Annotation:

Development logical thinking– this is a very important and necessary process for everyone! Logic, in the form of its simplest forms and techniques, has a high place in preschool system education. Logical thinking is a type of thinking process in which a person uses logical structures and ready-made concepts.

Methodological developments are systematized lexical and illustrative material, which is intended for work with children, both by speech therapists and educators and parents.

This material is used by: speech therapist and educators to form basic logical techniques; parents - when doing homework lexical topics annual plan.

Goal and tasks methodological developments.

Mastering by children the basic techniques of logical thinking is the goal of our methodological developments.

To achieve this goal, the following tasks were set: 1. Teach: operate with abstract concepts; reason logically; strictly follow the laws of inexorable logic; flawlessly build causal relationships; compare; generalize and classify; relate objects and phenomena by meaning.

2. Develop: cognitive interest; creative imagination; auditory and visual attention; ability to reason and prove; put forward hypotheses and make simple logical conclusions; activate the work of fine differentiated movements of the fingers.

3. Develop: communication skills; desire to overcome difficulties; self confidence; independence; perseverance; resourcefulness and intelligence.

The complexity of the work consisted of the selection and development of games, game exercises, practical tasks, and the preparation of lesson notes, taking into account all the lexical topics of the annual plan. And also in a selection of painting material, both in color and black and white.

“System of formation of skills and abilities for the development of higher mental functions in preschoolers with general underdevelopment speech"

The organization of education and upbringing of children with special needs includes both corrective work to overcome speech disorders, and work on the development of higher mental functions.

At one time L.S. Vygotsky noted that “Scientific concepts are not assimilated and memorized by the child, are not taken into memory, but arise and are formed with the help of the tension of the entire activity of his own thought.”
The complex, systematized lexical material we have developed is designed to facilitate children’s mastery of basic logical operations that develop mental capacity children.

Mastering by children the basic techniques of logical thinking is the goal of our methodological developments. Psychological research devoted to the analysis of the methods and conditions for the development of a child’s thinking is unanimous that methodological guidance of this process is highly effective.

The development of a young child’s thinking begins with the process of dividing the object he perceives - this is one of the earliest forms of synthesis.

Synthesis– involves the mental connection of parts of an object into a single whole, taking into account their correct and consistent location in the object.

These are games with cut pictures, cubes, puzzles: “Connect all parts of the figure”, “Make a picture”, “Fold according to the pattern”, etc.
Analysis is a logical technique that involves dividing an object into separate parts.

The analysis is carried out in order to highlight the characteristics inherent in a given object or group of objects. For example, “Name the parts of the object” (dishes, furniture, transport, etc.), “Find the highlighted fragment,” “Find the corresponding half of each picture.”

Comparison- a relatively simple logical technique, but requiring concentration. It involves establishing the similarities or differences of objects based on characteristics.

Games: “Compare pictures and find differences”, “Compare two objects and show similarities”, “Find commonalities and show”, etc.

Systematization- bring into a system, arrange objects in a certain order, establish a certain sequence between them. To master the method of systematization, a child must, first of all, be able to identify various characteristics of objects, as well as compare different objects based on these characteristics. In other words, he must be able to perform basic comparison operations.

Games: “Fill in the empty cells”, “Finish what you started” (alternating objects or figures), “What first, what then?”, “Place objects in the empty cells so that there are no identical ones”, etc.

Classification- a more complex logical operation consisting of grouping objects that have common characteristics. This skill is very useful for developing memory and attention.

Games: “Lay it out correctly”, “Find the right house for everyone.”

Generalization– this is the presentation in verbal form of the results of the comparison process.

Games: “Name it in one word”, “Select general concepts each group."

Negation is a logical operation that is performed using “not”. The logical connective “not” is very important for the development of logical thinking and speech.

Assignment: “Show Natasha’s ball. It is neither round nor oval, neither blue nor red.”

Limitation- involves isolating objects from many different objects according to a characteristic common feature, quality, property, for example, “Show first the insects, then wild animals, and then birds”, “Name only what is made of paper”, “The fourth odd one”, etc. .

Semantic correlations- involve combining objects into pairs if there is a common characteristic, for example, “A dog has fur, and a fish has ...”, “Tea needs sugar, and for soup ...”, etc.

Inferences- a logical technique that reveals causal connections between phenomena of the surrounding reality. Game “Finish the phrase”, “Complete the sentence”, “Think and say”. Assignment: “All birds have feathers, a rooster is a bird, which means...”, “Which of the two pears will be eaten earlier and which later?” and etc.

Work on the development of logical thinking makes it possible to form children’s cognitive abilities, creativity, develop the main components of speech activity: vocabulary, grammatical categories, phonemic processes, coherent speech, sensorimotor skills, the ability to listen and speak, helps instill the skills of a culture of verbal communication, develops interest to the tongue.

Sufficient preparedness of mental activity removes
psychological overload in learning, preserves the child’s health.

Positive dynamics during collaboration with parents can be achieved if parents are aware of their role in correctional work and will create the necessary conditions to complete and consolidate homework.

Logical techniques as a means of developing logical thinking in preschoolers are used in all types of activities. They are used, starting from the first grade, to solve problems and develop correct conclusions. Now, the value of this type of knowledge is increasing.

Evidence of this is the growing importance of computer literacy, one of theoretical foundations which is logic. Knowledge of logic contributes to the cultural and intellectual development of the individual.

To implement this task, material that is multifaceted in its subject matter and designed for educational and game form of work is required. Teachers usually spend considerable effort searching for it. This served as an incentive for the selection and development of games, game exercises, and practical tasks in the preparation of lesson notes, taking into account all the lexical topics of the annual plan. The selected material will help not only develop logical thinking, but also at the same time form the main components of the speech system.

The child’s learning and development should be relaxed, carried out through age-appropriate activities and pedagogical means. Game is such a developmental tool for older preschoolers.

