Tasks for intellectual games for preschoolers. Tasks for the intellectual development of preschoolers (workbooks)

Municipal state preschool educational institution "Kindergarten No. 499 combined type"Nest" of the city of Novosibirsk "Role mind games in the development of a child’s cognitive activity” teacher of the 1st qualification category Marina Gennadievna Koshkova Novosibirsk 2015
(slide No. 1) Well, which parent doesn’t dream of raising a healthy, smart, comprehensively developed child? However, you should not get too carried away and “overload” your child with all kinds of activities and courses, since each age has its own level of intellectual development of the child... What is the intellectual development of a child?
In order to answer this question, let’s find out what intelligence is? (slide number 2)

Intelle
CT (from Latin intellectus) - a mental quality consisting of the ability to adapt to new situations, the ability to learn from experience, understand and apply abstract concepts and use one's knowledge to manage.
environment

General

the capacity for cognition and problem solving that unites everything

human cognitive abilities:
sensation, perception, memory, idea, thinking, imagination . Intellectual development is: the formation of the ability to master and use
various types

thinking (empirical, figurative, theoretical, concrete - historical, dialectical in their unity).

Its organic part is the ability to independently

analysis of events and phenomena of reality, make your own conclusions and generalizations, as well as

speech development
: possession and free
use of the vocabulary wealth of the language.
(slide number 3) Experts have a term -
child's cognitive activity

. What is it?

This is the child’s readiness and desire to acquire knowledge,

acquiring experience and various skills. This desire to manifest itself in

to the extent of their children's capabilities, initiative, independence,
will, readiness to perform some actions to achieve result life. It largely determines how successfully the child learns to communicate and get along in a team, and develops the ability to interact with other people. The knowledge and practical experience acquired by the child allow him to realize his own capabilities, and this, in turn, awakens a new thirst for knowledge and initiative, and develops creativity. Intellectual games play a major role in the development of a child’s cognitive activity. (slide number 4)
Intellectual game
is a type of game based on the players using their intelligence and erudition.
The main function of intellectual games is the development of thinking, higher mental functions, logic, processes of analysis and synthesis, generalization and classification, comparison and contrast. As a rule, in such games, participants are required to answer questions from various areas of life. Intellectual games are widespread in the media, primarily on television, where the winner is awarded some prizes. The most ancient intellectual games are considered to be chess, checkers, backgammon, go and mahjong. Intellectual games in kindergarten allow you to solve a number of important problems. They develop creative thinking, the ability to reflect and defend their point of view, apply knowledge in practice and in non-standard situations, stimulate the development of logic, attention, and perseverance. They develop those qualities that the famous Soviet teacher and innovator Boris Pavlovich Nikitin called “a creative way of thinking.” The main feature of Nikitin’s educational games is that they managed to combine one of the basic principles of learning - from simple to complex - with very
an important condition
creative activity - doing everything yourself.
Intellectual play requires the child to be completely immersed in the process. During the task, children are focused, attentive and maximally disciplined. (slide number 5)
CLASSIFICATIONS OF INTELLECTUAL GAMES.
All intellectual games can be conditionally divided into elementary and compound (representing a combination of elementary ones).
BY GAME ACTION:
 Team and mass quizzes: “What? Where? When?”, “Understand Me”, “Brain Ring”, “Oh Lucky Man”, “Field of Miracles”; brainstorm. (slide number 7)
BY GAME OBJECTIVE:
 Competitive and interactive,  Spatial and combinatorial,  Logical. (slide number 8) 
REQUIREMENTS FOR PROBLEM STATEMENT IN

INTELLECTUAL GAME:
 a combination of feasibility and a certain difficulty - gradual complication of tasks;  inclusion of operations of comparison, juxtaposition, generalization, leading to intensification of children's analytical activity;  introduction of the “knowledge transfer” operation into new situation; connection of tasks with interests and life experiences;  taking into account the degree of development of the child’s theoretical thinking;  use motor exercises when formulating a question and as a hint for finding the correct answer;  acting out improvised scenes based on key moments of the task;  the use of paradoxical questions to evoke emotional reactions.
Intellectual games in kindergarten can be presented:
 Riddles that develop imagination, quick response, observation of the surrounding world.  Crossword puzzles aimed at improving the child’s vocabulary, developing imaginative thinking and memory.  Mathematical exercises that introduce the child to complex concepts through simple mathematical truths.  Competitive games that develop communication skills and develop a desire to win.  Verbal tasks with the help of which children learn to classify objects, find common features and differences, deepen knowledge about the world around us.
Rules for conducting intellectual games in kindergarten:
 In order for intellectual games in kindergarten to be successful among children, it is necessary to adhere to simple rules.  The most important rule is that the game should be fun and joyful. If a child does not want to play, it means that he was not interested enough. Remember: there are no uninteresting games, there are boring tasks.
 Children should treat each other with respect while playing. Insults and insults are not acceptable.  Before you offer your child a task, go through it yourself. In the event that the child does not cope or experiences difficulties, you can direct him in the right direction.  Initial quests should be simple. At the beginning of gaming activity, success is important. The child must be stimulated to complete further tasks.  Preschoolers must follow the rules announced at the very beginning of the lesson.  At the end of the game, the results must be summed up, and the winners must be awarded praise/memorable diplomas/medals. (slide number 9)
Approximate planning for a “Week of Intellectual Games” in a children’s room

garden, senior group:
 Monday - KVN “Young Erudite”, games with Dienesh blocks;  Tuesday - quiz “Clever Men and Women”, Nikitin’s games;  environment - math ring, games with logic cubes, game “What? Where? When?";  Thursday - quiz “Why and Why”;  Friday - board game tournament with parents. When working with children we use different types intellectual games. We have developed and conducted intellectual games on various topics.
METHODOLOGY FOR CONDUCTING DIFFERENT INTELLECTUAL GAMES

