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The development of intellectual abilities of preschool children is an urgent problem of modern preschool education. Today, society’s need to educate creative people who have an unconventional view of problems, who know how to work with people, information flows, and quickly adapt to changing conditions, has become especially acute.

It has been proven that intensive development of intelligence in preschool age increases the percentage of children's performance in school.

The intellectual development of older preschool children is determined by a complex of cognitive processes: attention, perception, thinking, memory, imagination. In older preschool age, the child must be prepared for the leading activity in primary school age - educational, the development of intellectual abilities and the formation of corresponding skills in children will be important.

Intellectual abilities are not a talent, but a skill that anyone can develop if they wish. The foundations of complex mental functions, such as developed logical thinking, stable voluntary attention, and well-trained semantic memory can begin to be formed in older preschool age.

The development of a preschooler can only be achieved in the natural, most attractive type of activity for him - play. A child, captivated by the concept of the game, does not notice that he is “learning,” although at the same time he encounters learning difficulties and overcomes them.

Today there is a need to look for new ways that open up additional reserves for the intellectual development of children of senior preschool age, so we organized a circle for intellectual development “Clever and Smart Girls,” the goal of which is to increase the level of intellectual development of children of senior preschool age through a system of educational games and puzzles. For the successful development of children and the activities of the circle, the following tasks were set:

• · Create conditions for the development of logical thinking, voluntary attention, creative imagination in children, taking into account their age and individual characteristics (find basic software and methodological support, create a bank of educational games and puzzles).
• · To develop in older preschoolers, with the help of educational games and puzzles, logical thinking techniques (analysis, synthesis, generalization, classification, abstraction, identification and understanding of cause-and-effect relationships), voluntary attention.
• · Strengthen interest in games that require mental stress and intellectual effort.
• · Arouse curiosity, desire and need to learn new things.
• · To develop skills of control and self-control in the process of mental activity, intellectual hard work.

During the work of the circle, a bank of educational games and puzzles was created, manuals for solving logical problems were purchased, folders were made for individual solving logical problems, a center for intellectual development was set up, where children can study independently during free activities; Lesson notes and teaching materials for parents have been developed. We tried to select educational games and tasks in such a way that they would contribute to the development of the child’s intellectual and creative abilities.

Games that promote the development of convergent thinking.

This type of thinking is activated in tasks that have a single correct answer, and this answer, as a rule, can be isolated from the conditions themselves. Their solution is achieved by using certain rules, algorithms and schemes.

Exercise. “Complete the missing figure”, “Find the right figure”, “Fill in the square”, “Match a pair of figures”, “Fold the square” (game according to the Nikitin BP method), Voskobovich square, “Fold the pattern” (according to the Nikitin BP method)

Games that promote the development of divergent thinking.

A divergent task assumes that one question posed in it may have several or even many correct answers.

Divergent tasks for the development of spatial thinking - transformation of figures.

• Remove four matches to make three squares.
• Arrange 4 matches to make 3 squares
• Move 2 matches so that the calf faces the other way. At the same time, he should be cheerful, i.e. his tail should be pointing up

Toy library "Funny Designer"

This includes games such as “Tangram”, “Pythagoras”, “Mongolian game”, “Magic circle”

We have selected a number of games to develop creative imagination.

"Analogies". “Complete the picture”, “Imagination” (the child needs to determine what the images in the drawings look like, name the images and come up with some kind of fantastic story)

Another distinctive means of developing creative imagination is composing fairy tales, stories, stories, using a given set of words, for example: traffic light, boy, sled.

Twisting fairy tales. (Little Red Riding Hood walked through the forest, and Winnie the Pooh met her...), a reverse fairy tale (Cinderella is lazy and mean, a wolf-nanny for the kids)

In our preschool institution, intellectual and educational leisure activities are carried out similar to the television programs “Clever Men and Clever Girls”, “What? Where? When?". Games have become very popular among children. Games with the invitation of children from parallel groups are interesting and exciting.

Thanks to cognitive and leisure activities, children develop experience of interacting with reality, and the range of means and ways of knowing it expands.

Our work on intellectual development brings positive results. Children developed a steady increased interest in educational games and puzzles, they began to remember faster and better, their imagination became richer, their

they are not afraid of difficult games that require prolonged mental stress; self-control and independence have increased.

Thu, 11/10/2016 - 00:20 | admincgmiideia

SP DOD CDT GBOU Secondary School of the village. Kinelsky m.r. Kinelsky Samara region

“Intellectual development of children of preschool, junior, middle and senior school age”

Compiled by:

Yanovich Lyudmila Evgenievna

Job title:

Additional education teacher

1.1. Relevance……………………………………………………………..3

2.2. Psychological and pedagogical aspect………………………......8

2.3. Lesson in a group of the first year of study (5 years)………….…9

1.1. Relevance

With the introduction of the Federal State Educational Standard preschool education(Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155, research activities preschoolers received a new impetus in development. Research activities help a preschool educational institution graduate meet the requirements of the Federal State Educational Standard, according to which the graduate must have such qualities as curiosity, activity, encouragement be interested in new things, unknown in the outside world. The child learns to ask questions to an adult, he likes experiment, he gets used to acting independently. Project and research activities teach you to manage your behavior and plan your actions aimed at achieving a specific goal, helps in mastering the universal prerequisites of educational activities: the ability to work according to rules and patterns, listen to an adult and follow his instructions.

The goal is to promote development of cognitive activity in children, curiosity, desire for independence knowledge and reflection, which in turn will lead to intellectual, emotional development.

Tasks:

Study and analyze psychological literature on development of cognitive processes;

Contribute development of cognitive activity, curiosity, desire for independence knowledge and reflection, development mental abilities and speech.

The fourth year of life is the time when a child enters preschool childhood, the beginning of a qualitatively new stage in his development.

In early preschool age, the child’s communicative behavior becomes more complex, subject matter improves and social perception begins to develop, the first stable ideas, imaginative thinking, imagination and productive activities arise.

The first ideas about oneself and the people around them are of great importance for the development of a child of this age period. The child is aware of his emotional, everyday, object-game and communicative experience, strives to reflect it in the game, inept drawings and messages “from personal experience”.

The ability to solve problems in terms of images - representations is expressed in the mastery of shape-making and the appearance of an object drawing, social substitution in the game, the ability to work according to the simplest model, constructing a whole from parts, etc.

