to name as many different ways of using it as possible: a book can be used as a stand for a film projector, it can be used to cover papers on the table from prying eyes, etc. A ban should be introduced on naming immoral, barbaric ways of using an object. The winner is the one who indicates the greater number of different functions of the object.

This game develops the ability to concentrate thinking on one subject, the ability to introduce it into a variety of situations and relationships, to discover unexpected possibilities in an ordinary subject.

A complex of games for the development of imagination

Finding Comparisons

Some object or situation is described, for example: "the mirror sparkled on a moonlit night, like ...". You need to pick up as many comparisons as possible, in other words, options for ending this sentence. Comparisons can be banal (“...like the surface of a lake”) and rather unexpected (“...like a TV screen during a rock parade”, “...like a white dress of a girl going on a first date”). The author of the most original comparison wins.

Search for emotionally adequate images

Some emotional situation (object, being, experience) is given and it is proposed to depict it in the form of a schematic drawing (or describe in words the essence of the proposed images). For example, in response to the host’s question: “How to portray a rejoicing person?” - the guys can come up with the following options: a person flies; sparkles; dancing; the sun shines in the human body, etc. When summing up, both the total number of proposed answers and their originality are taken into account; perhaps collective improvement of some answers.

This game forms the ability to find for a variety of emotionally significant situations simple, but at the same time capacious and meaningful images, adequate to the states experienced in them, i.e. produce emotional (as opposed to conceptual and figurative) generalizations.

Determining the meaning of the situation according to a given image

Any emotional image, for example: "the sun is inside the human body" - is given in the form of a picture or verbal description. It is necessary to choose as many different possible interpretations of its meaning as possible. So, in this case, you can come up with: “the patient has a fever”, “kindness radiates from a person”, etc. When discussing the answers, special attention is paid to the rationale for the proposed interpretations.

This improves the ability to quickly and clearly interpret artistic (as well as other: used for clarity, carrying indicative information, etc.) images, constantly keeping in mind their fundamental ambiguity and taking into account the multiplicity of meanings behind them.

Adding new item functions

An object is called, for example: "sofa". You should think about what other fundamentally new, uncharacteristic functions could be added to it, if necessary, slightly changing its design. In other words, the given object must be “crossed”, synthesized with other objects that perform functions that are not characteristic (in this case, the sofa). For example, the “sofa” can be added with the functions of a “bicycle” (by moving the legs, the lying person could ride), “piano” (by moving the body, the lying person could perform a symphony), “alarm clock” (at the right moment, the sofa would disturb the sleeping person or dump him on gender), etc. The winner is the one who writes out the largest number of similar answers. In this game (as in the next one), one of the universal methods of imagination is formed and improved - combining the features of various objects, combining what is not compatible under normal conditions. The use of this technique underlies the creation of images of fundamentally new objects, which is especially important in technical and artistic creativity.

Mixing features of different objects

An object (creature, phenomenon) is given, for example: "grasshopper". It is necessary to combine, mix its features with the characteristics of other, completely different, arbitrarily selected objects, and briefly describe the syntheses obtained. So, a "grasshopper" can be combined with a "tram": large, moves on paws-wheels along rails, inside the body there is a salon with seats for passengers; with a “river”: large, long, blue, slowly crawling along the channel, boats float on the surface of his back and children bathe; with a “lamppost”: long, frozen in a vertical position, moving his eyes, illuminates the road from above, etc. When discussing, special attention is paid to figurative representation all the details of the syntheses obtained, down to their smallest characteristics, and joint attempts are made to make each combination even more vivid, unusual, impressive.

This game develops such qualities of imagination as its brightness, liveliness, concreteness and clarity of all the details of the created image, as well as the ability to combine signs of objects that are completely different from each other and far in meaning.

A complex of games for the development of verbal - logical memory

Memorizing pairs of words

The student is offered sets of 25-30 pairs of unrelated words, for example: "whale" - "cigarette", "plum" - "lamp", "beetle" - "cloud", etc. Sequentially reading each pair of words , some images should be formed, unusual pictures, where these two objects would be combined in a bizarre manner. Each picture should be presented as brightly and emotionally as possible. For example: a whale swims with a cigarette in its mouth, the cigarette shines in the dusk, smoke rises from it, similar in color to the skin of a whale.