SPECIES

Rebuses
is a game in which words, phrases or entire statements are encrypted using pictures combined with letters and signs.
TO
verbal
games - tasks include charades, metagrams, anagrams, loggriffs and other tasks and games based on changes and changes in the composition of hidden words. In ordinary riddles, the word that defines the object or phenomenon that needs to be guessed does not undergo any changes. It can be compared with something, various signs can be given that make it easier to guess, but the word itself, its meaning, its meaning must remain unchanged. Word problems, on the contrary, are based on dividing words into parts, on rearranging or replacing letters in them, on adding or abbreviating certain letters or syllables, and therefore on the continuously changing meanings of the intended word, depending on these changes.
Charade . A charade is a riddle in which the hidden word consists of several components
, each of which represents a separate word, for example “par-us”, “grape-grad”, “boy-cat”, etc. To guess the charade, first the signs of the individual words (parts) that form it are given, and at the end it is given explanation of the whole word that needs to be guessed. Here, for example, is how you can encrypt the word “sail” in poetry: Three letters float like clouds: Two are visible on a man’s face, And the whole sometimes turns white “In the blue fog of the sea.” The charade is always solved in parts. Guessing individual parts
words makes it easier to guess the whole word. Charades are closer in nature to ordinary riddles than other types of word problems.
. A task based on sequential changes in one or more letters in a word is called a metagram. This is the easiest type of word problems, since it is enough to guess a word with one of the indicated letters based on the given characteristics, so that it is easy to determine all the other words. With “b” I am deadly, With “m” I devour fur, With “r” an actor needs me, With “s” I am important for a cook. (pain, moth, role, salt) In metagrams, not only the first, but also any other letter can change, for example the last: I with “v” will shelter you from bad weather, And with “t” I dig the earth with my nose. (krov, mole) Whole syllables can change.
Logogryph
. A logogriff differs from a metagram in that in a metagram one letter is replaced by another, and in a logogriff some letter is taken away completely or, conversely, a new one is added. If, for example, in the word “raft” after the first letter you insert the letter “i”, you get the word “pilot”. The riddle based on this change in verse can be expressed as follows: You will transport people, and cattle, and cargo across the river on me, But if you insert “and” into me, Then I will rise into the air!
Anagrams
. If any word, by rearranging its letters, forms another word that has a different meaning, then these words are called anagrams, for example: “linden” - “saw”. The encoding of these words in poetry can be expressed as follows. Breathing easily in my shadow, You often praise me in the summer. But rearrange my letters, and you will knock down a whole forest with me. There are many words that change their meaning if you read them from the end, for example: “nose” - “sleep”. In poetry, the problem may look like this: You will solve the problem freely. I am a small part of a person, But if you read me from the end, You can see anything in me. In addition to those listed, there are other types of word problems.
Mystery
- a metaphorical expression in which one object is depicted through another that has at least a remote resemblance to it. In ancient times, a riddle was a means of testing wisdom; now it is a folk pastime.

Mystery
- this is a tricky question. The main purpose of a riddle is that it develops intuition and intelligence in a person. The riddle genre is different in that it requires you to guess the object being described. Therefore the riddle has great importance
in the formation of intelligence. Guessing a riddle presupposes the presence of knowledge, ideas about a number of objects, phenomena of the world around us, broadens our horizons, accustoms us to observations, focuses attention on the object being guessed, on the word that describes it, on the sound that helps to guess the riddle, etc.
:  riddle-description (Rises with the sun, sings for us at dawn)  riddle-metaphor (The pear is hanging, you can’t eat it)  riddle-contrast (Black, not a raven, horned, not a bull)  riddle with a self-evident rhyme (The whole forest is beautiful, but her name is...)  riddle-trick (A simple question for kids: who is the cat afraid of?...)  riddle-joke (What makes a duck swim)  riddle-story, logical problem.

Intellectual game for older children - preparatory group preschool educational institution

Intellectual relay race scenario for seniors up to school age"Smart Men and Women"

Intellectual marathon He- this is a form of intellectual competition among older preschoolers, which makes it possible to identify not only certain knowledge of children, but also the ability to apply it in new non-standard situations that require creative thinking.

Music is playing.
Leading
Today is an unusual day for us.
We are glad, so glad to welcome you.
Kids gathered for a smart game
The time has come for us to start it.

Music sounds and children run in.