It is known that all children love to play, and it depends on the adult how meaningful and useful these games will be. While playing, a child can not only consolidate previously acquired knowledge, but also acquire new skills and abilities, and develop mental abilities. Based on this, developments for the development of logical thinking include the use of a variety of game exercises and didactic games.

A didactic game helps to educate children’s mental activity, it activates mental processes, arouses a keen interest in children educational activities. She encourages children to overcome the difficulties that arise. It develops the abilities and skills of children.

It helps make the correctional process interesting and exciting, causing deep satisfaction in the child and facilitating the process of learning.

Along with this, we have developed interesting and varied practical tasks on all lexical topics.

When organizing children’s independent work with practical material, we set ourselves the task of consolidating and clarifying knowledge, methods of action, which are carried out by performing tasks, the content of which reflects situations that are close and understandable to them.

Offered practical tasks, are aimed at the ability to reason, compare, analyze, draw correct conclusions, logical conclusions, and improve sensorimotor skills.

For example, in a practical task on the topic “Mushrooms,” game exercises are offered:

- “Color the extra”, where the child needs to isolate an object from a set of objects according to a characteristic feature and paint over it.

- “Cross out neither the berries nor the leaves, nor the flowers nor the trees,” where the child performs a logical operation - negation, etc.

Accounting psychological characteristics children, the use of a variety of verbal, didactic games, tasks and exercises makes it possible to achieve effectiveness in correctional work on the development of both logical thinking and the main components of speech activity.

A clearly defined goal helps to outline specific tasks that make it possible to purposefully organize all work on a given problem.

Planning allows you to rationally distribute the developed material throughout the year, consolidate knowledge on lexical topics in a timely manner, and avoid overload.

When planning, we took into account the relationship between various sections of work with children, ensuring unity, systematicity and consistency in the work.

Using entertaining visual material when working with preschoolers is one of the main keys to children’s successful learning.

It is known that visualization activates children and serves as a support for voluntary memory. In their developments, they paid great attention to illustrative and picture material, which helps to attract the attention of children, increases the volume of vocabulary, develops visual-figurative thinking, which, in turn, stimulates cognitive activity child.

The developed manuals and educational games on this topic are presented with illustrative tasks of a creative nature, aimed at:

• equip children with the key competencies necessary to independently solve new issues, new educational and practical tasks;
• to instill in children independence, initiative, a sense of responsibility and perseverance in overcoming difficulties;
• purposefully develop the ability to observe and compare, highlight the general, distinguish the main from the secondary;
• build simple hypotheses and test them;
• develop generalization abilities and the ability to effectively apply acquired knowledge;
• find and highlight causal connections between phenomena of the surrounding reality;
• develop decision making skills logic problems searching for patterns, comparison and classification, reasoning and inference;
• develop the ability to describe the characteristic properties of an object, find and explain the similarities and differences of objects, justifying your answer;
• develop Creative skills: be able to independently come up with a sequence containing some pattern;
• develop visual-figurative, verbal-logical and emotional memory;
• develop visual and auditory attention;
• develop sensorimotor skills;
• stimulate children's cognitive activity.

Conclusion: the development of logical thinking, the ability to systematize, compare, generalize, classify, reason, and make simple conclusions are developed as intellectual abilities child and personal qualities and play a huge role in successful mental development and subsequent schooling.

Diagnosis of the development of logical thinking in preschool children with general speech underdevelopment

Based on the manual by Yu.A. Sokolova, a diagnostic toolkit was produced, covering all aspects of logical techniques. Each technique is represented by a variety of tasks that reveal the essence of this logical technique.

For example, during the diagnosis of a logical technique - comparison, children are offered the following tasks:

1. “Compare the objects with each other (closet and refrigerator, apple and ball, bird and airplane).”

2. “What geometric shapes do these objects resemble? (alarm clock, sailboat, beetle, book, picture, spinning top).”

3. “Which of these shadows is the shadow of the elephant that is drawn in the frame?”

4. “Find and name the differences in the two pictures.”

Diagnostics is carried out for the purpose of:

• determining the level of speech development of the child;
• checking the success of mastering the program material;
• identifying the problem that has arisen;
• identifying the cause of its occurrence;
• finding optimal ways to solve the problem;
• determining the child’s reserve capabilities, which can be relied upon during correctional work;
• determining the activity of parents in correctional work.

Diagnostics are carried out using entrance and exit tests, control and training sessions at the beginning and end of the school year.

Performance:

• children learned to build causal relationships;
• mastered the techniques of semantic correlations and restrictions;
• learned to compare, generalize and classify objects and phenomena practically without errors;
• the ability to make correct conclusions and reasoning has been developed;
• auditory and visual attention has increased significantly;
• conditions have been created for improving visual and auditory attention;
• motivation for the learning process has increased.

Cherenkova M.A.,
teacher speech therapist

Speech. In preschool childhood, the long and complex process of speech acquisition is largely completed. By the age of 7, language becomes a means of communication and thinking of the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school. According to psychologists, the child’s language truly becomes native.

The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation. But they still retain their previous ways of perceiving sounds, thanks to which they recognize incorrectly pronounced children’s words. Later, subtle and differentiated sound images of words and individual sounds are formed, the child ceases to recognize incorrectly spoken words, he both hears and speaks correctly. By the end preschool age the process of phonemic development is completed.

The vocabulary of speech is growing rapidly. As at the previous age stage, there are great individual differences here: some children have a larger vocabulary, others have less, which depends on their living conditions, on how and how much close adults communicate with them. Let us give the average data according to V. Stern: at 1.5 years a child actively uses approximately 100 words, at 3 years – 1000-1100, at 6 years – 2500-3000 words.

