A game of making logical chains. Logic chains for kids, a game to develop logical thinking and attention

Developmental logic tasks for children middle group kindergarten. The assignments will help teachers prepare children for school.

Task 1

Place (connect the arrows) the fruits in the basket and the vegetables on the plate.

Task 2

Color the toys red, clothes yellow, dishes blue.

Task 3

Where is whose tail, where is whose nose?

Task 4

Place (using the arrows) the cockerel not on a log or on a bench, the chicken - not on a fence or on a log, the cat - not on a bench or on a fence.

Task 5

What figure is missing in each row?

Task 6

Choose a pair for each item.

Connect matching objects with lines

Task 7

In each line, instead of dots, draw the missing figures, maintaining the order of their alternation

Task 8

Draw the objects in each row so that they become the same.

Task 9

Perform certain actions

Task 10

How many animals are in the house on the left? How many of them live in the house on the right? How many animals are there, and who is hiding in the two lower houses?

Task 11

Color it green a picture without a ball; in blue - the one where there is no pyramid; red - where there is no cube; yellow - where all the items are.

Task 12

Help the girls find their toys: connect with lines and color the girls' clothes and toys in the same color.

Task 13

In each group there is an item that does not fit with the others for some reason. Name these signs.

Task 14

From the objects in the bottom row, choose the one that needs to be drawn in the empty “window”

Task 15

Which of the four pictures depicts the characters correctly?

Task 16

The dog and cat have blue and green rugs. The cat's rug is not green, and the dog's is not blue. Color the rugs correctly

Task 17

There are blue and pink vases on the table. Tulips are not in a pink vase, and daffodils are not in a blue one. Color the vases correctly

Task 18

Lena has two scarves: red and yellow. The long scarf is not yellow, and the short one is not red. Color the scarves correctly.