Leading
All day long all the children ask questions:

Children.
1. Why is there water in the river?
2. Are the clouds floating where?
3. Why do birds fly and cannot get lost?
4. Why should we sleep and get up again tomorrow?
5. Where do bears live in winter?
6. Who ate a piece of the moon?
7. Why does the car move?
8. Why do elephants trumpet?
9. How to write lines in a notebook?
10. How to sight read words?
11. Why do flowers bloom?
12. What does an owl eat?
13. Why should we eat, brush our teeth, and wash ourselves?
14. Why do you have to try really hard to be smart?
Leading.
One hundred questions, one hundred answers
What else can I say...
It's terribly interesting to know everything about everything in the world.

The music sounds “It’s terribly interesting, everything that is unknown...” The children sing and dance.

Leading.
It's time to see, it's time to know
Heroes of the day - tournament participants.
who are now entrusted,
Represent yourself and your garden,
And in the future, the country will be in world tournaments!
And so cheers to the tournament participants!

Leading. Team "________________" is invited kindergarten № ___
The teams show a presentation - this is the first competition.

The presenter invites all teams to present.

Leading. We got acquainted with the teams of participants, and now we present to you another team - a team of a fair and objective jury.

Leading. While the jury sums up the presentation, we begin the warm-up.
1st warm-up competition – drawing.
Go to the easels. Now we will learn how our players navigate on a piece of paper. Choose one person to draw and the rest to help. Please draw:
In the upper right corner is the sun,
In the lower left there is a tree,
On the right under the tree is a mushroom
Down in the middle is a house.
On the left side of the roof of the house there is a pipe
In the upper left corner there is a cloud.
To the right of the house is a round flower bed.
In the center of the flowerbed there are 5 flowers.
Above the flower bed is a butterfly.

2nd competition – design.
Go to your workstations (we used empty rolling cabinets). Here are the details from which you need to create a building according to the diagram. Take your diagram. The work is done at speed. You collect while the music is playing. As soon as the music ends, you stop working, and the jury evaluates your work.
Time to complete – 1.5 minutes


Leading. The warm-up is over. And now the first stars from our jury.

Leading. Our relay consists of three stages.
Stage 1 – “The ABCs of Safety”,
2 – Be smart,
3 – My native land is forever beloved. (slide 2)
Each participant must answer five questions. By answering a question correctly, you move towards the finish line. The team that answers the question first receives an additional star. You already know that they can influence the outcome at the end of the competition.

Leading. Answer questions using stars (show). Let's try. Attention to the screen. (slide 3)

So, the first participant answers the questions in the “ABC of Security” section (slide 4).
The presenter asks questions on slides 5 – 9. I recommend reading the question twice, indicating the answers. Participants raise a star. The jury records who gives the correct answers.

Leading. And now you need to complete the task yourself (slide 10). Look carefully at the picture and mark those children who behave incorrectly on the road. You work while the music plays. (1 minute).

Leading.
While the jury sums up the results of the “ABC of Safety” stage (slide 11), we will all play together.

I will ask questions, and if you agree, answer “This is me, this is me and my friends are with me.” If you don't agree, stomp your feet and clap your hands.

How many of you, noticing smoke, dial “01”.
Those who don’t light candles and don’t allow others to do so.
Who likes to dry their shoes over the fire the old fashioned way?
A red glow ran. Who played with matches?
When he sees the smoke, he doesn’t yawn and calls the fire department.
Smoke suddenly rose in a column. Who didn't turn off the iron?
How many of you go forward only where there is a transition?
Does anyone know what a red light means - no progress?
How many of you walk along the roadway on your way home?
Which of you kids walks around dirty from ear to ear?
Who among you does not walk gloomily, loves sports and physical education?
He knows the rules exactly and always follows them.

Leading. A participant in the second stage of “Literacy” is invited (slide 12).
Participants in the second stage also answer a test question (slide 13).
The presenter asks questions on slides 15 – 19.
Leading. And now you need to complete the task yourself (slide 20).
Look at the pictures carefully and cross out each square. extra picture. You work while the music plays. (1 minute).
Pictures and pencils are laid out at work stations.
Leading. Thanks to all participants in this stage.
While the jury is summing up the results of the “Literacy” stage (slide 21), we will hold a riddle competition.

She welcomes spring and puts on earrings.
A green scarf is draped over the back.
And the striped dress. You'll find out. You -…. (birch tree)
He hollowed out the tree for a long time and destroyed all the insects.
He didn't waste his time, long-nosed spotted woodpecker

Good-natured, businesslike, covered in needles.
Can you hear the patter of nimble feet?
This is our friend (hedgehog)

I wake up early in the morning
Together with the rosy sun,
I make the bed myself
I quickly do (charging).

The sun warms and bakes
A stream flows from the mountain.
The snow is melting all around the water,
So….(spring) has come to us

It's raining cheerfully,
We are friends with you!
It’s good for us to run barefoot through ………….(puddles)

It's round and red like the eye of a traffic light,
Among vegetables there is no juicier…….(tomato)

He carries his house on his back. Doesn't need anyone.
The slow one always has her belongings with her... (snails)

Leading.
Neither triumphal arches, no cathedrals,
No spiers reaching into the clouds
But I love this city with all my heart.
I am happy that I live in Berezniki.

In the words of the famous Berezniki poet Alexei Reshetov, we begin the final stage of the relay race “Native land forever beloved” (slide 22).