Already in early preschool age, the cognitive function of speech becomes of great importance. This applies to the information that an adult tells him in response to the child’s inquisitive questions; the vocabulary is actively replenished with words of a general nature, verbs, names of properties and relationships.

Thus, the development of children of primary preschool age (3 - 4 years) has characteristic abilities. At this time, children show special curiosity about things and events. Every child is filled with a desire to explore and learn. Most skills and knowledge are acquired by children from play.

Intellectual development of children of middle preschool age

Preschool age from 4-5 years is called middle age. He seems to be in the transition from junior to senior preschool age. These children are characterized by some features of younger preschoolers (concreteness and imaginative thinking, instability of attention, interests and emotions, predominance of play motivation, etc.). At the same time, middle preschool age is characterized by the development of cognitive abilities, the development of the communicative, volitional and motivational sides of the personality.

Preschool age from 4 to 5 years has its own development standards:

The social and emotional development of a child is characterized by increased communication and joint games with children and adults (desire to help adults, etc.).

The development of gross motor skills and fine motor skills of the hands becomes more difficult (3-4 years: hold a pencil well, throw the ball over the head; 5 years: throw the ball up and catch it with both hands, consolidate self-service skills).

Intensive speech development and understanding of speech is expressed in the fact that a 4-year-old child can identify and name shape, color, taste, using words - definitions. During this period of preschool age, vocabulary increases significantly due to the naming of basic objects. By the age of five, he masters generalizing words, names animals and their young, professions of people, parts of objects.

Memory and attention develop significantly (memorizes up to 5 words at the request of an adult; maintains attention on activities that are interesting to him for up to 15-20 minutes).

Mathematical concepts and counting skills are developed (they know and name the parts of the day, count within 5).

Thus, middle preschool age is an important stage in the progressive development of a child. He masters a lot of new knowledge, skills and abilities that are extremely important for his further full development.

Intellectual development of children of senior preschool age

The cognitive activity of an older preschooler mainly takes place in the learning process. Expanding the scope of communication is also important.

In older preschool age, the nervous system is improved, the functions of the cerebral hemispheres intensively develop, and the analytical and synthetic functions of the cortex are enhanced. The child’s psyche develops quickly.

Perception, being a special purposeful activity, becomes more complex and deepening, becomes more analytical, differentiating, and takes on an organized character.

Voluntary attention develops along with other functions and, above all, motivation for learning and a sense of responsibility for the success of educational activities.

Thinking in children of senior preschool age moves from emotional-imaginative to abstract-logical.

The cognitive activity of children at this age contributes to the development of intelligence and the formation of readiness for systematic learning.

“On the basis of children's curiosity, interest in learning is subsequently formed; the development of cognitive abilities will serve as the basis for the formation of theoretical thinking; the development of voluntariness will make it possible to overcome difficulties in solving educational problems.”

Studying the intellectual development of preschool children, N.N. Poddyakov wrote: “One of the general tasks of studying the problem of intellectual education of preschool children is to develop such educational content, the mastery of which would allow children, within the limits available to them, to successfully navigate those areas of the surrounding reality that they encounter in everyday life.”

In older preschool age, the child develops and develops complex systems of general ideas about the world around him, and the foundation of meaningful and objective thinking is laid.

Thus, we can conclude that the intellectual development of preschool children is a systematic and targeted pedagogical influence on a growing person with the aim of developing the mind. It proceeds as a systematic process of mastering by the younger generation the social and historical experience accumulated by humanity and represented in knowledge, skills and abilities, in norms, rules, etc.

The essence of intellectual development is understood as the level of development of mental abilities, meaning the stock of knowledge and the development of cognitive processes, i.e. there must be a certain outlook, a stock of specific knowledge in understanding the basic laws. The child must master systematic and dissected perception, elements of theoretical thinking and basic logical operations, semantic memorization.

Intellectual development also presupposes the formation in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity.

The artistic education of children in the modern education system cannot be secondary. Fine arts, paper plastic arts, artistic design, various crafts made from paper, cardboard, and origami are the most emotional areas of children's activities. Working with various materials and using various artistic techniques expands the child’s capabilities, develops imagination and creative abilities.

It all starts from childhood. Already in the very essence of a small person is the desire to learn and create. The effectiveness of the educational process is more successful the earlier, the more purposefully children develop abstract, logical and emotional thinking, attention, observation, and imagination.

Discovering a unique individuality will help a child realize himself in school, creativity, and communicating with friends. The world of a little person is colorful and emotional. When you come to a lesson, you want to make it unforgettable and emotionally filled. The goal is to introduce children to domestic spiritual and moral traditions through the organization of artistic and productive activities.

To form a sustainable interest in artistic activities among students. To acquaint children with a new type of visual activity - spraying paint, a variety of artistic materials and techniques for working with them, consolidate acquired skills and abilities and show children the breadth of their possible application. To cultivate an emotionally positive attitude towards art, attention, accuracy, and determination. Develop group work skills. Encourage a friendly attitude towards each other and towards nature. This project is best used in the educational process of a children's art studio. The material of this development is compiled taking into account the age and psychological characteristics of children. Methodological recommendations and lesson plans on this topic can become useful material for teachers of additional education for children when drawing up educational programs on artistic creativity, both basic and, to a greater extent, during the holidays.

2.2.Psychological and pedagogical aspect

You can address the topic of New Year's crafts throughout all years of study, but it is better to start from the first year of study. Even if the child is not very good at cutting and designing correctly, the children can create compositions and ornaments, the main thing here is to captivate the child and let him feel success.

For example, in the first year group (5 years old), students need to bring colored cardboard, scissors, glue, white paper, napkins, etc. to the “New Year’s craft” lesson. This is very intriguing for the guys. They ask the question: why are all these items needed in the lesson, and how will they help us in our work? And everything is very simple: we lay out the objects, cut out colored cardboard according to the template, and decorate with ribbons and snowflakes. Work can be done in groups and individually. An important point is to show the teacher’s personal work in this technique. Thanks to this, students know what result they should strive for. Thus, non-traditional techniques help make the lesson emotionally richer and develop students’ imagination and imagination. Such works arouse interest not only in classes at the association, but also, finally, become prize-winners at exhibitions.

2.3. Lesson in a group of the first year of study (5 years).

Item: Artistic creativity

Subject: Introduction to the program. New Year's craft.