The grammatical structure of speech develops. Children learn subtle patterns of morphological order (word structure) and syntactic order (phrase structure). A child of 3–5 years old not only actively masters speech - he creatively masters linguistic reality. He correctly grasps the meanings of “adult” words, although he sometimes uses them in an original way, and feels the connection between changes in the word, its individual parts and changes in its meaning. Words created by the child himself according to the laws of the grammar of his native language are always recognizable, sometimes very successful and certainly original. This children's ability to form words independently is often called word creation. K.I. Chukovsky, in his wonderful book “From Two to Five,” collected many examples of children's word creation; Let's remember some of them.

In general, at preschool age, a child masters all forms of oral speech inherent in adults. He has detailed messages - monologues, stories. In them, he conveys to others not only the new things he has learned, but also his thoughts on this matter, his plans, impressions, and experiences. In communication with peers, dialogical speech develops, including instructions, evaluation, coordination of play actions, etc. Egocentric speech helps the child plan and regulate his actions. In monologues he pronounces to himself, he states the difficulties he has encountered, creates a plan for subsequent actions, and discusses ways to complete the task.

The use of new forms of speech and the transition to detailed statements are determined by the new communication tasks facing the child during this age period. Full communication with other children is achieved precisely at this time; it becomes an important factor in the development of speech. As we know, communication with adults continues to develop, whom children perceive as erudite, capable of explaining anything and telling about everything in the world. Thanks to communication called M.I. Lisina is non-situational and cognitive, vocabulary increases, and correct grammatical structures are learned. But it's not only that. Dialogues become more complex and meaningful, the child learns to ask questions on abstract topics, and at the same time reason - think out loud. Here are a few typical questions for preschoolers that they ask their parents: “Where is the smoke flying?”, “Who shakes the trees?”, “Listen, mom, when I was born, how did you know that I was Yurochka?”, “Is it possible to get a newspaper big enough to wrap a living camel?”, “Does an octopus hatch from eggs, or does it suck?”, “Mom, who gave birth to me? You? I knew it. If Dad, I would be with mustache"

Memory. Preschool childhood is the age most favorable for memory development. As L.S. pointed out. Vygotsky, memory becomes the dominant function and goes a long way in the process of its formation. Neither before nor after this period does the child remember the most varied material with such ease. However, the memory of a preschooler has a number of specific features.

U younger preschoolers memory is involuntary. The child does not set a goal to remember or remember something and does not have special methods of memorization. Events, actions, and images that are interesting to him are easily imprinted, and verbal material is also involuntarily remembered if it evokes an emotional response. The child quickly remembers poems, especially those that are perfect in form: sonority, rhythm and adjacent rhymes are important in them. Fairy tales, short stories, and dialogues from films are remembered when the child empathizes with their characters. Throughout preschool age, the efficiency of involuntary memorization increases, and the more meaningful the material the child remembers, the better the memorization. Semantic memory develops along with mechanical memory, so it cannot be assumed that in preschoolers who repeat someone else’s text with great accuracy, mechanical memory predominates.

In middle preschool age (between 4 and 5 years old) the random memory. Conscious, purposeful memorization and recall appear only sporadically. Usually they are included in other types of activities, since they are needed both in play, and when carrying out instructions for adults, and during classes - preparing children for schooling. The child can reproduce the most difficult material to remember while playing. For example, taking on the role of a salesman, he is able to remember and recall at the right time a long list of products and other goods. If you give him a similar list of words outside of a game situation, he will not be able to cope with this task.

The intensive development and inclusion of memory in the process of personality formation determines its position as the dominant function in preschool age. The development of memory is associated with the emergence of stable figurative ideas that take thinking to a new level.

In addition, the very ability to reason (associations, generalizations, etc., regardless of their validity) that appears in preschool age is also associated with the development of memory. The development of memory determines a new level of development of perception (more on this will be discussed below) and other mental functions.

Perception in preschool age, thanks to the emergence of reliance on past experience, becomes multifaceted. In addition to the purely perceptual component (a holistic image determined by the sum of sensory influences), it includes a wide variety of connections between the perceived object and surrounding objects and phenomena with which the child is familiar from his previous experience. Gradually, apperception begins to develop - the influence on the perception of one’s own experience. With age, the role of apperception constantly increases. In maturity different people depending on your life experience and associated personal characteristics often perceive the same things and phenomena in completely different ways.

In connection with the emergence and development of apperception in preschool age, perception becomes meaningful, purposeful, and analytical. It highlights voluntary actions - observation, examination, search.

The appearance of stable figurative ideas in preschool age leads to the differentiation of perceptual and emotional processes. The child’s emotions become associated mainly with his ideas, as a result of which perception loses its originally affective character.

Speech has a significant impact on the development of perception at this time - the fact that the child begins to actively use the names of qualities, characteristics, states of various objects and the relationships between them. By naming certain properties of objects and phenomena, he thereby identifies these properties for himself; by naming objects, he separates them from others; determining their states, connections or actions with them, sees and understands real relationship between them.

In favorable conditions, when a preschooler solves a problem that is understandable and interesting to him and at the same time observes facts that are understandable to him, he can reason logically correctly.

In preschool age, due to the intensive development of speech, concepts are mastered. Although they remain at the everyday level, the content of the concept begins to more and more correspond to what most adults put into this concept. So, for example, a 5-year-old child already acquires such an abstract concept as “living being.” He easily and quickly classifies a crocodile as “living” (for this he needs only 0.4 s), but has a little difficulty classifying a tree (thinks 1.3 s) or a tulip (almost 2 s) into this category. Children begin to use concepts better and operate with them in their minds. For example, it is much more difficult for a 3-year-old child to imagine the concepts of “day” and “hour” than for a 7-year-old. This is expressed, in particular, in the fact that he cannot estimate how long he will have to wait for his mother if she promised to return in an hour.