I invite participants last stage. Just like your comrades, the first question is a test question for you. Attention to the screen. (slide 23)

The presenter asks questions on slides 25 – 29.
Leading. And now you need to complete the task yourself (slide 30).
You need to assemble the city's coat of arms from parts.
You work while the music plays. (2 minutes).
Cut-out pictures for workplaces.
Leading. Thanks to all participants in this stage.
While the jury is summing up the results of the “Native Land Forever Beloved” stage (slide 31), let’s dance.
You can organize a show dance to any fun music.

When summing up, the number of stars is taken into account, for every 5 stars - 1 point.

Leading. You all deserve respect.
You are the most honorable here,
Please accept congratulations from us,
We want to count you all again.

Good luck guys, new victories and see you soon.

Children are the flowers of our life. And the future of our children depends only on us. Parents and teachers have a great responsibility - to teach the child to be independent, sociable and, of course, a kind and sympathetic person. Our goal is to develop the child's mental and physical abilities. This can be facilitated by intellectual and educational games for children.

It’s high time for adults to understand that educational games for preschoolers and elementary school children are not just a fun pastime. While playing, the child not only receives a lot of positive emotions, but also gains experience communicating with peers and develops various abilities. Joint entertainment teaches children friendship and mutual assistance, and makes up for the lack of communication between peers.

The development of personality, self-control, early formation of intelligence, assimilation of knowledge, abilities and skills occurs during intellectual play indoors (learning letters and numbers in early development groups, riddles, board games, quizzes with a well-thought-out scenario). For kids preschool age and students under 7-10 years old will benefit from outdoor exercises in the yard, especially if their parents take part in this.

Research by psychologists around the world has long proven that a person who did not have the opportunity to communicate and have fun with other children as a child will not find it easy to find a common language with the world around him. The early development of many complexes and intellectual deficits are explained by the lack of communication between preschoolers and primary school children under 10 years of age with parents and peers.

Intellectual abilities grow through early exposure to concepts such as letters and numbers. Puzzles and riddles, board games and intellectual quizzes with an interesting scenario will undoubtedly captivate children aged 7-10 years and preschoolers. Indoor exercises, as well as active entertainment, have beneficial influence on intellectual growth and strengthening the immunity of children of preschool age and up to 10 years.

There are many educational games for preschoolers and children from 7 to 10 years old. These could be quizzes, children's board games, and outdoor activities.

Quizzes for younger students

Participation in quizzes makes a tangible contribution to the development of children’s abilities:

1. Attention develops;
2. non-standard thinking is developed;
3. vocabulary increases;
4. horizons expand.

Scenarios, topics and questions of quizzes for preschoolers and children of primary school age can be very diverse: about the world around us, about space, history, sports, plants, animals, books and literary heroes. It could be team game or every man for himself. You can use popular programs from television screens.

To interest elementary school children in participating in the quiz, it’s worth thinking through its course down to the smallest detail.:

• exciting script;
• colorful design;
• interesting prizes;
• musical pause.

It is important that the game is short (from 30 to 60 minutes), since children's body quickly gets tired of the monotony.

Examples of questions for the quiz “About everything in the world”“:

• What device shows time? (watch).
• Which month is the shortest in the year? (February).
• The most dangerous fish seas and oceans? (shark).
• All covered in thorns, but not a hedgehog? (cactus).
• What do thunder and lightning portend? (rain).

Questions and answers for the quiz “Krylov’s Fables”:

• How many fables did I. Krylov write? (about 200).
• On which tree was the crow sitting with a piece of cheese? (on spruce).
• Who sang red summer? (dragonfly).
• What were Cancer, Pike and Swan going to do? (to carry a cart).
• How many musicians are in the quartet? (four).
• Who do you think sings better than a donkey - a nightingale or a rooster? (rooster).

Logic test! 5 simple questions

Indoor games (in the classroom or at home)

The age-old question is what to do with kids during school breaks indoors? Or how can parents diversify the home leisure time of a preschooler and schoolchild under 10 years old when there is bad weather outside? Children under 6 years old can learn letters and numbers. Puzzles and board games will come to the rescue:

• Checkers and chess - teach schoolchildren to think logically and calculate actions several moves ahead;
• children's lotto or dominoes - develop fine motor skills, promote the study of letters and numbers;
• printed “walkers” – instill imagination, discipline and develop various abilities
• a game of “words” can captivate both adults and children: the driver names any noun, and each subsequent player names a word starting with the letter that ended the previous word.

In this way you can play “cities”, “fruits and vegetables”.

During the breaks between lessons, sedentary indoor games designed for relaxing leisure time and having a beneficial effect on the psyche will be very useful and exciting for children of primary school age (7-10 years old):

• “Broken phone” - the children take turns saying the hidden word in their ear. The leader’s task is to ensure that this word reaches the trailing player unchanged, in its original form;
• “Spoiled Fax” - the rules are similar to “telephone”, only the players sit with their backs to each other and each draws an image on the player in front, which must reach the end of the chain without changes;
• “Associations” is a fun intellectual game that develops ingenuity and intelligence. Children are divided into two groups. One team thinks of a word, which the second team tries to guess while one of the players depicts it using movements and facial expressions;
• “Ring” - players sit in a row, fold their palms into a “boat”, and the leader quietly puts a small object (coin or ring) into one of the participants. The chosen one needs to quickly run away from the other players so as not to be caught.