After that, the first words of each pair are given on the form or read out. The second words must be remembered independently and written down. Then only the second words of the pair are presented, it is necessary to restore the first word from them. The procedure is repeated a few days after memorization and ends with an analysis of the causes of the mistakes made.

This exercise is designed to improve the techniques for creating vivid images when memorizing textual material.

Association search

Rows of 10-15 words that are not related to each other in meaning are read out. For example (beginning of the series): "flower", "kitchen", "lip", "fable", "sailor" ... The student's task is to quickly pick up for each word he hears any other, one way or another connected with it (t i.e. find an association) and write it down on a piece of paper. Associations are selected in turn for each word. So, for a “flower”, let’s say, “stem” (or “pot”, or “tree”, or “date”) is suitable, for “kitchen” - “pan” (or “stove”, or “room”), to “lip” - “cheek” (or “lipstick”, or “kiss”, or “saxophone”), etc. The pace of reading words should be such that students have time to find and write down associations for each word. After the association is recorded on the last word series, participants are invited to quickly write down (reproduce) on a piece of paper all the words they heard, using the association words that are in front of their eyes as an aid. So, looking at the word "stem", you need to reproduce the word "flower", on the "pan" - "kitchen", etc.

At the end, the results are compared with the original series, errors and omissions are recorded, and their causes are analyzed (associated, as a rule, with the choice of inaccurate, "vague" associations or insufficiently intensive thinking through the connections between the presented and written words). If the task is completed successfully, then in subsequent trials the task becomes more complicated: the number of words presented increases (for example, up to 25-30 or more) or students are asked to specifically select more distant, ambiguous associations that make the reproduction process difficult.

This exercise develops the ability to quickly find a variety of associations to the memorized material and purposefully use them in the process of memorizing and reproducing it, and also forms the ability to easily use various prompts and leading questions when remembering the learned material.

"Triple stimulation" of memory

The exercise was developed by analogy with the well-known technique of "double stimulation" of memory (A. N. Leontiev) and on initial stage involves working with only two rows of stimuli. The student is given a number of cards with words (or pictures) printed on them and is invited from another similar set of cards to choose one from the first set that would fit it in meaning (for example, “grain” - “bread”, “house” - “fence”), so that in the future it would be possible, looking only at the second row of cards, to remember exactly all the cards of the first row.

After the student has mastered the principle of selecting similar words and reproducing the main word based on the auxiliary, the task becomes more difficult.

The child is offered the first set of cards (for example: "roof", "rail", "boat" ...) and is asked to put cards of the second set next to them ("fish", "window", "station" ...), based on the semantic, figurative, emotional or any other similarity of words.

This exercise forms the ability to quickly find and establish semantic connections between individual elements of the material and rely on them when reproducing it.

Laying out cards with unrelated words

Sets of 10-15 cards are used with words, if possible, not related in meaning and not similar in sound. For example: "counter", "table", "lantern", "palette", "turner", "pillar", "lead", "wool", "ficus", "melody", "scheme", "zebra". The student's task is to offer several options for the layout of cards that make them easier to remember. For example, you can combine words with a common letter (“o” or “f”) and already within each group try to link the words to each other: “ficus” shines like a “lantern” (or “lantern” is made in the form of “ficus”), on the "table" lies the "scheme" of the "lead" "counter", and "syrup" was spilled on it. A logical classification is also possible: “turner”, “zebra”, “ficus” - living (moreover, a person, an animal, and a plant are named here); "palette" and "melody" are associated with art; “table”, “lantern”, “counter” - household items, etc. It is allowed to combine words for specific situations, making up one or two short stories, for example: someone turned on the “lantern” to look at the “counter”, for then he pushed the “table” and climbed on it, dropping the “ficus”, etc.

After laying out the cards, immediate and then delayed reproduction of words is carried out and the reasons for the omissions and replacements of some of them are analyzed.

This exercise forms the ability to find diverse connections in initially disparate material, thereby ensuring its effective memorization.

A complex of games for the development of motor memory

Reproducing the direction of movement

A sheet of whatman paper is attached to the wall at a distance of about 50 cm from the floor. The student sits on a chair facing the sheet, hands on his knees. Closing his eyes tightly, he randomly touches with a felt-tip pen to any place on the drawing paper (for example, to the upper left part), leaving a dot on it. Then, quickly lowering his hand to his knees (i.e., returning to his original position), the player takes a felt-tip pen of a different color and tries to get it to the same point. The interval between touches should be no more than 3-4 seconds.