By the end of preschool age, a tendency to generalize and establish connections appears. Its occurrence is important for the further development of intelligence, despite the fact that children often make unlawful generalizations, not sufficiently taking into account the characteristics of objects and phenomena, focusing on bright external signs (a small object means light; a large object means heavy; if heavy, then in will drown in water, etc.).

3. Development of emotions, motives and self-awareness in preschool age.

Preschool age, as A.N. wrote. Leontiev, is “the period of the initial actual make-up of the personality.” It is at this time that the formation of basic personal mechanisms and formations occurs. Emotional and motivational spheres, closely related to each other, develop, and self-awareness is formed.

Emotions. Preschool childhood is characterized by generally calm emotionality, the absence of strong affective outbursts and conflicts over minor issues. This new, relatively stable emotional background is determined by the dynamics of the child’s ideas. The dynamics of figurative representations are freer and softer compared to the affectively colored processes of perception in early childhood. Previously, the course of a child’s emotional life was determined by the characteristics of the specific situation in which he was included: he has an attractive object or cannot get it, he works successfully with toys or nothing works out for him, an adult helps him or not, etc. Now the appearance of ideas allows the child to escape from the immediate situation, he has experiences that are not related to it, and momentary difficulties are not perceived so acutely and lose their former significance.

So, emotional processes become more balanced. But this does not at all mean a decrease in the richness and intensity of the child’s emotional life. A preschooler's day is so full of emotions that by the evening he can become tired and reach complete exhaustion.

In preschool age, the child’s desires and motivations are combined with his ideas, and thanks to this, the motivations are restructured. There is a transition from desires (motives) aimed at objects of the perceived situation to desires associated with imagined objects located in the “ideal” plane. The child’s actions are no longer directly related to an attractive object, but are built on the basis of ideas about the object, the desired result, and the possibility of achieving it in the near future. Emotions associated with the idea allow one to anticipate the results of the child’s actions and the satisfaction of his desires.

The mechanism of emotional anticipation is described in detail by A.V. Zaporozhets. They show how the functional place of affect in the general structure of behavior changes. Let us compare once again the behavior of a young child and a preschooler. Up to 3 years of age, only the consequences of one’s own actions are experienced, their assessment by an adult – i.e. then whether the child was praised for what he did or punished. There is no worry about whether an action deserves approval or censure, what it will lead to, neither in the process of action itself, nor, especially, beforehand. Affect turns out to be the last link in this chain of unfolding events.

Even before a preschooler begins to act, he has an emotional image that reflects both the future result and its assessment by adults. Emotionally anticipating the consequences of his behavior, the child already knows in advance whether he is going to act well or badly. If he foresees a result that does not meet accepted standards of upbringing, possible disapproval or punishment, he develops anxiety - an emotional state that can inhibit actions that are undesirable for others. Anticipation of the useful result of actions and the resulting high evaluation from close adults is associated with positive emotions, which additionally stimulate behavior. Adults can help the child create the desired emotional image. For example, in a kindergarten, a teacher, instead of demanding that the room be immediately tidied up after a stormy game, can tell the children what joy their cleaning will cause in the younger group, who came after them to a sparkling clean playroom. Wishes focused on the emotional imagination of children, and not on their consciousness, turn out to be much more effective.

Thus, in preschool age there is a shift in affect from the end to the beginning of activity. Affect (emotional image) becomes the first link in the structure of behavior. The mechanism of emotional anticipation of the consequences of an activity underlies the emotional regulation of a child’s actions.

The structure of the emotional processes themselves also changes during this period. In early childhood, they included autonomic and motor reactions: when experiencing an insult, the child cried, threw himself on the sofa, covering his face with his hands, or moved chaotically, shouting incoherent words, his movements were uneven, his pulse was rapid; in anger, he blushed, screamed, clenched his fists, could break something that came to hand, hit, etc. These reactions persist in preschoolers, although the external expression of emotions becomes more restrained in some children. In addition to vegetative and motor components, the structure of emotional processes now also includes complex forms of perception, imaginative thinking, and imagination. The child begins to be happy and sad not only about what he does in this moment, but also about what he still has to do. Experiences become more complex and deeper.

The content of affects changes - the range of emotions inherent in the child expands. It is especially important for preschoolers to develop such emotions as sympathy for others and empathy - without them, joint activities and complex forms of communication between children are impossible.

As already emphasized, the development emotional sphere associated with the formation of a presentation plan. The child’s figurative ideas acquire an emotional character, and all his activities are emotionally rich. Everything a preschooler gets involved in is playing, drawing, modeling, designing, preparing for school, helping mom with household chores, etc. – must have a strong emotional connotation, otherwise the activity will not take place or will quickly collapse. A child, due to his age, is simply not able to do something that is not interesting to him.

Motives. The most important personal mechanism formed during this period is considered to be the subordination of motives. It appears at the beginning of preschool age and then develops consistently. It is with these changes in the child’s motivational sphere that the beginning of the formation of his personality is associated.

All the desires of a young child were equally strong and intense. Each of them, becoming a motive, inducing and directing behavior, determined the chain of immediately unfolding actions. If different desires arose simultaneously, the child found himself in a situation of choice that was almost insoluble for him.

The motives of a preschooler acquire different strength and significance. Already in early preschool age, a child can relatively easily make a decision in the situation of choosing one subject from several. Soon he can suppress his immediate impulses, for example, not to respond to an attractive object. This becomes possible thanks to stronger motives that act as “limiters.” Interestingly, the most powerful motive for a preschooler is encouragement and receiving a reward. A weaker one is punishment (in dealing with children this is primarily exclusion from the game), even weaker is the child’s own promise. Demanding promises from children is not only useless, but also harmful, since they are not fulfilled, and a series of unfulfilled assurances and oaths reinforces such personality traits as lack of obligation and carelessness. The weakest is a direct prohibition of some actions of the child, not reinforced by other additional motives, although adults often pin their hopes on the prohibition.