In a school or at home, children can play under the guidance of adults or independently.

Outdoor games

It's no secret that active games in the yard are useful for children. Fresh air, Sun rays, so necessary for strengthening the immune system - this is something that cannot be obtained indoors sufficient quantity. Frequent colds are explained by insufficiency physical development child. By playing outdoor games on the street, children of preschool and school age harden, develop manual dexterity and learn to act cohesively, taking into account the interests of their comrades.

In the yard, children can play, for example, the following games:

1. Hide and seek;
2. tag;
3. catch-up or “in kvacha”;
4. “Cossacks-Robbers” is a fun team game full of adventures;
5. “The sea is worried” - at the moment when the presenter finishes reading the poem, all the guys should freeze in the position in which they find themselves. The first one to move takes the place of the leader.

Fun educational games with a ball will appeal to everyone without exception - both parents and their children.:

• Volleyball;
• “bouncers”;
• "Hot potato";
• “edible-inedible” - the presenter throws a ball to each player in turn, while naming an object. The new leader is the one who caught and ate the “inedible”.

Riding on roller skates, a skateboard, a scooter or a bicycle will also be fun and beneficial for health and for improving physical abilities. And it is better to do this together with parents - insufficient communication with them has a bad effect on the child’s self-esteem.

Educational and educational games

For a long time known fact– any information presented in a playful form is perceived and assimilated by children of any age much better than in school classes. Kindergarten and primary school students may be interested in:

• Puzzles;
• puzzles;
• Crosswords;
• labyrinths;
• confusion;
• “Adventure” games (with chips and dice).

While playing, a child gains many skills and abilities that will undoubtedly be useful to him in his studies, in communicating with friends, and in adult life:

1. Logical reasoning;
2. attention;
3. memory;
4. imagination;
5. fine motor skills;
6. attentiveness;
7. observation;
8. intelligence.

For schoolchildren and pupils senior group kindergarten, it is recommended to read educational literature that promotes comprehensive development thought processes. Lack of information is one of the reasons for the inhibition of the growth of a child’s abilities.

The younger generation will also benefit from educational computer programs. With their help, learning letters, numbers, multiplication tables, foreign languages, grammar rules will turn into an exciting and educational game. However, you should not get too carried away with virtual learning - long periods of studying at a computer indoors can be harmful to a child’s body.

Children's games for memory development

What memory is is a mirror reflection of experience and knowledge acquired earlier. There are many entertaining exercises, tutorials and games with interesting scenarios.

• Exercise for training visual memory“Describe what you saw” - the child studies the illustration for half a minute, and then retells in detail what he remembers. After the story, show the picture again and point out the missing points.
• Exercise for training logical memory“Shifters” - the child says the word, and then spells it backwards. To begin with, it is recommended to use small words consisting of three or four letters.
• Memory development game “Memorize” - at least five players take part. The topic is discussed, for example: plants. The first player names a word, then the second repeats this word and names his own. And so on.

Reading various children's literature contributes to the development of verbal and logical memory. It is important to control that after reading a story or fairy tale, the child can retell the content of what he read as accurately as possible. This may not work the first time. But don’t despair - “patience and work will grind everything down”!

Start small - let your child, first, retell at least one paragraph. And then you can move upward. Just do not overload the child, so as not to discourage the desire for knowledge. A walk in the yard after intellectual exercises indoors will benefit children of any age - insufficiency fresh air has a detrimental effect on the growing organism.

A bunch of computer games for children of preschool age and up to 10 years are aimed at early development memory. But remember - the main thing is not to overdo it.

conclusions

Memory, imagination, attentiveness, logical thinking and other indicators of development are human intellectual abilities. They need to be developed with early childhood for the formation of a full-fledged personality - this is the main goal for parents.

Therefore, allow your child to “grow” and help him develop fully - learn letters and numbers with him, keep him busy with interesting things board games indoors, ask riddles, encourage communication with peers. Teach to distinguish bad from good.

Do not allow the weak and infirm to be offended. Lead by example good behavior in society. Involve your offspring in jointly cleaning the apartment or caring for personal plot. Support all your child’s aspirations and endeavors.

Educational games for children

Entertaining games for older preschoolers

The problem of development, correction and improvement of thinking in preschool children is one of the most difficult in psychological science. pedagogical practice. The main thing to solve it is the rational organization of everything educational process(creating problematic situations in training, observing the principle of dialogism when conducting classes, etc.), but one cannot neglect such a means as specially organized game training.

The basis of any full-fledged thought process aimed at understanding the assimilated material and its creative transformation is the presence of at least three universal components:

High level of formation of elementary mental operations (analysis, synthesis, comparison, selection
essential, etc.);

A high level of activity, risk-taking and pluralistic thinking, manifested in the production large quantity various hypotheses, in the focus on the multiplicity of solution options, in the freedom to put forward non-standard ideas and in the flexibility of moving from one of them to another;

A high level of organization and purposefulness of thinking, manifested in a clear orientation towards identifying the essential in phenomena, in the use of generalized analysis schemes, in awareness of one’s own ways of thinking and in controlling them.

