Intellectual development in preschool age. Features of the development of intelligence in senior preschool age Intellectual development of preschool children in preschool

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Kiseleva Elvira Rudolfovna / Kiseleva Elvira Rudolfovna- Educator of the municipal budgetary preschool educational institution "Kindergarten No. 178"

Annotation: The article discusses the features of the intellectual development of preschoolers. The article reveals the relationship between the dependence of the intellectual development of a preschooler on the characteristics of his interaction with the surrounding social environment

Abstract: The article discusses the features of the intellectual development of preschool children. The article reveals the connection depending on the intellectual development of preschool on the characteristics of its interaction with the environment of the social environment.

Keywords: intellectual development, intellect, preschool age

key words: intellectual development, intelligence, preschool age

Every child is inquisitive and insatiable in the knowledge of the world around him. IN preschool age knowledge is accumulating at a rapid pace, cognitive processes are being improved, and speech is being formed. Preschoolers with developed intelligence learn and remember faster new material are more self-confident and, as practice shows, have a greater desire to learn.
So what is the intellectual development of the child? There is an eternal debate about what intellectual development is. Some psychologists argue that this is a set of certain knowledge and skills, others believe that its indicator is the ability to assimilate information and use it if necessary.

Everyone agrees on one thing: intellectual development of the child depends on the environment. This means that it is influenced by many factors that in some cases slow down development, and in some cases, on the contrary, significantly accelerate it.

The intellectual development of a child, depending on age, has several stages. At the end of the first - the beginning of the second year, while the baby has not yet mastered active speech, visual-effective thinking is inherent in him. At this age, he visually and actively gets acquainted with the surrounding reality with the help of tactile study of objects. The main people who will help the child to get acquainted with objects and how to use them are the parents. It is these skills that become the first knowledge of the child on the way to the subsequent knowledge of the world.

In preschoolers at the age of 4-6 years, visual-figurative thinking wakes up. That is, preschoolers think in visual images and at the same time are not yet familiar with specific concepts. The thinking of children at this stage is subordinate to them.

Thus, the intellectual development of the child is divided into several periods, and each previous one creates the foundation for the next one.

Main condition intellectual development of the child – good atmosphere in family. Loving parents who always adequately respond to the request, help with friendly advice and deeds, create a fertile ground for development. A calm, confident child in his significance in this world will study everything that surrounds him with great interest, and therefore develop harmoniously.

The child's intellect is a specific form of organization of individual cognitive experience, providing the possibility of effective perception and understanding of the surrounding world. But the knowledge of the world around preschoolers, unlike schoolchildren, is not concentrated on training sessions - it is carried out in Everyday life, in the process of communicating with adults and peers, in the game, work, various types of productive activities.

For a child, play is life. The game is one of the most difficult, and in the life of a child and the most important types activities.

For the modern educational system, the problem of mental education is extremely important. With the help of the game, you can attract interest in learning, cognitive and creative activity to reveal the artistic abilities of preschoolers. You can organize the education and development of the child in the form of the most attractive, and most importantly, the main activity for him - the game.

The game is the main activity of the child in preschool age, playing, he learns the world of people, playing, the child develops. In modern pedagogy, there are a huge number of educational games that can develop the sensory, motor, and intellectual abilities of a child. Before talking about the development of didactic games, it should be recalled that the concept of "development of the intellect" includes the development of memory, perception, thinking, i.e. all mental faculties.

Mental education is a purposeful influence of adults on the development of active mental activity of children. It includes the communication of available knowledge about the world, their systematization, the formation of cognitive interests, intellectual skills and abilities, the development cognitive abilities

Focusing on only one indicator, one cannot talk about the development of children's intelligence as a whole. It is useful to note that to carry out developing didactic games it is better with a group of children, since it is collective games that can develop intellectual abilities much better. Preschool childhood is the first stage in the mental development of the child, his preparation for participation in society. This period is an important preparatory stage for the next stage - schooling. The main difference between a preschool child and a schoolchild is the difference in the main, leading types of their activities. In preschool childhood - play, school - teaching.