Target : introducing children to domestic spiritual and moral traditions through the organization of artistic and productive activities.

Tasks: educational

• Contribute to the unity of the children's team;
• Tell us about the sequence of making the craft.
• Reinforce knowledge of safety rules when working with scissors and glue.

developing:

• Develop the ability to summarize information on a topic, establish the sequence of work for making crafts.
• Develop fine motor skills by developing skills in working with colored cardboard, ribbons, foil, scissors, and glue.
• Promote the development of children's speech: enrichment of vocabulary, development of verbal communication skills in activities.
• Provide assistance in mastering social skills and norms of behavior, establishing communications with adults and peers based on joint activities and mutual assistance.

educational:

• Formation of the value sphere of the child’s personality based on familiarization with the traditions of spiritual culture and the traditional way of life.
• Cultivating a respectful, merciful, attentive attitude towards others, skills of benevolent and virtuous behavior, the ability to empathize and adequately express these feelings.

Form: lesson like a school lesson;

Type of lesson: lesson on mastering new knowledge;

Methods of training and education: verbal: story, explanation;

practical: completing assignments;

analytical: encouragement;

visual: display, demonstration;

Form of organization of cognitive activity: collective, individual;

Equipment and materials:

For the teacher:

screen, laptop

For students:

colored cardboard, napkins, scissors, glue, tape, white paper various small flat objects.

Project on:

“Development of intellectual abilities of children of senior preschool age as a condition for a successful transition to schooling.”

Relevance.

The problem of the full development of the intellectual abilities of preschool children remains relevant in our time, since one of the criteria for preschool preparation of children is intellectual development. Working in the senior group of compensatory assignments, I became convinced that one of the most important areas in the work of a teacher is the development of children’s cognitive processes as a means of a successful transition to school education. Parents do not attach importance to the importance of using didactic games at home, this was shown by the results of a survey on the topic “What do children play at home? »

The initial diagnosis of intellectual abilities revealed problems in the development of thinking processes, voluntary attention and memorization, and auditory perception. Children do not know how to follow the rules of the game, give in to each other, independently resolve conflicts, distribute roles, etc. A low level of interest of parents in joint games with children was also revealed. Therefore, for a successful transition to schooling, the need for this project arose.

Problem

Lack of development of the intellectual sphere of children with special needs.

Project objectives:

Develop cognitive processes in children of senior preschool age;

Develop cognitive activity and desire to acquire new knowledge;

Stimulate mental activity through the selection of knowledge of varying degrees of complexity;

Develop the ability to use speech to express one’s thoughts and desires, develop auditory understanding of speech addressed to him;

Develop the ability to comprehend one’s own actions;

Develop flexibility of thinking.

Expected Result

During the project, children will have to develop the ability to reason, draw conclusions, and build cause-and-effect relationships;

Such qualities as curiosity, intelligence, observation, and flexibility of thinking must be developed.

PROJECT PROGRESS:

During the school year, events were held in the evenings in accordance with the work plan. The children learned to play didactic games, following the rules, and learned to negotiate among themselves. During the game, children developed fine motor skills of their fingers, children learned to control and manage their movements. Conflicts that arose during the games were resolved first with the help of adults, and then independently. During the games, dialogical speech was improved.

We develop fine motor skills of the fingers and imagination.

We consolidate children's knowledge about animals from different countries, develop speech, thinking, and memory.

We consolidate knowledge about geometric shapes, color; We develop attention, visual perception, speech, thinking.

We strengthen the ability to follow the rules of the game; We develop combinatorial and logical abilities.

We strengthen counting, develop intelligence, logical thinking and spatial imagination.

We continue to learn to play checkers, develop logical thinking, perseverance, and fine motor skills of the fingers. We cultivate calmness and self-confidence, the ability to win and lose with dignity.

Working with parents

Without work in this direction it would be more difficult to achieve results. The following activities were carried out in accordance with the plan:

Introducing parents to the content of work in the educational field “Cognitive Development”;

Exhibition - excursion “Playing - we teach, teaching - we play” - an exhibition of group didactic games taking into account age and learning tasks;

Visual information in the corner for parents “We play checkers and dominoes at home”;

Master class “Use of didactic games to develop the cognitive abilities of the future schoolchild”;

Parent meeting “Raising inquisitive people.”

Final event

At the end of the year, the final event "Checkers Tournament" was held. The winners of the qualifying competition took part in it. Having gone through a serious selection process in their groups, the twelve best checkers players competed in a stubborn battle with each other. The main character of the tournament, the Queen of Checkers, clarified what educational games children like to play, where checkers first appeared, and in which countries they are played. Then, both the guests and the tournament participants answered the question “What is needed to play checkers?” the children answered: intelligence, intelligence, brains, attention, knowledge, etc. The next difficult test for the Queen of the tournament was a crossword puzzle, which the children successfully completed. . The winners of the tournament were the guys from our group.

The checkers tournament confirmed that the work carried out according to plan gives a positive result: the children independently thought through their moves, showed such important qualities as concentration, attention, perseverance, the ability not to be offended when losing, and the ability to rejoice at the victories of others.

Productivity.

Diagnosis of the intellectual abilities of children of senior preschool age in the compensatory group showed that the use of didactic games and didactic material gives positive dynamics in the development of children's intellectual abilities.

Please note that three people are children with disabilities.

Conclusion

The expected result has been achieved. Children have become more developed such qualities as curiosity, intelligence, observation, and flexibility of thinking. Children began to reason independently, draw conclusions, independently resolve conflicts that arise during the game, and the ability to lose with dignity.

Based on all of the above, it is necessary to continue working on the use of didactic games to develop the mental abilities of children. And also work with parents in order to increase knowledge about the importance of games with children at home for the successful preparation of children for school.

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Development of intellectual abilities of preschool children.

The problem of working with gifted children is relevant today. The teaching staff of the Children's Educational Institution "Kindergarten No. 25" of the city of Minusinsk sees the solution to this problem in creating conditions for a differentiated approach to building the educational process. Over the past three years, our preschool institution has been working to create conditions for identifying and maximizing the intellectual abilities of children of senior preschool age in a holistic educational space as the basis for improving the quality of preschool education.

One of the central tasks of this work is the early identification, training and education of intellectually developed children. After all, it is highly intelligent, creative people who are able to make the greatest contribution to the development of society.