The presence of an adult or other children helps to restrain the child's immediate impulses. At first, the child needs someone to be nearby to control his behavior, and when left alone, he behaves more freely and impulsively. Then, as the conceptual plane develops, he begins to restrain himself under imaginary control: the image of another person helps him regulate his behavior. Thanks to the development of the mechanism of subordination of motives, older preschoolers can more easily limit their immediate desires than younger ones, but this task remains quite difficult throughout the entire period. The most favorable conditions for subordinating the child’s impulses to the rules of behavior, as is already known, are created in role-playing play.

Using the example of achievement motivation, the change in motivation throughout preschool age is clearly visible. The motivation and effectiveness of the actions performed by the child are influenced by the individual successes and failures that he encounters. Younger preschoolers are not particularly sensitive to this factor. Middle preschoolers are already experiencing success and failure. But if success has a positive effect on the child’s work, then failure is always negative: it does not stimulate continued activity and perseverance. Let's say a child is trying to make an applique out of colored paper. He managed to cut out something vaguely reminiscent of a flower, and, pleased with the result, he enthusiastically begins gluing it to the cardboard. If he fails here - the glue sometimes doesn’t drip at all, sometimes it gushes like a fountain, and the whole paper is covered with a sticky puddle - the child throws everything away, not wanting to either correct or redo the work. For older preschoolers, success remains a strong incentive, but many of them are also driven to activity by failure. After a failure, they try to overcome the difficulties that have arisen, achieve the desired result and are not going to “give up.”

During this period, the child’s individual motivational system begins to take shape. The various motives inherent in it acquire relative stability. Among these relatively stable motives, which have varying strength and significance for the child, the dominant motives stand out - those prevailing in the emerging motivational hierarchy. By observing the Bringing of an older preschooler for a long time, you can determine which motives are most characteristic for him. One child constantly competes with his peers, trying to lead and be the first in everything; prestige ("egoistic") motivation dominates in him. Another, on the contrary, tries to help everyone; the interests of the kindergarten group, common games, joys and concerns are the main thing for him. This is a collection tivist with altruistic motivation. For the third, every “serious” lesson in kindergarten, every requirement, remark of the educator acting as a teacher is important - he has already developed broad social motives, the motive for achieving success turned out to be strong. What is important here is not so much what to do, but how to do it: diligently, under the guidance of an adult, receiving instructions and assessments. Several children are passionate about the activity, but in a completely different way: some are immersed in the process of drawing, others cannot be torn away from the constructors. Their predominant interest is in the content of the activity.

However, the last two options are rare. In addition, some preschoolers, even by the age of 7, do not have a clear dominance of motives. And in children with an emerging hierarchical system, dominance is not yet completely stable; it can manifest itself differently in different types of activity and in different conditions. The main achievement of preschool childhood is the subordination of motives, and the construction of a stable motivational system, which began at this time, will be completed in primary school and adolescence.

The preschooler begins to assimilate the ethical standards accepted in society. He learns to evaluate actions from the point of view of moral norms, to subordinate his behavior to these norms, and he develops ethical experiences.

Initially, the child evaluates only the actions of others - other children or literary heroes, without being able to evaluate his own. Perceiving, for example, a fairy tale, a younger preschooler does not realize the reasons for his attitude towards different characters and globally evaluates them as good or bad. This is also facilitated by the construction of the simplest children's fairy tales: the hare is always a positive hero, and the wolf is always a negative one. The child transfers his general emotional attitude towards the character to his specific actions, and it turns out that all the actions of the hare are approved because he is good, and the wolf acts badly because he himself is bad.

In the second half of preschool childhood, the child acquires the ability to evaluate his own behavior and tries to act in accordance with the moral standards that he learns. A primary sense of duty arises, manifesting itself in the simplest situations. It grows out of the feeling of satisfaction that a child experiences after performing a commendable act, and the feeling of awkwardness after actions that are disapproved of by an adult. Elementary ethical standards in relations with children begin to be observed, albeit selectively. A child can selflessly help peers whom he sympathizes with and show generosity towards someone who has aroused his sympathy.

The assimilation of moral norms, as well as the emotional regulation of actions, contributes to the development of voluntary behavior in a preschooler.

Self-awareness. At an early age, one could observe only the origins of the child's self-awareness. Self-awareness is formed by the end of preschool age due to intensive intellectual and personal development; it is usually considered the central new formation of preschool childhood.

Self-esteem appears in the second half of the period on the basis of an initial purely emotional self-esteem (“I am good”) and a rational assessment of other people’s behavior. The child first acquires the ability to evaluate the actions of other children, and then his own actions, moral qualities and skills.

The child judges moral qualities mainly by his behavior, which either agrees with the norms accepted in the family and peer group, or does not fit into the system of these relations. His self-esteem therefore almost always coincides with external assessment, primarily with the assessment of close adults.

When assessing practical skills, a 5-year-old child exaggerates his achievements. By the age of 6, high self-esteem remains, but at this time children no longer praise themselves in such an open form as before. At least half of their judgments about their success contain some kind of justification. By the age of 7, most self-esteem of skills becomes more adequate.

In general, a preschooler’s self-esteem is very high, which helps him master new activities and, without doubt or fear, engage in educational activities in preparation for school. At the same time, more differentiated ideas about oneself may be more or less true. An adequate image of “I” is formed in a child through a harmonious combination of knowledge gleaned from his own experience (what can I do, how did I act) and from communication with adults and peers.