The child is given two or three more series of such touches to various parts of the sheet. After that, the student opens his eyes and looks at the results of the movements made. Typical error deviations are fixed (mainly up or down, towards the edges or towards the middle) and their magnitude, measured with a millimeter ruler. This is taken as the initial level of his motor memory for directions.

Then the subject is given the task of making movements with closed eyes to various parts of the sheet and immediately after each movement, try to repeat it exactly. The results are controlled by the student from time to time, and with the help of an educator or teacher, he determines typical mistakes for him, the elimination of which the student is recommended to pay special attention to. Most of the time should be occupied by training especially difficult to memorize directions of movements (those in which the distance between the points is maximum). The accuracy of motor memory for directions is considered achieved when the distances between pairs of points on all sections of the sheet become minimal.

Then they move on to training the amount of memory by memorizing and reproducing a series of movements. uy: first - two, then - three, etc. To do this, the student is asked to place several dots in different parts of the drawing paper with his eyes closed. In the intervals between movements, it is necessary to lower the hand to its original position, since the direction of each individual movement is remembered in relation to it. After 2-3 seconds after performing a series of movements, it is proposed to repeat them exactly, trying to hit the same points and in the same sequence with a felt-tip pen of a different color. For each participant, as the results improve when memorizing two or three directions, the number of points placed gradually increases and is brought to the maximum possible.

To train the stability of memory, the student does the same actions as when training accuracy and volume, only before reproducing the movements made (re-dotting), he is invited to make several sweeping movements with his hand (up, left, right) and shake it. At the beginning, as usual, such motor disturbances worsen the achieved level, but then it is gradually restored, and thus motor memory becomes resistant to interference.

Memory strength is trained by gradually increasing the time between memorization and reproduction of a series of movements - from several tens of seconds to several minutes, and possibly hours.

Reproducing the distance of movements

A sheet of drawing paper is attached to the surface of a large table. A child sitting at a table with his eyes closed is given the task to draw a line of arbitrary length from left to right (for example, 20-30 cm). After a few seconds, he is asked to draw another line of exactly the same length. The tests are repeated, while the student is offered, by drawing new lines, to vary their direction, while maintaining the length of the original, original line (distance of movement). During training, special attention is paid to those situations in which the errors are maximum (for example, when changing direction from left to right to a new one - from bottom to top).

When a good accuracy of individual movements is achieved, they move on to training the amount of memory. To do this, the child is given the task of drawing two or three lines of different lengths at once, but in the same direction, and after a few seconds, draw exactly the same lines in length and in the same sequence. The number of lines memorized in one sample gradually increases and the conditions for their reproduction become more complicated (the location of the starting points and the direction of movements change).

To train the stability and strength of memory for the distance of movements, the child is asked to perform several sweeping hand movements in different directions and of different lengths before reproducing them, and then gradually increase the time interval between memorization and reproduction.

Reproduction of rotations of the joint

For this exercise, whatman paper can be attached both horizontally and vertically. Memory alternately trains for movements in the elbow and wrist joints.

When training memory for movements in the elbow joint, the student is asked to rest against any point of the paper with his elbow, lean his forearm on it and, fixing the hand, whose fingers hold the felt-tip pen, close his eyes. Then, without moving his elbow, he makes a circular motion with his forearm and hand so that the felt-tip pen leaves an arc on the paper. It is necessary to ensure that the arm rotates only in the elbow joint, while there should be no movements in the wrist joint (for starters, you can put a cuff made of thick cardboard on it). After 2-3 seconds, the hand returns to its original position and the student makes a second movement at the same angle (so that the second arc coincides with the first). To complicate the exercise, the position of the elbow, the starting points for drawing arcs, as well as the direction of rotation (clockwise or counterclockwise) are further changed.

When training memory for movements in the wrist joint, the student is asked to put the forearm on the paper so that the edge of the palm (the outer edge of the hand) fits snugly against the paper. Without moving the forearm (this is very easily achieved if the second hand is firmly grasped next to the wrist joint) and without moving the fingers, the student draws an arc of arbitrary size with a felt-tip pen. Then the movement is repeated from the starting position. Training is being carried out to memorize arcs of various sizes from different initial positions of the hand.