An important role in identifying intellectual giftedness in preschoolers belongs to a teacher-psychologist, who diagnoses the abilities of each child. The success of the child’s subsequent development depends on how promptly the inclinations of giftedness are identified.

In the large Soviet encyclopedia, the concept of “intelligence” is interpreted as “the ability of thinking, rational cognition.” Research has found that preschoolers can understand the general connections, principles and patterns underlying scientific knowledge. However, a sufficiently high level of intellectual development can only be achieved if training during this period is aimed at the active development of thought processes and is developmental, focused on the “zone of proximal development.”

Everyone knows that play is the main activity of a child in preschool age; it is through play that a child develops diversified. Currently, there are a huge number of games aimed at developing a child’s intellectual abilities. In direct educational activities, already at an early age, we include games for the development of cognitive processes (perception, voluntary attention, memory). These are games such as “Remember the pictures”, “Find the same ones”, etc.

Gradually, the possibilities of using games and exercises to develop visual-figurative, abstract, logical thinking in the educational process are expanding. Teachers involve children in solving riddles, solving logical problems, and offer games “Continue the pattern”, “Find a pattern”, “Divide into groups”, “Find a common word”, “Make a figure”. It is important that this work is carried out systematically and systematically. Only in this case is it possible to obtain the highest possible result of the intellectual development of preschool children.

One of the promising methods that contribute to solving the problem of developing intelligence is the method of project activity. Our institution annually implements various projects: “Letters from the Queen of Mathematics”, “Conversations about Space”, “Nature’s Pantry”, “Tales of the Main Thing”, “Miracle Tree”, “Wonderful Basket”, etc.

Currently, a system of circle work has been created at the preschool educational institution in order to enhance developmental activities. The preschool educational institution runs the “Miracle Checkers”, “Skillful Hands” clubs, and the “Ekosha” research group, which contributes to the creation of a full-fledged environment for the intellectual development and communication of children. It has become traditional to hold a city checkers tournament and a city competition “Smart Men and Women” within the walls of our kindergarten.

An indicator of the effectiveness of the activities of a preschool institution in the direction of the intellectual development of children is the participation and victories of pupils in these events:

2010 - 2nd place in the city checkers tournament;

2011 - 2nd place in the city competition “Smart Men and Women”;

2011 - 2nd place in the city checkers tournament;

2011 - 1st place in the city competition “Smart Men and Women”;

2012 - 1st place in the city checkers tournament;

2012 - 2nd place in the city competition "Clever Men and Clever Girls".

An important condition for the success of this work is the coordinated actions of all teachers involved in working with intellectually gifted children. Today, the teaching staff of preschool educational institutions has a sufficient level of creative potential to implement the assigned tasks. Teachers constantly improve their skills, take advanced training courses, and participate in seminars and conferences.

Bibliography:

1. Abramova G.S. Practical psychology. - M.: ed. Academy Center, 1997

2. Great Soviet Encyclopedia. - M.: ed. Great Russian Encyclopedia, 1968\1990

3. Vygotsky L. S. collected. op. in 6 vols. M., 1992

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Development of intellectual abilities of preschool children through didactic games

Intellectual development of preschool children through didactic games

Play is the main activity of a child in preschool age; while playing, he learns about the world of people; while playing, the child develops. In modern pedagogy, there are a huge number of games that can develop a child’s sensory, motor, and intellectual abilities. The concept of “development of intelligence” includes the development of memory, perception, thinking, i.e. all mental abilities. With the help of games, you can attract interest in learning, cognitive and creative activities, and reveal the artistic abilities of preschoolers. A didactic game is a game form of exercise that cannot be avoided in learning. In order for children to acquire knowledge, skills, abilities, they need to be trained in this. An exercise that is simply repeated many times does not arouse interest; children quickly become distracted and get tired. An exercise carried out in a playful way is perceived in a completely different way by children. They repeat the necessary actions and words with interest. The game is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world. The most famous teacher in our country, A. S. Makarenko, characterized the role of children’s games as follows: “Play is important in the life of a child, it has the same importance as the activity of work and service for an adult. What a child is like at play, so in many ways he will be at work. Therefore, the upbringing of a future leader takes place primarily in play...” In the first seven years, a child goes through a long and complex path of development. This is clearly reflected in games, which from year to year become richer in content, more complex in organization, and more diverse in character. In the first two years of life, when the child’s imagination is not yet developed, there is no play in the real sense of the word. At this age, we can talk about the preparatory period of play, which is often called “objective activity.” By the age of two, children’s games exhibit those features that clearly manifest themselves at a later age: imitation of adults, creation of imaginary images, and the desire to act actively. In the third year of life, the child’s imagination begins to develop, and a simple plot appears in games. The play activities of a 3-4 year old child are based on actions with toys. At this age, the baby is characterized by a special interest in the objective world. Children aged 4-5 years have greater attention span. At this age, tactile, visual, and auditory perception improves, and the process of memorization and recollection develops. Children 4-5 years old are interested in games that combine movement with solving mental problems. For the fifth year of a child’s life, it is advisable to use verbal games more often, and not only for the purpose of developing speech, but also for solving mental problems. An important criterion for assessing the development of a 6-7 year old child is his ability to assimilate new information. The more a child shows interest in reasoning, the better he learns new concepts. The development of a 6-7 year old child is characterized by visual-figurative thinking.

The program of education and training in kindergarten provides the following classification of games for preschoolers:

Plot-role-playing;

Theatrical;

Movable;

Didactic

Didactic games occupy a large place in the work of preschool institutions. They are used in classes and in children’s independent activities. A didactic game helps to assimilate, consolidate knowledge, and master the methods of cognitive activity. Children master the characteristics of objects, learn to classify, generalize, and compare. The use of didactic games as a teaching method increases interest in classes, develops concentration, and ensures better assimilation of program material. In kindergarten, each age group should have a variety of educational games. Each didactic game includes several elements, namely: a didactic task, content, rules and game actions. The main element of a didactic game is a didactic task. It is closely related to the lesson program. All other elements are subordinate to this task and ensure its implementation. Didactic tasks are varied. This could be familiarization with the outside world, development of speech. Didactic tasks can be associated with the consolidation of elementary mathematical concepts, etc. The content of the didactic game is the surrounding reality (nature, people, their relationships, everyday life, work, events of social life, etc.) A large role in the didactic game belongs to the rules. They determine what and how each child should do in the game. Rules teach children the ability to restrain themselves and control their behavior. An important role in didactic games belongs to game action. Play action is a manifestation of children’s activity for play purposes. Thanks to the presence of game actions, didactic games used in the classroom make learning entertaining and emotional. Choosing a game for a teacher is a serious matter. The game should give the child the opportunity to put into practice what is familiar to him and encourage him to learn new things. The didactic material selected for the game should be visually attractive, the purpose of the objects and the meaning of the questions should be clear and understandable to children.