The complex of intellectual games we offer is aimed primarily at the development of elementary mental operations, the formation of general intellectual risk-taking and the development of means that ensure the overall organization of the mental process.

The games are given in order of increasing complexity and in some cases are thematically related to each other, therefore, when conducting game training, it is advisable not to disturb their sequence.

Classes are conducted with a group of 5-10 older preschoolers. The duration of one lesson is from 15 to 30 minutes.
The frequency of classes is 1-2 times a week. Total classes is not fixed and depends on the initial level of formation of children’s thought processes and the pace of their progress. Each game is “scrolled” several times different materials over several sessions.

In the first lesson, the teacher introduces the children to the first two games, gives everyone the opportunity to think and propose their own solution. At each subsequent lesson, games already familiar to children are practiced and one new one is offered.

The task of the teacher is to stimulate the mental activity of children, to bring into play those who prefer to remain silent, to consistently convey the idea that in the proposed tasks there is not one solution, that the correct ones may turn out to be different solutions, sometimes completely different from each other.

Under no circumstances should you suppress humorous answers, since they are often the most striking manifestation of non-standard thinking.

It is important for the teacher to establish a “sweet spot” between the quantity and quality of answers: on the one hand, to stimulate as many diverse answers as possible, on the other hand, first of all to encourage original, creative solutions.

Mandatory conditions for the effectiveness of the games are the children discussing all the proposed

Game 1. Making sentences

Target. Develop the ability to quickly establish diverse, sometimes unexpected connections between acquaintances
objects; create new images from individual elements.

Game task. Make up as many sentences as possible, making sure to use the three mentioned by the teacher.
words that are not related to each other in meaning (for example, lake, pencil, bear). The case of words can be changed, and other words can be used in sentences.
The answers can be standard (“The bear drowned a pencil in the lake”); complex with going beyond 1 situation, indicated by three words, and with the introduction of new objects (“The boy took a pencil and drew a bear swimming in the lake”); and creative, including these objects in non-standard connections (“The boy, thin as a pencil, stood near the lake, which roared like a bear").

Game 2. Finding common ground

Target. Develop the ability to find several common points in disparate material; give an idea of ​​the degree of materiality of the recognitions.

Game task. Name as many common features as possible of the two objects indicated by the teacher (for example, a plate and a boat).
Answers can be standard (“They are things made by man”; “They have depth”) or unusual, allowing you to see familiar objects in a new light. The one with the longest list of common characteristics wins.

The teacher’s task is to distribute all the answers according to the degree of significance of the connections between prerequisites revealed in them.

Game 3. Elimination of an extra word

Target. Develop the ability to establish unexpected connections between phenomena, move from one connection to another, hold several objects at once in the “field of thinking” and compare them with each other. Form an attitude of what is possible different ways combining and dismembering objects.

Game task. Three words are taken (for example, dog, tomato, sun). It is necessary to leave two words denoting objects that are somewhat similar to each other, and exclude the third, superfluous word, naming an object that does not have characteristics common to the first two preconditions.

The teacher’s task is to stimulate children to search for as many options as possible for eliminating an extra word, starting from the solutions lying on the surface (exclude the word “dog”, since both the tomato and the sun are round) and ending with the most unexpected ones.

Game 4. Search for analogues

Target. To develop the ability to highlight in a subject various properties and operate with each of them separately; develop the ability to classify phenomena according to their characteristics.

Game task. Name as many analogues as possible, i.e. objects similar to the specified teacher (for example, with a helicopter) according to various essential characteristics, and systematize them into groups based on what similar characteristic unites them (for example, a helicopter, a bird, a butterfly - they all fly; a helicopter, a bus, a train are vehicles).

Game 5. Search for “opposite” objects

Target. To develop the ability to find as much as possible in an object.... different, highlighting what is common and different in them.

Game task. Name as many objects as possible that are “opposite” to those indicated by the teacher (for example, a house), focusing on the various properties of this object and systematizing its opposites into groups (for example, a house - a barn, opposite in size and degree of comfort; a house - field, opposite in quality characteristics space: closed in the first case and open in the other, etc.).

Game 6. Search for objects based on given characteristics

Target. Develop the ability to quickly find analogies between different, dissimilar objects; evaluate objects from the point of view of the presence or absence of specified characteristics in them; switch from one object to another.

Game task. Name as many objects as possible that have the given characteristics and, from this point of view, are similar to two or three objects named by the teacher. For example: “Name objects that perform two opposing functions, such as a door (it closes and opens a room) and a switch (it turns on and off the light).”

Game 7. Search for connecting links

Target. To form the ability to establish connections between objects that seem at first glance distant from each other; find objects that have general signs with several items at the same time.

Game task. Two objects are named, for example a shovel and a car. It is necessary to name objects that are, as it were, a transitional bridge from the first to the second, that is, having a clear, logical connection with given items. For example, an excavator (digging the ground)

It is allowed to use two or three connecting links (shovel - wheelbarrow - trailer - car). In this case Special attention addresses the children's justification of the connection between neighboring links in the chain.

Game 8. Ways to use the item

Target. Develop the ability to concentrate the thought process on one subject, the ability to introduce it into the most various situations and relationships, see in an ordinary subject unexpected opportunities.