20 PARENTING MISTAKES THAT LEAD TO PSYCHOLOGICAL TRAUMA IN A CHILD Daniel Siegel “Discipline without drama. How to help your child develop character” We remain parents always, every minute of our lives. Therefore, it is difficult for us to look at our efforts to raise children objectively. Good intentions are quickly replaced by less effective habits, and we begin to act blindly, doing wrong things. in the best possible way and not bringing as much benefit to children as they could. Even the most conscientious and informed parents sometimes make mistakes when disciplining their children. This happens when they lose sight of the goals of the rational-emotive approach to discipline. Always remember them - and you will be able to avoid mistakes or correct them in time. 1. We punish instead of teach The purpose of discipline is not to ensure that every crime is followed by punishment. Her true calling is to teach children to live correctly. But often we act on autopilot and become so focused on ensuring that the child is punished for the offense that it becomes an end in itself. When teaching your child to discipline, always check what your main task is. 2. We are afraid that we will not be able to teach a child to discipline if we behave gently and show care. Honestly, even in the most critical moments you can remain a calm, loving and caring parent. The key is to combine clear, enforceable expectations with genuine empathy. You have no idea how much you can achieve if you talk to your child about the behavior you want to change in a kind and gentle tone. Your main task is to steadfastly follow your parenting course, while at the same time interacting with your child with warmth, love, respect and empathy. 3. We replace consistency with rigidity. Being consistent means having a viable and coherent belief system so that children always know what to expect from us. An unshakable adherence to some arbitrary requirements is a completely different matter. From time to time, it makes sense to deviate from the rules, turn a blind eye to minor violations, or give the child some slack. 4. We talk too much When a child behaves reactively and does not perceive speech addressed to him well, all that is required of us is to remain silent. By unleashing an avalanche of words on an unsettled child, we only make the situation worse. We further overload his sensory organs, which increases emotional imbalance. Instead, focus on nonverbal communication. Hug your child. Pat me on the shoulder. Smile and express sympathy with your facial expressions. Nod. Once your child has calmed down a bit and is able to listen, you can begin redirecting by using words to address the situation on a rational, conscious level. 5. We think more about the behavior itself than about what dictates it. Any doctor knows very well that a painful symptom is nothing more than an external manifestation of a problem that really needs to be eliminated. Poor behavior in children, as a rule, turns out to be a symptom of some kind of internal trouble. And it will repeat itself if we do not empathize with the child’s feelings, his subjective experience, which pushes him to behave badly. The next time your child loses his temper, try on your Sherlock Holmes cap and try to discern behind the behavior the feelings - curiosity, anger, disappointment, fatigue, hunger, etc. - that caused it. 6. We don't pay attention to how we say What we say to children is important. How important! But just as important is how we do it. No matter how difficult it may be, you should try to show kindness and respect in all communications with children. This is a lofty goal, and although we do not always succeed, we must strive for it. 7. We teach children that they should not experience strong or negative feelings. Do you manage to extinguish this impulse every time your child overreacts to something? Even if unintentionally, very often parents signal to children that they are ready to show interest in them only when they behave like good boys. For example, they say: “When you become a good girl again, then come back.” On the contrary, we need to show children that we are always open to them, even in the worst moments. We may reject certain behaviors or ways of expressing feelings, but we always accept the feelings themselves. 8. We overreact, and children focus on our behavior instead of their own behavior. By going too far - trying to punish first, acting too harshly, overreacting - we distract children from their own behavior and give them a reason to focus on how cruel or unfairly, in their opinion, we treated them. Do your best not to make a mountain out of a mountain. Stop the bad behavior, remove your child from the scene if necessary, and then give yourself time to calm down before you say too much. Then your response will be restrained and thoughtful. Now all the attention will be paid to the child’s behavior, not yours. 9. We do not restore shaken relationships. Conflicts with children cannot be avoided. How impossible it is to always be on top in every situation. At times we will act immaturely, reactively, or insensitively. The most important thing is to admit your bad behavior and restore the relationship as quickly as possible, and the easiest way to achieve this is to forgive the child and ask for forgiveness yourself. By restoring what was destroyed sincerely and with love, we give to children good example- by learning to do the same, in the future they will be able to maintain truly deep and meaningful relationships with people. 