Classification of didactic games:

1. Didactic games with objects.

While playing with objects (toys), children become familiar with their properties and characteristics, compare, and classify them. Gradually, their play activities become more complicated, they begin to single out and combine objects according to one characteristic, which contributes to the development of logical thinking. Children are increasingly attracted to tasks that require conscious memorization and are required to search for the missing toy. In a didactic game, it is necessary to make the subject of attention and the content of children’s speech exactly what meets the goal set by the teacher. If we fix the names of certain items, then it is necessary to select exactly these items. If we assign names to qualities, then these qualities should be clearly visible to children. For example, a teacher reinforces the exact name of a color in children. For the didactic game “Guess What I Hid”, he selects several similar objects of different colors. There are six flags on the table: blue, white, red, yellow, green, orange. The teacher hides the blue flag. The driver must name the sign of the object. Children really like such games as “Find and Bring”, “Magic Bag”, “What’s Extra”, “Guess What Has Changed”. In this game, the teacher combines the arrangement of objects so that children have to use the words: left, right, front, side, top, bottom.

2. Board games

Board games involve actions not with objects, but with their images. Most often, they are focused on solving such game tasks: selecting pictures, cards - pictures during the next move (“Dominoes”, composing a whole from parts (cut pictures, cubes, puzzles). Thanks to such actions, children clarify their ideas, systematize knowledge about the environment world, develop thought processes, spatial orientation, ingenuity, and attention.

3 Word educational games

Verbal didactic games are of great importance in the speech development of children. They form auditory attention, the ability to listen to the sounds of speech, repeat sound combinations and words. Verbal didactic games are the most difficult because they force them to operate with ideas, to think about the things with which they are acting at that time. Preschoolers have to describe objects, guess them from the description, and reason. This type of games is especially important if the child still speaks poorly.

Verbal didactic games:

Travel games (they are designed to enhance the impression, add educational content, and draw children’s attention to what exists nearby, but they don’t notice it)

Games-assignments (“Put cubes of this color into a basket”, “Take round objects out of a bag” Encourage children to comprehend the next action, which requires the ability to compare knowledge with circumstances or proposed conditions, establish causal relationships, and active imagination.

Riddle games (develop the ability to analyze)

Games-conversations (the basis is communication between the teacher and children, children among themselves, which appears as play-based learning and play activities)

Didactic games should develop curiosity, the ability to independently solve mental problems, and contribute to the creation of persistent gaming groups united by common interests, mutual sympathy, and camaraderie.

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Project (preparatory group) on the topic: Project program “Development of intellectual abilities of children of senior preschool age”

Project of the program “Development of intellectual abilities of children of senior preschool age”

a fleeting chance. Only work and will

can give it life and turn it into glory.

How was your childhood, who led the child by the hand in

childhood years that entered his mind and heart

from the surrounding world - from this in a decisive

Depends on what kind of person you will become

today's baby.

V. A. Sukhomlinsky

The development of intellectual abilities of preschool children is an urgent problem of modern preschool education. Today, society’s need to educate creative people who have an unconventional view of problems, who can work with any information flows, and quickly adapt to changing conditions, has become especially acute.

Currently, there is a need for effective psychological and pedagogical support for the development of intellectual abilities of preschool children. Because intensive development of intelligence in preschool age increases children’s performance at school and is a potential for mental development in relation to subsequent stages of an individual’s life path.

In this regard, the need arose to create a draft program “Development of the intellectual abilities of children of senior preschool age”

The conceptual foundations of the draft program are the views of D. B. Elkonin: children's thought is aimed at differentiation and generalization of objects and phenomena of the surrounding world. The distinction between living and nonliving, good and evil, past and present, etc. is the basis for a child’s penetration into the essence of different spheres of life. On the basis of this, the first generalizations of ideas about the world, the outline of a future worldview, and the intellectual development of preschoolers arise.

The project program was created in the context of the implementation of “Our New School” and the development of the educational field “Cognition” (Federal state requirements for the structure of the basic educational program of preschool education. Approved by order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 655).

The implementation of this project contributes to the creation of a system of work on the intellectual development of children of senior preschool age in preschool educational institutions, since it involves the creation of certain conditions for improving the quality of the educational process in this area, which is an important condition for the development of children, including more successful planning of work with children with intellectual talent.

Additionally, the draft program will help families of pupils to be involved in the process of intellectual development, and this will make the child’s development process more open. Which in turn activates partnerships between the teaching staff and parents. And it will expand the range of forms of interaction with parents of disorganized children at the “Modern Family” advisory center.

Goal of the program project: increasing the level of intellectual development in children of senior preschool age.

Main goals:

More details on the website nsportal.ru

Methodological development (middle, senior, preparatory group) on the topic: Games developing the intellectual abilities of preschool children

Effective development of the intellectual abilities of preschool children is one of the pressing problems of our time. Preschoolers with developed intelligence remember material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school.

When introducing innovative methods and forms of work into the educational process of preschool educational institutions, it is necessary to remember that classes should stimulate the mental development of the child, improving his perception, attention, memory, thinking, speech, motor sphere, that is, those mental functions and personal qualities that lie the basis for successful completion of the curriculum.

An important means of developing a child’s mental activity and intellect is play. In preschool pedagogy, there are many different methodological materials: methods, technologies that ensure the intellectual development of children: Dienesh's logic blocks, Cuisenaire's sticks, V. Voskobovich's games and puzzle games.

The main purpose of these games is the development of a little person, the correction of what is inherent and manifested in him, bringing him to creative, exploratory behavior. On the one hand, the child is offered food to imitate, and on the other hand, a field for imagination and personal creativity is provided. Thanks to these games, the child develops all mental processes, mental operations, develops modeling and design abilities, and forms ideas about mathematical concepts.

At this modern stage, the conditions for the formation of a versatile and full-fledged personality are characterized by the humanization of the educational process, appeal to the child’s personality, and the development of his best qualities.