Game task. Name as many as possible in various ways using an object that is well known to children, such as a book. Rule: it is unacceptable to name immoral, barbaric ways of using an object (the game can serve as the basis for a conversation about moral criteria of behavior).

Game 9. Formulating definitions

Target. To develop clarity and orderliness of thinking, the ability to fix essential features and distract from unimportant ones, as well as the ability to cover varieties of the same subject with one mind’s eye.

Game task. Give the most accurate definition of a familiar object or phenomenon (for example, a hole), which would necessarily include all its essential features, would not mention non-essential ones, and would be formulated in such a way that all varieties of this object (phenomenon) would fall under it, and no other objects did not fit this definition.

Game 10. List possible reasons

Target. To develop the ability to look for all possible causes when solving a problem or comprehending a phenomenon, so that you can work through a variety of versions and only then make a decision.

Game task. The teacher describes a situation, for example: “Having returned from a walk, you discovered that the door of your apartment is wide open...” Children must quickly name as many as possible possible reasons this fact, its possible explanations, in order to decide what they should do (starting from the most banal - “forgot to close the door” - and ending with the non-trivial - “the Martians have arrived”).

Game 11. Shorten the story

Target. Learn to concentrate on the essence, cutting off everything unimportant.

Game task. Convey the content of the story as briefly as possible - in two or three sentences, while maintaining its main content. In this game, collective revision of the most successful answers is possible.

Primary importance should be given to the intellectual development of preschool children, since with its help the skill of successful learning is formed. During the preschool period, children accumulate knowledge at an amazing pace, their speech is formed, cognitive processes are improving.

The role of the development of intellectual abilities in a child’s life

Preschoolers with more developed intellect remember and learn faster new material, feel confident in their abilities, and practice also shows that they are more willing to learn.
Children learn to think, perceive, speak, learn various options for manipulating objects, learn to control themselves in accordance with systems of rules. All this requires memory work, the role of which in the development of a child cannot be overestimated. The work of memory is associated with the assimilation of knowledge about oneself and the world around us, the accumulation of habits, skills and abilities. But school education is especially demanding on memory work, which is why the intellectual development of preschoolers is so important.
Modern psychology is based on the idea that children's intellectual potential is determined genetically, so the majority of the population can only develop their intelligence to an average level. Of course, the possibilities for human development are not unlimited. But, as practice shows, even if you use the available capabilities of average intelligence a little more efficiently, the result will be impressive. With the help of intellectual games, a child’s memory develops, he switches more easily from one activity to another, learns to listen to others, perceive and understand a different point of view. To successfully deal with school curriculum
learning, the child not only has to know a lot, it is equally important for him to learn to think convincingly and consistently, to guess, to be capable of logical thinking and mental stress.

• The intellectual development of children in kindergartens should include:
• development of speech and oral communication;
• development of logical thinking (correlations, classifications);
• development of imagination and spatial thinking;
• improvement of hand motor skills and sensory coordination (shading, graphic symbols);
• developing the ability to observe, make assumptions, describe;
• mastering the rules of behavior relating to attitudes towards the civilized environment and the natural world;

nurturing self-esteem and respect for other members of society, maintaining ethnic ways of communication.

Games for developing intelligence A child’s memory is associated with his interest and is a complex of processes through which he can remember, perceive, reproduce and store information. If problems occur at any of these levels, learning may become difficult.
Attention is influenced by a person’s inclinations, interests, and hobbies, and it itself determines such a quality as observation, that is, the ability to notice significant but subtle signs in phenomena and objects. Attention is an important condition that allows a child to successfully acquire a large amount of skills and knowledge and establish contacts with adults. The development of memory and attention are closely intertwined, and games help their development.

"Puppeteer"

This educational game is aimed at improving motor memory. There are two options:

1. The adult portraying the puppeteer blindfolds the child and silently leads him along a simple route, like a doll, holding him by the shoulders. The child takes 5-6 steps forward, stops, turns left, stops again, takes a couple of steps back, turns right, etc. After this, the “doll” is untied and asked to find the starting point of the route, going through it in reverse order, remembering each step.
2. In the second option, another child can take on the role of the puppeteer.

"Fold the pattern"

You need to put together a pattern or path from the figures, starting with 3-4 elements, and when the child gets used to the game, their number can be increased. Give the child the opportunity to look at the pattern for a while, after which he should turn away. At this time, you need to change the position of one figure (and then 2-3), and then ask the baby to restore the original arrangement of the track elements. You can complicate the task by completely removing the track, which the child will have to reconstruct from memory. An even more difficult option is to restore the pattern by touch with your eyes closed.

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"Camera"

The game develops attention and memory. In the first option, the child sees a card with an image for a couple of seconds, and then he must describe it in as much detail as possible. In the second option, a picture with a plot is shown for 30 seconds, and after that almost the same picture is presented, but with some changes. The child must find all the differences in the pictures.

"Under the table! On the table! Knock!"

This game trains the child's auditory attention. In the game, the child will have to follow the adult’s commands, and the adult will try to confuse him. First, the adult, pronouncing the command, simultaneously performs it himself, and the child repeats after him. For example, simultaneously with the command “Under the table!” The adult puts his hands under the table, and the child should do the same. Then the adult commands “Knock!” and knocks his palms on the table, followed by the child. And further in the same spirit. When the baby is sufficiently accustomed to repeating commands, the adult suddenly begins to confuse him, pronouncing one command but performing a different action. The child should follow verbal commands, and not repeat the movements of an adult.