Project on:

"The development of intellectual abilities of children of senior preschool age as a condition for a successful transition to schooling."

Relevance.

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

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

Problem

Lack of formation of the intellectual sphere of children with OHP.

Project objectives:

To develop the cognitive processes of older preschool children;

Develop cognitive activity desire to acquire new knowledge;

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

To develop the ability to use speech to express one's thoughts and desires, to develop an auditory understanding of the speech addressed to him;

Develop the ability to comprehend their own actions;

Develop flexibility of mind.

Expected Result

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

Such qualities as curiosity, ingenuity, observation, flexibility of thinking should be developed.

PROJECT PROGRESS:

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

We develop fine motor skills of fingers, imagination.

Strengthen children's knowledge about animals different countries, develop speech, thinking, memory.

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

Strengthen the ability to follow the rules of the game; we develop combinatorial and logical abilities.

We fix the account, develop ingenuity, logical thinking and spatial imagination.

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

Working with parents

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

Familiarization of parents with the content of the work on educational field"Cognitive development";

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

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

Master class "Using didactic games to develop the cognitive abilities of a future student";

Parent meeting "Growing up the curious."

Final event

At the end of the year, the final event "Checkers Tournament" was held. It was attended by the winners of the qualifying competition. Having passed a serious selection in their groups, the twelve best checkers players met in a stubborn battle with each other. Main character of the tournament - the Queen of Checkers specified what didactic games children like to play, where checkers first appeared, in which countries they are played. Then, both guests and participants of the tournament answered the question "What do you need to play checkers?" The children answered: mind, quick wits, brains, attention, knowledge, etc. Another difficult test of the Queen of the tournament is a crossword puzzle, which the children successfully completed . The winners of the tournament were the guys from our group.

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

Efficiency.

Diagnostics of the intellectual abilities of children of senior preschool age in the compensatory group showed that the use of didactic games and didactic material gives a positive trend in the development of intellectual abilities of children.

It should be noted that three people, children with disabilities.

Conclusion

The expected result has been achieved. Such qualities as curiosity, ingenuity, observation, flexibility of thinking have become more developed in children. Children began to reason independently, draw conclusions, independently resolve conflicts that arise during the game, the ability to adequately lose.

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

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The development of intellectual abilities of preschoolers.

The problem of working with gifted children is relevant at the present time. The solution to this problem, the teaching staff of the MDOBU "Kindergarten No. 25" of the city of Minusinsk, sees in creating conditions for a differentiated approach to building educational process. Within three recent years our preschool institution is working to create conditions for the identification and maximum development of the intellectual abilities of older preschool children in a holistic educational space as the basis for improving the quality of preschool education.

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

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

In the great Soviet encyclopedia, the concept of "intelligence" is interpreted as "the ability to think, rational knowledge." Studies have found that preschoolers have an understanding of the general connections, principles, and patterns that underlie scientific knowledge. However, a sufficiently high level of intellectual development can only be achieved if training during this period is aimed at the active development of thought processes and is developing, focused on the "zone of proximal development".

Everyone knows that the game is the main activity of the child in preschool age, it is in the game that the child develops diversified. Currently, there are a huge number of games aimed at developing the intellectual abilities of the child. In Directly educational activities already in early age we include games for the development of cognitive processes (perception, voluntary attention, memory). These are such games as "Memorize the pictures", "Find the same", etc.

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

One of the promising methods that contribute to solving the problem of the development of intelligence is the method of project activity. Various projects are implemented in our institution every year: "Letters of the Queen of Mathematics", "Conversations about Space", "Pantry of Nature", "Tales about the main thing", "Wonder Tree", "Wonderful basket", etc.

At present, a system of circle work has been created in the preschool educational institution in order to enhance developing activities. In a preschool educational institution, the circles "Miracle Checkers", "Skillful Hands", the research circle "Ekosha" are working, which contributes to the creation of a full-fledged environment for the intellectual development and communication of children. It has become a tradition to hold within the walls of our kindergarten the city drafts tournament and the city competition "Clever and clever".