The implementation of this task objectively requires a qualitatively new approach to teaching and raising children, and organizing the entire educational process. First of all, in my opinion, this means abandoning the authoritarian way of teaching and raising children. Education should be developmental, enrich the child with knowledge and methods of mental activity, and form cognitive interests and abilities.

In this regard, new game forms of teaching and raising children, in particular new educational didactic games, acquire particular importance.

The essence of play as a leading type of activity is that children reflect in it various aspects of life, the characteristics of relationships between adults, and clarify their knowledge about the surrounding reality.

Play is a means of a child’s understanding of reality and one of the most attractive activities for children. The most effective means of developing mental activity are Cuisenaire sticks, Dienesh logic blocks, Voskobovich games, and puzzle games.

Using the above-mentioned non-standard developmental tools in our work, some stages were developed when introducing children to a new game. Each stage carried certain goals and objectives.

Stages of introducing children to a new game

Stage 1: Introducing a new game to the group.

The goal is to introduce children to a new game, its features and rules.

Stage 2: The actual game.

Goal: To develop: logical thinking, the idea of ​​set, the ability to identify properties in objects, name them, generalize objects by their properties, explain the similarities and differences of objects.

• Introduce the shape, color, size, thickness of objects
• Develop spatial relationships
• Develop cognitive processes, mental operations

Stage 3: Independent play of children with educational material.

• Develop creativity, imagination, fantasy, design and modeling abilities.

In accordance with the principle of increasing difficulties, it is envisaged that children begin mastering the material with simple manipulation of games and initial acquaintance. It is necessary to provide children with the opportunity to get acquainted with the game on their own, after which they can develop mental activity through these games.

Games and exercises were used in a specific system. Gradually, games became more complex both in content and in the ways of interacting with the medium. All games and exercises were of a problem-based and practical nature.

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1. Applications………………………………………………………..15

Explanatory note

Playing in childhood is the norm; a child should play, even if he is doing the most serious thing. The game reflects the internal need of children for active activity; it is a means of understanding the world around them. Thanks to the use of educational games, the learning process for preschoolers takes place in an accessible and attractive form, creating favorable conditions for the development of the child’s intellectual and creative potential.

Ya. A. Komensky believed that play is not only a type of activity for a preschooler, but also a means of his mental and moral development and education. Preschool childhood is the most important stage in human development, a sensitive period for the development of many mental processes.

It is in preschool age that the work of all analyzers is improved, individual areas of the cerebral cortex are developed, and connections are established between them. This creates favorable conditions for the child to begin developing attention, memory, mental operations, imagination, and speech.

The full development of intellectual abilities is important for preschool children who will be going to school in the near future. Intensive development of intelligence in preschool age increases children's learning ability at school and plays a big role in the education of adults.

The issue of the full development of the intellectual abilities of preschool children still remains relevant today. Preschoolers with developed intelligence learn more easily, remember material faster, are confident in their own abilities, and adapt more easily to a new environment. Creative personality traits and a high culture of thinking help the child adapt to various life situations.

Creative abilities play a big role in the future life of a preschooler. Children with a high level of intelligence and creativity are confident in their abilities, have an adequate level of self-esteem, have internal freedom and high self-control. Showing interest in everything new and unusual, they have great initiative, but at the same time successfully adapt to the requirements of the social environment, maintaining personal independence of judgment and action. Searching for new ways to develop the intellectual and creative abilities of older children

preschool age led to the solution of this problem through educational games of Voskobovich, Dienesh, Cuisenaire.

The use of educational games by Voskobovich, Dienesh, and Cuisenaire makes it possible to organize joint play activities between the teacher and children.

One of the necessary conditions for creating a comfortable environment for a preschool child in an institution is positive, emotionally charged communication with adults. Joint games of children with adults and children, performing interesting game tasks, bright,

The colorful design of play aids makes a child’s stay in a preschool institution joyful.

This program describes the course of development of the intellectual and creative abilities of children of senior preschool age, according to which additional educational services are provided. The program was developed based on the sources given in the bibliography.

The goal of the program: the comprehensive development of the personality of a child of senior preschool age, the development of his intellectual and creative abilities through educational games of Voskobovich, Dienesh, Cuisenaire.

Program objectives:

• development of a child’s cognitive interest, desire and need to learn new things;
• development of imagination, creativity of thinking (the ability to think flexibly, originally, to see an ordinary object from a new angle);
• harmonious, balanced development in children of emotional, figurative and logical principles;
• formation of ideas (mathematical, about the surrounding world), speech skills;
• development of observation, research approach to phenomena and objects of the surrounding reality.

Principles of program construction:

1. The principle of selection and combination of various types of activities.
2. The principle of accessibility.
3. The principle of taking into account the individual characteristics of children.
4. The principle of activity (new knowledge is not introduced in a ready-made form, but through the independent “discovery” of it by children).

7. The principle of creativity - children acquiring their own experience

creative activity.

8. The principle of emotional stimulation (praise, reliance on the child’s positive qualities).

9. The principle of compliance of the developmental environment with the characteristics of self-development and development of a preschooler.

Educational games by Voskobovich, Dienesh, Cuisenaire

• games for the development of sensory abilities (“Geokont”/constructor/, “Game square”, “Transparent number”, “Miracle puzzles”, “Multi-colored ropes”, “Math baskets”)
• games for attention (“Transparent Square”, “Transparent Number”. “Gleb Was Walking Home”, “Dienesh Blocks”)
• games for the development of logical thinking (“Geokont”, “Splash-splash boat”, “Voskobovich Square” (two-color), “Snake”)
• games for the development of creative thinking (“Voskobovich Square (four-color)”, “Miracle Crosses”, “Miracle Hundreds”,)
• games for speech development (“Cord-entertainer”, “Geokont”, “Labyrinths of letters”, “Transparent square”)
• games to develop imagination (“Cuisenaire’s Sticks”, “Miracle Honeycombs”, “Miracle Crosses”, “Transparent Square”

Expected Result

Children are able to analyze, compare, contrast, effectively master mathematical concepts, develop independence in making and choosing decisions, develop speech-evidence, verbal communication;

• are able to perform complex mental operations and finish what they start;
• are able to see a problem and make decisions independently;
• developed fine motor skills of the hands.

Information about program participants:

The program is designed for children of senior preschool age for one academic year. It requires the active participation of parents and teachers.