"Mirror"

This game is easier to play with two people. Players stand or sit opposite each other. The first one makes certain movements (raises his arms, waves them to the sides, pinches his ear, etc.). The other player must be a “mirror” of the first. As the game progresses, the movements can become more and more complicated, but it should be fleeting - no more than 1-2 minutes. If the second player survives this time, he gets one point and the participants in the game change roles.

"Finger"

The game will be more intense, difficult and interesting the more pictures it contains. You will need two players, preferably peers, but in the absence of a second child, his role can be played by an adult who will play along with the baby. On the table you need to lay out 10-20 pictures of different objects in two rows. Children should take a good look at all the pictures and ask for the names of unfamiliar objects. It is necessary to explain to them that in the game they must point their index finger at the picture that the adult names. The one who first places his index finger on the picture will become its owner. After this, the players need to be seated facing each other, and index fingers They must place their right hands on the edge of the table and keep them there until they find the desired picture with their eyes.
For stimulation mental activity It is necessary that the search for the picture be carried out with the eyes, and the pointing gesture will be required only at the end of solving the problem. The rule that forces you to keep your finger on the edge of the table saves the child from moving his hands. Then the adult asks the children to indicate where the flower is (teapot, plane, fox, etc.) and watches who will be the first to point to the right card with their finger.

Search for objects based on specified characteristics

The purpose of this game is to develop the ability to quickly search for analogies between objects that are dissimilar to each other, evaluate objects based on the absence or presence of certain features in them, and learn how to quickly switch attention from one object to another. The teacher names 2-3 objects and invites the children to name as many other objects as possible that have common given characteristics with them. For example, name objects that perform opposite actions (a door closes and opens, a switch turns on and off the light).

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Games that develop imagination

By using similar games children gradually understand the principle of convention and the replacement of objects with other objects, their imagination develops. These games have the most various items can be animated by children. They are quite fleeting and allow you to use any items you want, and you can organize them almost at any time.

"Squiggles"

It is advisable to play this game with your child. Both players draw any squiggles on their pieces of paper, and then exchange the pieces of paper. The winner is the one who completes the squiggle into a meaningful drawing.

"Nonexistent Animal"

Almost everyone knows that there are needlefish and hammerhead fish, so why not thimblefish? You need to let the child fantasize about what a scissor fish would look like, how big a pan fish would be, and where a magnet fish could be used.

"Revitalization of objects"

You can invite the child to imagine himself as a lost hat, a wet mitten frozen in the cold, a new fur coat, a shirt neatly folded or thrown on the floor, etc.

“Complete the picture”

You need to draw some object, but not completely, and invite the child to come up with a name for it. If the child cannot immediately identify the object, then he can be helped with leading questions or appropriate riddles. When a child recognizes an object and forms an image of it in his memory, he can complete the picture and color it. At the same time, unfinished pictures can have very different designs: in the form of a diagram of an object, a dotted image, a partial image. The image depicted can be any object that is certainly familiar to the child. You can also combine images of objects into semantic groups, for example, groups of flowers, vegetables, clothes, then this exercise will be useful when studying a particular group.

"Imitation of actions"

You can, for example, imitate making soup. Let the child show how he will wash his hands and wipe them dry before starting cooking. After that, pour water into the pan, turn on the stove and place the pan on it. Then he must show how he will cut vegetables and other ingredients, put them in a saucepan, stir with a spoon, add salt and ladle the prepared soup. Let your baby show how he carefully carries a cup of hot water, lifts the hot frying pan, passes the baked potato around.

Games for developing thinking

The highest form of human activity is thinking, which is socially conditioned and closely related to speech mental process. With the help of the games below, children can learn to generalize, compare, reason, and make simple conclusions, which in general is independent thinking.

“It happens - it doesn’t happen”

You need to name an event and at the same time throw the ball to the child. If this situation is realistic, then the baby should catch the ball, and if it is a figment of fantasy, then he should hit the ball. Examples of situations: the cat went to work, dad wants to eat, a plane floats on the sea, a salted pear, a walking house.

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"Guess by the description"

Having given a description of an object (toy, animal, fruit), the adult invites the child to guess what was discussed. For example, about a tomato we can say that it is round, red, juicy, aromatic. If the child finds it difficult to answer, then you can lay out pictures of different vegetables in front of him, from which he can choose the correct one.

"What happens if…"

The adult asks questions, and the child answers them. “What happens if I jump into a puddle?”, “What happens if I throw a stick (ball, stone, napkin, etc.) into a bathtub full of water.” After this, you can switch roles.

Ambiguous answers

You need to come up with phrases in advance, the continuation of which may be ambiguous. Hearing options for children's continuations, an adult may be very surprised, because this will not always occur to him. Question options: “our dog’s fur is very…”, “people have hands in order to…”, “on the street at night it’s very…”, “grandmother is sick because...”.

Exercises to help develop children's intelligence

Any intellectual games should be played against the background Have a good mood in children who should receive positive emotions from new knowledge.

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