10. We impose sanctions in the heat of the moment, acting reactively, and then we realize that we overdid it. Sometimes our threats look, to put it mildly, excessive: “You will be left without swimming for the whole summer!” Realizing that you got carried away, promise yourself to fix everything. Of course, it is important that the parent’s words do not hang in the air, otherwise the children will stop taking them seriously. But by remaining consistent, you can get out of the trap into which you have driven yourself. For example, you can “give another chance.” Say, “I didn’t like what you did, but I want to give you another opportunity to do good.” You can admit that you overdid it: “I lost my temper here, said different things without thinking. But now I’ve weighed everything and changed my mind.” 11. We forget that sometimes children need our help to make the right choice or come to their senses. When a child starts to get excited, our first instinct is to order: “Stop it now!” But there are situations, especially at an early age, when children are simply not able to calm down instantly. This means that your intervention is required to help the child stand up. the right way. The first step is to establish emotional contact - through both verbal and non-verbal communication. Let your child see that you are aware of his problems. Only then will he be open to your efforts to redirect him in the right direction. Remember: it is often necessary to pause before responding to bad behavior. When children lose control of themselves, it is not the best time to adamantly demand compliance with the rules. By calming down and becoming more receptive, the child will be able to learn the lesson better in any case. 12. We care too much about what people think of us Most of us place inordinate importance on what others think of us, especially when we're talking about about raising children. But if you raise your child differently depending on whether people are looking at you or not, that's simply not fair. You may be more harsh or reactive around your spouse's parents because you feel like they are judging whether you are a good parent. Get rid of this pressure. Take the child aside and quietly address only him, without witnesses. Then you will not worry about what those present will think of you, you will be able to focus all your attention on the child and be more sensitive to his behavior and needs. 13. We get involved in a power struggle Feeling that he has been driven into a corner, the child instinctively responds with counter-aggression or completely withdraws into himself. Don't dig this hole. Give your child room to maneuver: “Do you want us to drink lemonade first and then put away the toys?” Or offer negotiations: “Let’s think about how to make both of us happy.” (Of course, some things are not discussed, but the willingness to negotiate in itself is not a sign of weakness - it is evidence that you respect the child and his needs.) You can even ask the child for help: “Do you have any ideas?” It is possible that you will be surprised at what sacrifices a child is willing to make in order to find a peaceful way out of a conflict situation. 14. We follow our habits and experiences, rather than responding to the individual needs of a particular child at a particular moment. Sometimes we take it out on a child because we are tired or because that’s what our parents did, or maybe we are fed up with the behavior of his brother, who is everything the morning tormented us. It's unfair, but understandable. However, you need to strive to be aware of your own behavior, fully devote yourself to communicating with children and respond only to what is really happening here and now. This is one of the most difficult tasks of parenting, but the better we do at it, the more effective our loving response to our children's needs. 15. We shame children by shaming them in front of strangers. If you have to call a child to order in public, consider his feelings. (Imagine how you would feel if a significant other reprimanded you in front of everyone!) If possible, leave the room or simply draw your child close to you and speak in a whisper. This does not always work out, but show respect for the child to the best of your ability, without adding humiliation to educational measures. In the end, feeling humiliated will only distract him from the lesson you are trying to teach him, and he will hardly hear you at all. 16. We immediately expect the worst without allowing the child to explain himself. Sometimes the situation not only seems, but actually happens to be bad. But sometimes everything turns out to be not as bad as it seemed. Before making a fuss, let your child speak. Perhaps he will explain everything to you. It’s terribly offensive, having a rational explanation for your actions, to listen to: “I don’t care! And I don’t want to hear anything! What excuses can there be!” Of course, don't be naive - every parent needs to exercise critical thinking at all times. But before blaming the child, even if at first glance everything is clearer than clear, listen to what he has to say. And then decide how best to behave. 17. We brush aside the child’s experiences When a child reacts violently to a situation, especially if this reaction seems excessive and even ridiculous to us, we are tempted to say: “You’re just tired,” “Stop being hysterical,” “Just think, what nonsense!” or “I found something to cry about.” All this devalues ​​his experiences. Imagine hearing a similar phrase yourself when you are very upset about something! A much more sensitive and effective approach is to listen, show empathy, and truly empathize with the child's feelings before responding to his behavior. Don’t forget: what seems small to you is very significant for a child. You don’t want to neglect something that is so important to him! 18. We want too much Most parents verbally understand that children are imperfect, but in reality they still expect that they will always behave perfectly and invariably distinguish right from wrong, even if this is not yet possible for them due to age and level of development. This especially applies to firstborns. Another mistake is to assume that because a child sometimes controls himself well, he will always be able to do so. But the ability of children, especially young children, to make sound decisions is very fragile. Now he succeeded, but in the next minute he may not succeed. 19. We suppress our intuition under the influence of “experts” By “experts” we mean both book authors and education specialists, and friends or relatives. It is important that our approaches to discipline are not driven by someone else's idea of ​​how we should raise our children. Get information and advice from a wide range of experts (and non-experts), and then listen to your inner voice. He will tell you which approach will be optimal, taking into account the characteristics of the family and the individuality of the child. 20. We are too harsh on ourselves We have noticed that it is the most caring and conscientious parents who are the strictest on themselves. They try to show their best every time the child loses his temper. However, this is impossible. Give yourself the right to make mistakes! Love your children, set boundaries for them, raise them with love, and put up with them when you break down yourself. This best approach to discipline for all participants in the process.