Place of implementation - kindergarten and family. The program involves two classes per week, eight classes per month, and 62 per year. Duration of each lesson: 25 minutes - senior group, 30 minutes - preparatory group.

Program implementation tools:

Sets of educational games by Voskobovich, Dienesh, Cuisenaire, fairy-tale heroes of the purple forest.

Material from the site nsportal.ru

INTELLECTUAL DEVELOPMENT OF CHILDREN OF DIFFERENT AGE GROUPS

Intellectual development of children of primary preschool age (children 3-4 years old)

The fourth year of life is the time when a child enters preschool childhood, the beginning of a qualitatively new stage in his development.

In early preschool age, the child’s communicative behavior becomes more complex, subject matter improves and social perception begins to develop, the first stable ideas, imaginative thinking, imagination and productive activities arise.

The first ideas about oneself and the people around them are of great importance for the development of a child of this age period. The child is aware of his emotional, everyday, object-game and communicative experience, strives to reflect it in the game, inept drawings and messages “from personal experience”.

The ability to solve problems in terms of images - representations is expressed in the mastery of shape-making and the appearance of an object drawing, social substitution in the game, the ability to work according to the simplest model, constructing a whole from parts, etc.

Already in early preschool age, the cognitive function of speech becomes of great importance. This applies to the information that an adult tells him in response to the child’s inquisitive questions; the vocabulary is actively replenished with words of a general nature, verbs, names of properties and relationships.

Thus, the development of children of primary preschool age (3 - 4 years) has characteristic abilities. At this time, children show special curiosity about things and events. Every child is filled with a desire to explore and learn.

Most skills and knowledge are acquired by children from play.

Intellectual development of children of middle preschool age

Preschool age from 4-5 years is called middle age. He seems to be in the transition from junior to senior preschool age. These children are characterized by some features of younger preschoolers (concreteness and imaginative thinking, instability of attention, interests and emotions, the predominance of play motivation, etc.). At the same time, middle preschool age is characterized by the development of cognitive abilities, the development of the communicative, volitional and motivational sides of the personality.

Preschool age from 4 to 5 years has its own development standards:

The social and emotional development of a child is characterized by increased communication and joint games with children and adults. The desire to help adults, etc.).

The development of gross motor skills and fine motor skills of the hands becomes more difficult (3-4 years: hold a pencil well, throw the ball over the head; 5 years: throw the ball up and catch it with both hands, consolidate self-care skills).

Intensive speech development and understanding of speech is expressed in the fact that a 4-year-old child can identify and name shape, color, taste, using words - definitions. During this period of preschool age, vocabulary increases significantly due to the naming of basic objects. By the age of five, he masters generalizing words, names animals and their young, professions of people, parts of objects.

Memory and attention develop significantly (memorizes up to 5 words at the request of an adult; maintains attention on activities that are interesting to him for up to 15-20 minutes).

Mathematical concepts and counting skills are developed (they know and name the parts of the day, count within 5).

Thus, middle preschool age is an important stage in the progressive development of a child. He masters a lot of new knowledge, skills and abilities that are extremely important for his further full development.

Intellectual development of children of senior preschool age

The cognitive activity of an older preschooler mainly takes place in the learning process. Expanding the scope of communication is also important.

In older preschool age, the nervous system is improved, the functions of the cerebral hemispheres intensively develop, and the analytical and synthetic functions of the cortex are enhanced. The child’s psyche develops quickly.

Perception, being a special purposeful activity, becomes more complex and deepening, becomes more analytical, differentiating, and takes on an organized character.

Voluntary attention develops along with other functions and, above all, motivation for learning and a sense of responsibility for the success of educational activities.

Thinking in children of senior preschool age moves from emotional-imaginative to abstract-logical.

The cognitive activity of children at this age contributes to the development of intelligence and the formation of readiness for systematic learning.

“On the basis of children's curiosity, interest in learning is subsequently formed; the development of cognitive abilities will serve as the basis for the formation of theoretical thinking; the development of voluntariness will make it possible to overcome difficulties in solving educational problems.”

Investigating the intellectual development of preschool children, N. N. Poddyakov wrote: “One” of the general tasks of studying the problem of intellectual education of preschool children is to develop such educational content, mastery of which would allow children, within the limits available to them, to successfully navigate in those areas of the surrounding reality with which they encountered in everyday life."

In older preschool age, the child develops and develops complex systems of general ideas about the world around him, and the foundation of meaningful and objective thinking is laid.

Thus, we can conclude that the intellectual development of preschool children is a systematic and targeted pedagogical influence on a growing person with the aim of developing the mind. It proceeds as a systematic process of mastering by the younger generation the social and historical experience accumulated by humanity and represented in knowledge, skills and abilities, in norms, rules, etc.

The essence of intellectual development is understood as the level of development of mental abilities, meaning the stock of knowledge and the development of cognitive processes, i.e. there must be a certain outlook, a stock of specific knowledge in understanding the basic laws. The child must master systematic and dissected perception, elements of theoretical thinking and basic logical operations, semantic memorization.

Intellectual development also presupposes the formation in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity.

Intellectual development of preschool children:

problems and prospects for solutions

Intellectual development acts as an important area of ​​child development in the preschool period of childhood, when the foundations of personality are laid. How an adult will think directly depends on how the resources of intellectual development of the preschool period were used.

A modern child lives in an incomparably wider information environment than his peers did several decades ago. Children are bombarded with a huge flow of information, so it is necessary to teach children to cope with it, process and analyze the daily increasing volume of knowledge.

The problem of intellectual development acquires particular relevance on the threshold of schooling. Today, it is generally accepted that readiness for schooling is a multicomponent education, including five separate aspects: physical, intellectual, emotional-volitional, personal and socio-psychological. In this case, intellectual readiness should be considered especially.

1. Currently, when studying readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes. Of course, a certain outlook, a stock of specific knowledge about living and inanimate nature, people and their work, social life are necessary for a child as a foundation, the basis of what he will later learn at school. However, it is a mistake to think that vocabulary, special skills and abilities are the only measure of a child’s intellectual readiness for school. The child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, and draw conclusions. In addition, his fine motor skills must be well developed so that his hand is ready for writing.

2. Intellectual readiness also presupposes the development of a child’s initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity.

3. Existing programs and their assimilation will require the child to be able to compare, analyze, generalize, and draw independent conclusions, i.e. sufficiently developed cognitive processes.