M.I. Lisina traced the development of self-awareness of preschoolers depending on the characteristics of family upbringing. Children with accurate ideas about themselves are raised in families where parents devote a lot of time to them, positively evaluate their physical and mental abilities, but do not consider their level of development higher than that of most peers; predict good performance at school. These children are often rewarded, but not with gifts; They are punished mainly by refusal to communicate. Children with low self-image grow up in families where they are not taught but demand obedience; they are judged low, often reproached, punished, sometimes in front of strangers; they are not expected to succeed in school or achieve significant achievements in later life. Children with inflated self-images in families are considered more developed than their peers, are often encouraged, including with gifts, praised in front of other children and adults, and are rarely punished. Parents are sure of this. that they will be excellent students at school.

Thus, the preschooler sees himself through the eyes of close adults raising him. If the assessments and expectations in the family do not correspond to the age and individual characteristics of the child, his ideas about himself will be distorted.

Another line of development of self-awareness is awareness of one’s experiences. Not only at an early age, but also in the first half of preschool childhood, the child, having a variety of experiences, is not aware of them. His emotions and feelings could be conveyed like this: “I’m happy,” “I’m sad.” At the end of preschool age, he orients himself in his emotional states and can express them with words: “I’m happy,” “I’m upset,” “I’m angry.”

This period is characterized by gender identification: the child recognizes himself as a boy or a girl. Children acquire ideas about appropriate styles of behavior. Most boys try to be strong, brave, courageous, and not cry from pain or resentment; many girls are neat, efficient in everyday life and soft or flirtatiously capricious in communication. By the end of preschool age, boys and girls do not play all games together; they develop specific games - only for boys and only for girls.

Awareness of oneself in time begins. At 6–7 years old, a child remembers himself in the past, is aware of himself in the present and imagines himself in the future: “when I was little,” “when I grow up big.”

Report on the topic:

“Development of speech and higher mental functions in preschool children.”

Speech therapist teacher, secondary school No. 22 SUIOP Rodina L.S.

What is the function of a speech therapist teacher?

A speech therapist teacher deals with speech development, sound pronunciation correction, and development of the HPF: memory, attention, thinking, perception.

Today we will talk about speech development children.

Our children are sometimes called inquisitive explorers. They begin to receive information immediately after their birth. The child masters speech with the help of hearing. First he understands the speech addressed to him, and then he begins to speak himself. That is, speech appears through self-learning, not imitation.

Between the ages of 2 and 6 years, the process of cognition and learning proceeds rapidly. Watching your child, you see that he is interested in absolutely everything in the world: what a cup is made of, how a light bulb works (this is especially true for boys), why water freezes in winter and not in summer. The child constantly asks us questions: “Why?”, “Why?”, “Why?”, thus he learns about the world around him.

By the time a child is about to go to school, his brain has already absorbed so much information about himself, his family, and the world around him that we adults are not even aware of.

When talking with a child, you need to pay attention to your own speech: it should be clear and intelligible. According to the outstanding psychologist Anatoly Aleksandrovich Leontyev, the vocabulary of 6 year old child reaches 7000 words. In conversation, the child must use complex sentences containing more than 5 words.

At the age of six, children basically complete the stage of mastering the grammatical system of the language.

What should a child aged 6 know?

• The child must correctly answer the questions: “What is this?”, “Who is this?”,
• form the plural of nouns: “berry-berries”; " sock - socks", "mouth-mouths", "ear-ears";
• generalizing concepts. For example, “giraffe, lion, camel, zebra are wild animals”;
• formation of new words using diminutive suffixes: “table-table”, “chair-chair”;
• the formation of new words using augmentative suffixes: “hand-hand”, “wolf-wolf”;
• formation of new words with the help of endearing suffixes: “cat-kitty”, “hare-bunny”;
• the name of the baby animals: “a pig has a piglet, a frog has a little frog, an owl has a little owlet, an eagle has a little eaglet,” a horse has a foal;
• education names of objects: “Bread is in the bread bin, sugar is in the sugar bowl, sweets are in the candy bowl”;
• formation of related words: “goat – goat – kid”;
• agreement of nouns with nouns: “1 bird, 2 birds, 5 birds”;
• the relationship between the whole and its parts: “teapot: spout, handle, lid, bottom”;
• knowledge of prepositions (the pen is on the notebook, under, above, right, left, in);
• choose the right verbs (for example, shout, speak, whisper, sing);
• verbs formed in an onomatopoeic way (mosquito - squeaks, frog - croaks, cow - moos, chicken - clucks, goat - bleats, horse - neighs, goose - cackles);
• formation of relative adjectives: wool jacket - wool jacket, leather boots - leather boots;
• shape of the object: “the watermelon is round, the egg is oval, the cube is square, and the roof is triangular”;
• taste of the object: “the lemon is sour, but the cake is sweet”;
• object size: “the tree is tall and the bush is low. The giraffe has a long neck, and the dog has a short neck”;
• speed of an object: “the hare runs fast, and the tortoise runs slowly”;
• characteristic features of the subject: “the lion is brave, and the hare is cowardly”;
• weight of the object: “the suitcase is heavy, but the ball is light”;
• formation of possessive adjectives: “the cat has a cat’s tail, the goat has goat’s hair”;
• agreement of adjectives with nouns: “green crocodile, Christmas tree, bucket, cucumbers”;
• selection of words with the opposite meaning (antonyms): “Sad - rejoice, slow - fast”;
• selection of words close in meaning (synonyms): “blizzard, blizzard, blizzard, blizzard, blizzard”;
• polysemy of words: “a needle can be a sewing needle, a hedgehog needle, a spruce needle, a syringe needle”;
• figurative meaning of the words: “golden hands - a skillful, hard-working person. Talkative, like a magpie - a talkative woman, a lot of talker";
• origin of the words: “snowdrop – first” spring Flower, which appears from under the snow. Boletus is a mushroom that grows under a birch tree.”

With this knowledge, your child will achieve excellent results and help prevent problems with school performance.

In order to prevent difficulties during learning in primary school, it is necessary to develop the child’s speech in preschool age.