As you know, the human brain consists of two hemispheres responsible for different thought processes. In any case, this is what scientists say, and all pedagogy is built on this principle.

Features of thinking

Right hemisphere is responsible for logical thinking, and the left is responsible for creative thinking. The task of parents and teachers is to improve both types of thinking. However, if with creative thinking In relation to preschoolers, it is more or less clear (children love to invent, fantasize, you just need to give them a topic), but with logical thinking things are more complicated. At three to five years old, the baby cannot yet analyze and generalize due to his early age. The ability to generalize, and therefore to find logical connections between phenomena, is formed much later. But this does not mean that you can let this process “go with the flow” and calmly wait for school, where they will “teach you everything.” The game “Logic Chains” easily solves this problem for children preschool age. Here we should give an explanation of what a game called “Logic Chain” is, since sometimes not all adults have an idea about it. This game comes across us at every step. The simplest example is crosswords and puzzles. Many of us like to solve them in our spare time. A more complex option is matrices, where the task is to find a pattern and restore the logical chain. Simple puzzles and matrices can be offered to children.

How to work with materials?

On our website you will find examples of such tasks. Print out a few of your favorites and get to work. For example, in some of them the baby will be asked to fill out a logical chain, establishing a pattern in the order of objects in the cells. To do this, we draw or paste pictures of an object into the empty cells according to the sequence of its location in the table. Another similar way is to give the child a sample and invite him to continue the logical chain. This game is simpler because it is played according to a given pattern and does not require additional analysis. It can be used for preschoolers who are just beginning to learn logical connections. However, in this case, the example must be more voluminous, otherwise the child will not be able to identify the pattern, the task will seem boring and uninteresting to him, and you risk developing in the child from childhood an aversion to this kind of tasks. In general, the age when this technique can be used is from 3 years (depending on the general development of the child). The baby is already ready to analyze, knows prime numbers, and knows how to generalize objects into groups. The next step is to teach him to think logically.

To interest your preschooler, print out color pictures. The game should attract the child's attention. Start simple, even if the baby is already an adult. Show him the simplest example. Gradually increase the difficulty. You will see how the child himself will be interested in solving such problems. At first, parents and educators will be the creators of the chains, but then the child will be able to build them himself, alternating pictures.

So, a game called “Logical Chain” is a universal way to develop logical thinking, without which modern man is not able to survive in society, even with good creative inclinations. Any impulse of fantasy must be subordinated to the laws of nature and social organization so that it takes on a form that is useful and effective for other people. The ability to create must rest on a solid logical basis, then you will get a truly comprehensive developed personality, ready to make great discoveries in this world.

Game materials

Here you can download free materials for the development of logical thinking in a child.

Logical chain of autumn leaves:

Logical chain with animals and insects:

Animals:

What is logical thinking and what kind of thinking should it be like in preschoolers 4-5 years of age?
Logical mental operation is a method of thinking during which people apply acquired knowledge and logical components when solving any issue.

It is necessary to emphasize the main features of the logical thinking of children 4-5 years of age: visual-figurative thinking is characteristic of this age. Everything a preschooler does is focused on practical activities.

Demonstration comes first, but at the end of 5 years of life, the child begins to establish connections among objects and phenomena.

How thinking develops, what a 4-5 year old child can do

• the mental operation takes the form of a verbal-logical one;
• memory format expands;
• a preschooler is able to find differences and similarities among drawings and objects;
• constructs based on example, without adult support;
• is able to combine the components of a cut pattern into one single one (elements - from 2 to 4);
• a developed nervous structure facilitates the performance of one exercise in a couple of minutes, the child does not switch to anything else (this is worth keeping in mind);
• adds missing elements of pictures;
• can name a group of objects in one word;
• is able to find an additional item and match other items;
• can choose opposite words;
• draws attention to illustrations of objects and phenomena that are drawn illiterately.

Math skills for children 4-5 years old:

• the child is able to determine how objects are located: behind, in the middle, on the right, on the left, above, below;
• the baby is familiar with the basic shapes of geometry: circle, oval, triangle, square, rectangle;
• familiar with numbers from 0 to 10.
• is able to count objects, compares their number with a number;
• can arrange numbers from smallest to largest and vice versa;
• distinguishes between unequal numbers of elements, is able to understand words such as equally, more, less.

Assignment for the child: It's Yulia's birthday today, and she has guests. Julia holds in her hands balloons. How many balls does Yulia have in her hands? How many candles are there on the cake? What are more candles or balloons? What are more hats on the children's heads or more balls in Yulia's hands?

Assignment for the child: look at the picture and tell me how many children are on the street? How many boys are there in the picture? How many girls? How many kids play in the sandbox? Tell what is drawn in the picture, use the words “many”, “one”, “one”.