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

2010 - II place in the city drafts tournament;

2011 - II place in the city competition "Clever and clever";

2011 - II place in the city drafts tournament;

2011 - I place in the city competition "Clever and clever";

2012 - I place in the city drafts tournament;

2012 - II place in the city competition "Clever and clever".

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

Bibliography:

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

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

3. Vygotsky L. S. coll. op. in 6 vol. M., 1992

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Development of intellectual abilities of preschool children through didactic games

Intellectual development of preschool children through didactic games

The game is the main activity of the child in preschool age, playing, he learns the world of people, playing, the child develops. In modern pedagogy, there are a huge number of games that can develop the sensory, motor, and intellectual abilities of a child. The concept of "development of the intellect" includes the development of memory, perception, thinking, i.e., all mental abilities. With the help of the game, you can attract interest in learning, cognitive and creative activities, reveal the artistic abilities of preschoolers. A didactic game is a game form of exercises, without which it is impossible to do in training. In order for children to acquire knowledge, skills, skills, they must be exercised in this. Exercise as a simple repetition does not arouse interest, children are quickly distracted and tired. The exercise, carried out in a playful way, is perceived by children in a completely different way. They repeat the necessary actions and words with interest. The game is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the need to influence the world is realized in the game. The most famous teacher in our country, A. S. Makarenko, characterized the role of children's games in this way: “The game is important in the life of a child, it has the same meaning as work, service in an adult. What a child is at play, so in many respects he will be at work. Therefore, the upbringing of the future figure takes place primarily in the game ... ”In the first seven years, the child goes through a long and difficult path of development. This is clearly reflected in games that year by year become richer in content, more complex in organization, more diverse in character. In the first two years of life, when the child's imagination is not yet developed, there is no play in the true sense of the word. At this age, we can talk about the preparatory period of the game, which is often called "objective activity". By the age of two, children's games show those features that are clearly manifested at a later age: imitation of adults, the creation of imaginary images, the desire to act actively. In the third year of life, the child begins to develop imagination, a simple plot appears in games. The play actions of a child of 3-4 years of age are based on actions with toys. At this age, the baby is characterized by a special interest in the objective world. Children aged 4-5 years have greater attention span. At this age, tactile, visual, auditory perception is improved, the process of memorization and recall develops. Children 4-5 years old are interested in games that combine movement with solving mental problems. For the fifth year of a child's life, it is advisable to use word games more often, and not only for the purpose of developing speech, but also for solving mental problems. An important criterion for assessing the development of a child of 6-7 years old is his ability to assimilate new information. The more the child shows interest in reasoning, the better he learns new concepts. For the development of a 6-7 year old child, visual-figurative thinking is characteristic.

In the program of education and training in kindergarten, the following classification of preschool games is given:

Plot-role-playing;

Theatrical;

Movable;

Didactic

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

Classification of didactic games:

1. Didactic games with objects.

During games with objects (toys), children get acquainted with their properties and features, compare, classify them. Gradually, their playing activity becomes more complicated, they begin to single out, combine objects according to one attribute, which contributes to the development of logical thinking. Children are increasingly attracted to tasks that require conscious memorization, oblige to search for the missing toy. In a didactic game, it is necessary to make the subject of attention and content of children's speech exactly what meets the goal set by the educator. If we fix the names of certain objects, then it is necessary to select these objects. If we fix the names of qualities, then these qualities should be clearly visible to children. For example, the teacher fixes the exact name of the color in children. He selects several similar objects of different colors for the didactic game “Guess what you hid”. There are six flags on the table: blue, white, red, yellow, green, orange. The teacher hides the blue flag. The leading child must name the sign of the object. Children really like such games as “Find and bring”, “Magic bag”, “What is superfluous”, “Guess what has changed”. In this game, the teacher combines the arrangement of objects so that the children have to use the words: left, right, front, side, top, bottom.