1. Galina Petrovna Shalaeva “Native speech”, “Entertaining grammar”, “Entertaining arithmetic”.
2. Irina Viktorovna Skvortsova “Speech therapy games.”
3. Victoria Semenovna “Album on speech development.”

In parallel with the development of speech, the child develops HMF: memory, thinking, perception, attention - these are the foundations on which speech is built.

Thinking divided into:

• Visual-figurative,
• Visually effective,
• Verbal-logical.

For check visual-figurative thinkingThe child is asked to assemble puzzles.

Visual-effective thinkingcharacterized by the assembly of a pyramid.

Verbal-logical thinking. Pictures of one story are laid out in front of the child, but not sequentially. The child’s task: arrange them sequentially and compose a story (cards No. 5).

Perception divided into:

• visual,
• Auditory,
• Spatial,
• Temporary.

Examining visual perceptionthe child is asked to correct a mistake made by the artist (“Educational Grammar”, p. 11).

Auditory perceptionchecked by rhythmic pattern: / // ///.

Spatial– draw a circle and invite the child to add something to make a picture.

Temporary is checked by questions such as: “What happened before winter?”, “What comes after the night?” "Name Thursday's neighbors."

In order for your child to remember the days of the week, I advise you to purchase a wall calendar.

Memory divided into:

• Hearing and speech
• visual,
• Tactile and motor.

Auditory-verbal memory.The child is asked to listen to 10 one- or two-syllable words and then reproduce them in any order.

Visual memory. 6 numbers (letters) are laid out in front of the child. After 15 seconds, the numbers (letters) are removed, and the child writes the numbers (letters) in order.

Tactile and motorchecked by playing the game “Magic Bag”.

To test your child's attention and memory, ask questions like:

Say your name.

State your last name.

State your first and last name.

State your first and last name.

And in conclusion, I would like to remember the words that are well known to everyone: “We all come from childhood” and wish you, the parents, patience in working together painstakingly with a specialist to overcome certain problems in a child for the benefit of his future life.

The child has a passion for play,

and she must be satisfied.

We must not only give him time to play,

but also to imbue his entire life with the game.

A. Makarenko

Development of higher mental functions in preschool children

Higher mental functions (HMF) are specific mental functions of a person. These include:memory, attention, thinking, perception, imagination and speech. The development of the human psyche occurs due to all these functions. The speech is one of the most important roles. She is a psychological tool. With the help of speech, we express ourselves freely and are aware of our actions. If a person suffers from speech disorders, then he becomes a “slave of the visual field.” Unfortunately, today more and more children come to school with serious speech and writing disorders.

Famous Russian psychologist, L.S. Vygotsky wrote: “The highest mental function appears on the stage twice: once as an external, interpsychic (i.e., a function shared between a child and an adult), and the second – as an internal, intrapsychic (i.e., a function belonging to the child himself) )". Small child is not yet able to focus attention for a long time, remember and correctly pronounce the names of certain objects, etc., therefore the role of an adult in this period isbe a mediator between the baby and the outside world. Thus, an adult acts as the child’s basic mental functions, reminding him of the names of phenomena and objects, concentrating his attention, developing thinking and speech.

Then, in the process of growing up, the child gradually inherits social experience and becomes able to use it independently. Thus, from Vygotsky’s point of view, the process of development is a process of transition from the social to the individual.

It should be noted that the process of development of higher mental functions begins long before the child arrives at school, even in infancy. Young children learn constantly: in play, while walking, watching their parents, etc.

However, there are certain phases in a child's development when he or she is especially receptive to cognition and creativity. Such periods in a baby’s life are called sensitive (literally “sensitive”).Traditionally, these periods include the process of child development from 0 to 7 years.. In Russian psychology and pedagogy, this period is considered the most productive in terms of the child’s assimilation of social experience and the acquisition of new knowledge.At this stage the foundation is laidnot only behavioral and emotional-volitional, but also the cognitive sphere of a person’s personality.

So, let's now talk about the basic exercises and technologies that can be used in the development of higher mental functions in preschool children age.

Before moving on to the main exercises, I want to note that you should understand that for the harmonious development of speech you need to communicate with your child. When talking with a child, try to use the full names of phenomena and objects: do not abbreviate them, do not use “slang” in your own speech, do not distort sounds (for example, not “fotik”, but “photo camera”; not “shop”, but “ store”, etc.). By pronouncing words clearly and completely, you enrich your child’s vocabulary and correctly form sound pronunciation. An excellent exercise for speech development would be reading together (especially old folk tales), telling poems, sayings, tongue twisters.

Attention happensinvoluntary and voluntary. A person is born with involuntary attention. Voluntary attention is formed from all other mental functions. It is related to speech function.

Many parents are familiar with the concept of hyperactivity (it consists of such components as: inattention, hyperactivity, impulsivity).

Inattention:

• Making mistakes in a task caused by the inability to concentrate on details;
• Inability to listen to spoken speech;
• Organize your activities;
• Avoiding unloved work that requires perseverance;
• Loss of items needed to complete tasks;
• Forgetfulness in daily activities;
• Distractibility by extraneous stimuli.

(of the signs listed below, at least 6 must persist for at least 6 months.)

Hyperactivity:

• Fidgety, cannot sit still;
• Jumps up without permission;
• Runs aimlessly, fidgets, climbs in situations that are inadequate for this;
• Cannot play quiet games or rest.

(of the signs listed below, at least 4 must persist for at least 6 months.)

Impulsiveness:

• Shouts out the answer without listening to the question;
• Can't wait for his turn in classes or games.

An important role in the success of a child’s intellectual and psychophysical development isformed fine motility.

Fine motor skills of the hands interact with such higher mental functions and properties of consciousness as attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory, speech. Skill development fine motor skills It is also important because the child’s entire future life will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform many different everyday and educational activities.