Speech development in children 4-5 years old:

• rich vocabulary, able to construct sentences of 5-9 words
• the speech of a 4-5 year old child is understandable not only to close relatives, but also to strangers;
• the baby understands the structural features of the human body, sees the differences between the structure of the human body and aerobes;
• able to name body parts: legs, paws, hair, fur, nails, claws;
• uses the plural in speech;
• a 4-5 year old child is able to search for objects based on their distinctive features;
• understands the meaning of prepositions;
• familiar with people's professions;
• is able to engage in conversation: competently constructs interrogative sentences and answers them;
• capable of retelling fairy tales and stories.
• begins to memorize poems and nursery rhymes;
• children 4-5 years old talk about their first name, last name, patronymic, city in which they live, home address.

stories with pictures instead of words

The world around us:

Household skills for children 4-5 years old:

Physical Features:

• coordination of movements becomes better, from the outside many movements look more confident;
• is actively being formed fine motor skills(thanks to modeling, painting, designing, etc.);
• There is a rapid but uneven growth of muscle mass; because of this feature, children can quickly get tired. Adults need to take into account this feature in order to rationally select physical activity, periodically give the child rest;
• children become susceptible to noise processes;
• excitement prevails over inhibition: the preschooler reacts violently to orders and instructions;
• The child quickly establishes logical and semantic relationships between objects and phenomena.

Games to develop logic in preschoolers:

- instructive, or desktop-printed: exercises for finding similarities, pairs of objects, combining objects according to common properties, mosaics, games for forming sequences, graphic games;
- games for speech development: fairy tale therapy, riddles, different stories, stories. Children gain experience in constructing the logic of sentences, understand a clear sequence of actions: what happened behind what;

Graphic games for developing logical thinking:

- confusion. Goal: draw a line from destination A to B, from squirrel to nuts, from mole to hole, etc.;
- trace along the line: draw a pencil along the line. As a result, a figure, a picture is obtained;
- exercises to find differences between phenomena and pictures;
— completing the drawing of missing elements;
- other exercises that require execution in a light graphic form.
Syntax games that develop logic: riddles, fairy tales, stories, stories.

Books with a gaming theme that promote logic:

— “Cryptograms, games, crosswords” from the “Pupil’s folder” section. The book contains various kinds of exercises, thanks to which logic is formed.
- “Logicality. Confusion and plan." This book presented in the form of a working notebook, thanks to which the child practices together with his parents. Here you can find the following exercises: “Confusion”, “Complete the illustration”, “Find the differences”, “Tell what will happen in the future” and many others. etc.
- Understanding. Prepares the child to master mathematics. The book teaches you to classify objects and combine them into one group. Looking for repeated elements of illustration, prolonging illustrations - and this is not all the exercises that are present in this book.

Find the differences

Why develop logical thinking in children 4-5 years old

Logical thinking contributes to easy learning in reading, writing, and exact sciences. By nurturing logic in a child, parents thereby provide their child with the simplest and most rational path to achieving success in any activity.
It must be emphasized that pupils aged 4-5 years have a natural need to comprehend something new and exciting. In this regard, logic exercises should be selected in such a way that they are interesting for the student and appropriate to his age.

Many parents know that for mental development For a preschool child and his subsequent successful transition to school education, it is important that he master logical forms of thinking as early as 4-5 years of age. You can help your baby develop memory, logic and thinking with the help of didactic game"Logical chains". By playing such a game, the child will learn to think independently and actively.

Each sheet contains three thematic drawings. Parents need to print the sheets on a color printer, stick them on cardboard or laminate them, then cut them into pieces (individual pictures).

The child’s task is to determine the logical sequence in each block of images. First, you need to offer your child one block so that he can build a logical chain in it. And when the child understands how to play this game, and this will happen literally right away, he can be offered all the other blocks!

Let's take, for example, a block with three images - a baby in diapers, a boy running, and an adult man. The child must arrange the cards in time order - first a newborn, then a boy, and then an adult.

What if it's a dirty puppy? Then this image should be the first, then there is a picture where the dog is bathing in a basin of water, and the last one is where the dog is already shaking off the water. Let’s also take as an example a block of three such images: a girl watering the ground, a girl enjoying flowers, and a girl planting seeds. It is clear that first the girl planted flower seeds in the ground, then she watered it with water, and only then the flowers grew and bloomed.

After all, it’s really interesting, isn’t it? Then imagine how interesting this game will be for your child! By playing didactic “Logical Chains”, your child will learn to determine the relationship between various phenomena and objects, will be able to build a logical sequence, and will show his intelligence and ingenuity!