These objective factors indicate that the problem of intellectual development is relevant and important, and the development of a child’s intelligence must begin at birth. By intelligence we mean not just thinking abilities, but effective skills to think creatively and deeply, as well as apply accumulated knowledge in solving life problems. Intelligence is not scholarship that gathers dust on a distant shelf of consciousness, but the living, practical work of the mind.

The following factors influencing the development of intelligence can be identified: external factors - environment, family atmosphere; internal factors - the child’s innate neuropsychic organization. Consequently, the process of intellectual development must be built together with parents, taking into account the individuality of each child.

What needs to be done to develop intelligence in children?

This is, first of all,explore the world with children. It is an indisputable fact that a child’s intellectual abilities largely depend not on “heredity,” but on the inquisitiveness of the mind. How does he get information? First of all, in communication with adults. These eternal conversations on the topic: “Why... is snow white? Why does the sun shine during the day? How do fish breathe underwater? It is advisable to always support. We must try in every possible way to encourage this curiosity, expanding the child’s horizons and giving him a certain system of knowledge about the world. And don’t rush to answer all the questions. Ask your “why” more often: “What do you think?” Let the child “dig” into information that is incomprehensible to him. Let him put forward his ideas, hypotheses, options. It is known that what the child is sincerely surprised by is remembered better and what he comes to through independent research. After all, “in order to improve the mind, you need to think more than memorize” (R. Descartes)

Play with children. Using entertaining mathematical material for this: puzzles, rebuses, labyrinths, spatial transformation games, etc. They are interesting in content and entertaining in form. They are distinguished by the unusualness of the solution and the paradoxical nature of the result. These are those exercises and activities that, on the one hand, are interesting for children, but on the other, lead to a dead end and force them to look for solutions. Firstly, turn to riddles as often as possible - a storehouse of popular imagination. After all, they are often built on contradictions, “traps” for the mind.

Play games like “Tale”, “Believe-I-don’t-believe”, where you come up with some story, phenomenon, fact. For example, “There are camels in our forest.” The child must refute or confirm this, justifying his answer. Then he comes up with his own tale, and you agree or not.

Intellectual development is inextricably linked with the process of formation of a child’s speech. In order for a word to begin to be used as an independent means of thinking, allowing one to solve intellectual problems without the use of images, the child must master human-developed concepts, i.e. knowledge about the general and essential characteristics of objects and phenomena of the surrounding reality, enshrined in words. Word games will help you with this: “Say the opposite”, “Name in one word”, “Logical endings”, “Part-whole”, “Explain, naming only words - actions”, “Tell - what will you do if ...” They not only allow children to increase and clarify their vocabulary, but also train children to be quick-witted, resourceful, and mentally active. Verbal games do not require preliminary preparation of the teacher, there is no need to prepare complex visual material, so they can be easily used not only in directly organized educational activities, but also in educational activities at special moments.

Classification and specificity of intellectual games

Game focus	Relevance of intellectual games	Sample list of games and exercises
Games with mathematical content. Games for the development of logical thinking.	These games activate mental activity, develop thinking and logical abilities, expand and deepen mathematical concepts, and consolidate the knowledge and skills acquired in all types of activities.	Mathematical blocks "Dyenisha", Cuisenaire colored sticks "Fold the pattern" (Nikitin's cubes), "Tangram", "Pythagoras", "Tic Tac Toe" "Games with Counting Sticks" Games for finding patterns, Puzzles, labyrinths, Checkers, chess.
Games to develop imagination and creative thinking.	The main task of these games is to present the expected result before its actual implementation. With the help of creativity and imagination, a child forms his own personality. By imagining game situations and implementing them, the child develops a number of personal qualities, such as justice, courage, honesty, sense of humor, etc. Creativity makes the child’s life richer, fuller, more joyful and interesting.	Role-playing games. Space trip, Desert Island, Magic transformations Cubes and constructors, Homemade gifts, Crafts made from natural and waste materials, TRIZ games, etc.
Games to develop memory and attention.	These games develop all types and types of memory and attention.	Memorizing poems or fairy tales and telling stories about what you saw while walking. Remember and draw Edible - inedible, Who is more observant? It flies - it doesn't fly, Draw a pattern Find a pair, the difference, Be careful, etc.
Games to develop fine motor skills	These games promote the development of fine motor skills, imagination, classification skills, and form creativity.	Drawing, modeling, stringing beads, buttons, Cutting with scissors. Mosaic, Pictures from cereals, Counting sticks. Finger games. Working in a notebook: Finish, continue the pattern, Graphic dictation.
The world around us	These games introduce the child to his surroundings; develop certain skills. The games are designed to show how diverse and excitingly interesting the world is around.	"Everything is in its place" "Traffic" "Prove" "What is made of what" "Pathfinders" "Who lives where", "Seasons" “I want to know everything,” etc.

Experiment with your children. Knowledge gleaned not from books, but acquired independently through experimentation, is always conscious and more durable. Children's experimentation is a method of practical, purposeful action, with the help of which a child's own life experience is formed. Interest is shown in objects of the surrounding world, living conditions of people, plants, animals. For a wise man there are a thousand mysteries around, for a fool or a half-knowledgeable person - everything is clear (Indian proverb).

From the use of simple situations involving a discussion of examination actions (“We learn with the help of sight, touch, taste, hearing, smell”, “How to determine which?”, “Wonderful bag”), you can move on to situations in which children, together with adults, outline stages of project activities.

Thus, the playful and entertaining nature of the process of intellectual development contributes to the active involvement of children in intellectual activity, the manifestation of their cognitive abilities, creativity, and the enjoyment of intellectual tension and the results achieved. A variety of activities allows children to develop experience of intellectual activity, lay the foundation for the further development of all cognitive processes, and thereby create the prerequisites for successful learning at school.

Literature:

Bartashnikov A.A., Bartashnikova I.A. Learn by playing: training your intellect. – Kharkov, 1997.

Bereslavsky L.Ya. ABC of logic. – M., 2001.

Order. Development of intellectual abilities in children 6-7 years old. - M., 1996.

Tupichkina E. Software and methodological support for the intellectual development of a modern child. // and. Kindergarten from A to Z. – 2009, No. 1//

Kholodnaya M.A. Psychology of intelligence. Paradoxes of research. – St. Petersburg, 2002.