A child's thinking is at his fingertips. What does it mean? Research has proven that the development of speech and thinking is closely related to the development of fine motor skills. A child's hands are his eyes. After all, a child thinks with feelings - what he feels is what he imagines. You can do a lot with your hands - play, draw, examine, sculpt, build, hug, etc. And the better motor skills are developed, the faster a 3-4 year old child adapts to the world around him!

Scientists who study the activity of the children's brain and the psyche of children note that the level of development of children's speech is directly dependent on the degree of development of fine movements of the fingers.

To develop fine motor skills, you can use different games and exercises.

1. Finger games- This unique remedy for the development of fine motor skills and speech of the child in their unity and interconnection. Learning texts using “finger” gymnastics stimulates the development of speech, spatial thinking, attention, imagination, and develops reaction speed and emotional expressiveness. The child remembers poetic texts better; his speech becomes more expressive.

1. Origami – paper construction –This is another way to develop fine motor skills in a child, which, moreover, can also become a truly interesting family hobby.

1. Lacing - This is the next type of toy that develops hand motor skills in children.

4. Games with sand, cereals, beads and other bulk materials- they can be strung on a thin cord or fishing line (pasta, beads), sprinkled with palms or transferred with fingers from one container to another, poured into plastic bottle With narrow neck etc.

In addition, to develop fine motor skills you can use:

• ·playing with clay, plasticine or dough. Children's hands work hard with such materials, performing various manipulations with them - rolling, crushing, pinching, smearing, etc.
• · drawing with pencils. It is pencils, and not paints or felt-tip pens, that “force” the muscles of the hand to strain, to make efforts in order to leave a mark on the paper - the child learns to regulate the pressure in order to draw a line of one thickness or another, coloring.
• mosaics, puzzles, construction sets - the educational effect of these toys cannot be underestimated.
• fastening buttons, “Magic locks” - play an important role for the fingers.

Systematic work in this direction makes it possible to achieve the following positive results: the hand acquires good mobility and flexibility, stiffness of movements disappears, pressure changes, which in the future helps children easily master the skill of writing.

Egorova Tatyana Anatolevna
Development of mental functions of 6-year-old children.

Mental functions are formed in children 6 years in the learning process, joint activities child with an adult.

Education and activity are inseparable; they become a source child mental development. How older child, the more types of activities he masters. Different types activities have different impacts on development.

Changes in the formation that occur at each age stage are determined by leading activities.

IN preschool childhood The long and complex process of speech acquisition ends. The child’s language truly becomes native. Developing the sound side of speech, the child stops recognizing the incorrectly spoken word, he hears and speaks correctly. By the end of preschool age, the process of phonemic development.

The vocabulary of speech is growing. However, some children the reserve turns out to be greater, others have less, which depends on their living conditions and how much close adults communicate with them.

Developing grammatical structure of speech. Children learn the structure of words and the construction of phrases. The child truly grasps the meaning "adult words", although he applies them in a peculiar way. Words created by the child himself are always recognizable and sometimes original. Children's ability to form words independently is called word creativity.

A child’s mastery of grammatical forms of language, acquisition vocabulary, allows him to move on to contextual speech. The child can already retell a story or fairy tale, describe a picture, convey his impressions of what he saw.

The use of new forms of speech, the transition to expanded statements are determined by new communication tasks. Full communication with other children occurs precisely at this time; it becomes an important factor speech development. Continues develop communication with adults. Dialogues become more complex, the child learns to ask questions on abstract topics and think out loud.

Perception in preschool age loses its original effective character, emotional processes are differentiated. Perception becomes meaningful, purposeful, and analytical. It highlights voluntary action - observation, consideration, search. significant impact on development perception is influenced by the fact that the child begins to use the names of qualities and characteristics. By naming certain properties of objects and phenomena, he identifies these properties for himself; naming objects, he separates them from others, determining their state, connections or actions with them - he sees and understands the real relationships between them.

In preschoolers, perception and thinking are closely related, which indicates visual-figurative thinking, which is most characteristic of this age

Main line development thinking - the transition from visually effective to visually figurative and at the end of the period - to verbal thinking.

A preschooler thinks figuratively; he has not yet acquired adult logic of reasoning.

In preschool age, in favorable conditions, when a child solves an understandable, interesting problem, and at the same time observes facts accessible to his understanding, he can reason logically correctly.

Preschool childhood is the age most favorable for memory development.

Younger preschoolers have involuntary memory. In middle age, voluntary memory begins to form. At six years old, children are capable of voluntary memorization, they are able to accept and independently set a task and monitor its implementation when memorizing both visual and verbal material. It is much easier to remember visual images than verbal reasoning.

In preschool age, memory is included in the process of personality formation.

As you can see, the source mental development A 6 year old child is learning and doing activities. Leading activity is due to changes in the formation mental functions and personality of the child, occurring at each age stage.

Publications on the topic:

Comprehensive examination of speech and non-speech mental functions Comprehensive examination of speech and non-speech mental functions I. Study of sound pronunciation. Determine the nature of the sound disturbance.

Consultation for parents “Development of mental processes of future schoolchildren” Many questions concern parents about the intellectual preparation of children, the development of mental operations, memory, attention, and thinking.

The work of a teacher in a senior correctional group with children with disabilities on the formation of higher mental functions. The work of a teacher in a senior correctional group with children with disabilities on the formation of higher mental functions. Some analyzer is defective.

Development and correction of mental processes (memory) based on the fairy tale “Kolobok” (preparatory group) Development and correction of mental health. processes (memory) based on the fairy tale “Kolobok” preparatory group Objectives: correction of perception, memory, attention.

Development of non-speech mental functions as a factor in the prevention of written and oral speech disorders Unfortunately, among students primary classes violations of oral and written speech are becoming increasingly widespread. Slow absorption.