To train the volume of stability and memory strength, the student proceeds to memorizing and reproducing several different turns of the hand (different arcs) at once, and then, between memorizing and reproducing, makes sweeping chaotic hand movements and shakes it or simply increases the time interval before reproducing.

The described training of motor memory is much more successful if the student from time to time independently measures its indicators (the distance between points, the difference in the lengths of segments and arcs) and fixes them clearly: in the form of a graph, where the stage of training is postponed along the abscissa (the number of perfect samples or the day of classes ), and along the ordinate - the magnitude of the errors. The desire at all costs to achieve an even greater reduction in this curve encourages some students to fairly intense and hard training, including those done on their own at home. In the majority of children, almost all the described indicators of motor memory improve noticeably, and their improvement sometimes begins immediately - in limits one workout or after the second or third lesson. These positive changes in motor memory creates the prerequisites for increasing the speed of mastering practical skills, improving dexterity and coordination of hand movements when performing complex labor and sports activities.

1. THEORETICAL AND METHODOLOGICAL ASPECTS OF THE DEVELOPMENT OF COGNITIVE PROCESSES IN CHILDREN WITH THE HELP OF GAME .. 6

1.1 Age features of gaming activity. 6

1.1.1 Game definition.. 6

1.1.2 Development of play in infancy and early childhood. 7

1.2 The role of the game in the development of the cognitive processes of the child in preschool and primary school age. eleven

1.2.1 The role of the game in the development of thinking. eleven

1.2.2 The role of the game in the development of imagination. thirteen

1.2.3 The role of the game in the development of verbal - logical memory. fifteen

1.2.4 The role of the game in the development of motor memory. sixteen

2. FEATURES OF THE DEVELOPMENT OF COGNITIVE PROCESSES IN CHILDREN WITH THE HELP OF THE GAME .. 19

19

2.2 Formative experiment. 20

CONCLUSIONS.. 22

LIST OF USED LITERATURE.. 24

APPENDICES.. 25

INTRODUCTION

Game is a special kind of human activity. It arises in response to the social need to prepare the younger generation for life.

The plot-role-playing game consists in the reproduction by children of the actions of adults and the relationship between them. That is, in the game the child models the world of adults, their relationship. “Look closely and listen to how girls treat their dolls, boys with their soldiers and horses, and you will see in the child’s fantasies a reflection of the reality surrounding his life - a reflection is often fragmentary, strange, similar to how a room is reflected in a faceted lens, but no less striking in the fidelity of its details. One girl's doll cooks, sews, washes and irons; at the other, he magnifies himself on the sofa, receives guests, starts a piggy bank, counts money.

“You buy a bright and beautiful house for a child, and he will make a prison out of it; you will buy for him dolls of peasants and peasant women, and he will line them up in the ranks of soldiers; you buy a pretty boy for him, and he will flog him; he will remake and rebuild the toys you bought not according to their purpose, but according to those elements that will pour into him from the surrounding life, ”said K.D. Ushinsky.

The role-playing game arises at the border of early and preschool ages and reaches its peak in the middle of preschool childhood. In addition to this type of game, a preschooler masters games with rules (didactic and mobile), which contribute to the intellectual development of the child, the improvement of basic movements and motor qualities. The game affects all aspects of mental development, which has been repeatedly emphasized by both teachers and psychologists. So, A.S. Makarenko wrote: “The game is important in the life of a child, it has the same meaning as an adult has activity, work, service. What a child is in play, so in many respects he will be in work when he grows up. Therefore, the upbringing of the future figure takes place, first of all, in the game. And the whole history of an individual person as an actor or worker can be represented in the development of play and in its gradual transition into work.

the relevance of the work: there are a lot of well-known and experienced psychologists who have studied and researched this topic, therefore, as many psychologists, there are so many opinions and views on the role of play in the development of the child's cognitive processes. And we are faced with the task of familiarizing ourselves with the material on this topic, analyzing it, and drawing certain conclusions. This topic needs to be explored, features found and actively used in their activities.

The purpose of the work: to determine what role the game plays in the development of the cognitive processes of the child.

Object of study: a group of children of preschool age (children of 5, 6 years old).

Subject of study: children's play.

Hypothesis of the study: this study is carried out in order to determine the role of play in the development of cognitive processes and to increase the level of development of cognitive processes in the children under study with the help of the game.

Work tasks:

Define the essence of the concept of "game";

Highlight the features of the development of play in early childhood;

Reveal the role of play in the development of thinking;

To reveal the role of the game in the development of perception;

To reveal the role of the game in the development of verbal-logical memory;

Reveal the role of play in the development of motor memory;

Conduct research;

Determine the level of development of cognitive processes in children with the help of the game;

Draw certain conclusions.

Research methods: description, analysis, explanation, system observation method.

THEORETICAL AND METHODOLOGICAL ASPECTS OF THE DEVELOPMENT OF COGNITIVE PROCESSES IN CHILDREN WITH THE HELP OF GAMES

1.1 Age features of gaming activity

1.1.1 Game definition

The game is of particular importance in the lives of children of preschool and primary school age. First of all, the game is a kind of reflection of life. The game does not take the child away from life, from reality. On the contrary, the game is a means of learning about the world around children and preparing them for learning and work. In an active game form, the child learns more deeply the phenomena of life, social relations of people, labor processes.

The great Russian teacher K. D. Ushinsky repeatedly emphasized the great educational value of the game, which prepares the child for creative work, activity, and life. He noted that in the game the child seeks not only pleasure, but also serious activities; the game is the world of the child's practical activity, which satisfies not only his physical, but also his spiritual needs.

The game is a means of education. The game creates a team. Common experiences in the game unite children. The game brings up a sense of camaraderie, mutual support. Ya. K. Krupskaya and A. S. Makarenko emphasized the importance of the game as a means of communist education, as a means of comprehensive development of the individual.

The child begins to play at an early age. The game gradually develops, its forms successively replace each other. At first it's just manipulating objects, then an elementary constructive game arises - a child builds a house out of sand or builds a tower out of cubes. At preschool age, one can already observe plot games - children in the game reproduce certain life situations, relationships between people. If at the same time the child himself assumes and performs a particular role corresponding to certain actions of adults (for example, he plays the role of a doctor, teacher, parents), then such a plot game is called a role-playing game.

Having entered school and joined in a new educational activity for him, the child does not stop playing. A properly organized game still influences the upbringing of positive personal qualities in a child, contributes to the organization of the team, its rallying, fosters feelings of friendship and camaraderie. For schoolchildren, the content of the game and its direction change. The development of children's games goes from everyday games to games with industrial content and, finally, to games that reflect socio-political events. Thus, the developing plots of children's games reflect the horizons of the child and his life experience. A prominent place is occupied by intellectual games (checkers, chess, dominoes, various board games), which develop ingenuity, ingenuity, resourcefulness.

So, the older the schoolchildren, the more important the cognitive nature of the game becomes for them, when the goal is hidden or openly set to learn, to realize the new (games of geologists, sailors, travelers, astronauts, etc.).

1.1.2 Development of play in infancy and early childhood

Game activity goes a long way of development. For the first time, its elements appear in infancy, and in the preschool age, higher forms are formed, in particular, a role-playing game. Let us trace the stages of development of play activity in infancy and early childhood (F.A. Fradkina, N.Ya. Mikhailenko, Z.V. Zvorygina, S.L. Novoselova, N.N. Palagina, etc.). A game action is born in the course of mastering objective actions, that is, a game is born in objective activity as an object-play activity. The game with elements of an imaginary situation is preceded by two stages of the infant's game: introductory and descriptive. At first, actions with toys, like with any other objects, are manipulative in nature. The motive is set through a toy object. The baby moves to the second when he or with the help of an adult discovers some of its properties in the toy (the ball bounces, rolls, it is elastic and smooth). Gradually, children learn ways to act with different toys related to their physical properties (putting one object into another, rolling, moving, knocking, hitting one against the other to hear a sound, etc.). The motive of such object-playing activity lies in the probabilistic nature of the result of the game action: the ball can be pushed away or brought closer to oneself. Depictive object-play actions are typical for a child from 5-6 months. up to 1 year 6 months

In the second half of the second year of life, the sphere of interaction between the baby and others expands. The child's need for joint activities with adults is growing. Closely observing the world of adults, the baby highlights their actions. The experience gained in actions with toys and in everyday life gives the child the opportunity to reflect the actions of people with objects in accordance with the purpose accepted in society (for example, the process of feeding, treatment). Now actions are directed not to obtain a result, but to fulfill a conditional goal that is understandable from past experience. That is, the action becomes conditional, and its result becomes not real, but imaginary. The child proceeds to the plot-representative stage of the development of the game.