2. Board games

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

3 Word didactic games

Verbal didactic games are of great importance in the speech development of children. They form auditory attention, the ability to listen to the sounds of speech, repeat sound combinations and words. Verbal didactic games are the most difficult, because they make you operate with ideas, think about the things with which they act at that time. Preschoolers have to describe objects, guess them according to the description, reason. This type of games is especially important if the child still does not speak well.

Word didactic games:

Travel games (they are designed to enhance the impression, give cognitive content, draw the attention of children to what exists nearby, but they do not notice it)

Games-assignments (“Collect cubes of such and such a color in a basket”, “Get items out of the bag round shape» Encourage children to think about the next action, which requires the ability to compare knowledge with circumstances or proposed conditions, establish causal relationships, active work imagination.

Riddles games (develop the ability to analyze)

Games-conversations (the basis is the communication of the educator with the children, children among themselves, which appears as a game learning and game activity)

Didactic games should develop curiosity, the ability to independently solve mental problems, contribute to the creation of stable gaming teams united by common interests, mutual sympathy, and comradely relationships.

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

Draft program "Development of intellectual abilities of children of senior preschool age"

fleeting chance. Only work and will

can give it life and turn it into glory.

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

childhood years that entered his mind and heart

from the surrounding world - from this in a decisive

degree depends on what kind of person you become

today's baby.

V. A. Sukhomlinsky

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

At present, there is a need for effective psychological and pedagogical support for the development of intellectual abilities of preschool children. Since the intensive development of intelligence at preschool age increases the performance of children at school and is the potential for mental development in relation to subsequent stages life path personality.

In this regard, it became necessary to create a draft program "Development of the intellectual abilities of children of senior preschool age"

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

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

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

In addition, the draft program will help the families of pupils to be involved in the process of developing the intellect, and this will make the process of child development more open. Which in turn activates partnerships between the teaching staff and parents. And it will expand the range of forms of interaction with parents of unorganized children in the advisory center "Modern Family".

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

Main goals:

More details on the site nsportal.ru

Methodical development (middle, senior, preparatory group) on the topic: Games that develop the intellectual abilities of preschool children

The effective development of the intellectual abilities of preschool children is one of the urgent problems of our time. Preschoolers with a developed intellect memorize material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school.

When introducing innovative methods and forms of work into the educational process of a preschool educational institution, it must be remembered that classes should stimulate mental development child, improving his perception, attention, memory, thinking, speech, motor sphere, that is, those mental functions and personal qualities that underlie the successful development of the curriculum.

An important means of shaping the mental activity of the baby, his intellect is the game. In preschool pedagogy, there are many different teaching materials: methods, technologies that provide the intellectual development of children are: Gyenesh logical blocks, Kuizener's sticks, V. Voskobovich's games and puzzle games.

The main purpose of these games is to develop little man, correction of what is inherent and manifested in it, bringing it to creative, search behavior. On the one hand, the child is offered food for imitation, and on the other hand, a field for imagination and personal creativity is provided. Thanks to these games, the child develops all mental processes, mental operations, develops the ability to model and design, and forms ideas about mathematical concepts.

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

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

In this regard, new game forms teaching and educating children, in particular, new developing didactic games.

The essence of the game as the leading type of activity lies in the fact that children reflect in it various aspects of life, features of adult relationships, clarify their knowledge of the surrounding reality.

Play is a means by which a child learns about reality and one of the most attractive activities for children. Most effective means development of mental activity are Kuizener's sticks, Gyenesh's logical blocks, Voskobovich's games, puzzle games.

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

Stages of introducing children to a new game

Stage 1: Adding a new game to the group.

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

Stage 2: The actual game.

Purpose: To develop: logical thinking, understanding of the set, the ability to identify properties in objects, name them, generalize objects according to their properties, explain the similarities and differences of objects.

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

Stage 3: Independent play of children with educational material.

• Develop creativity, imagination, fantasy, ability to design and model.

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

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

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Explanatory note

game in childhood- the norm, the child should play, even if he is doing the most serious business. The game reflects the inner need of children for vigorous activity, it is a means of learning about the world around them. Thanks to the use of educational games, the learning process of preschoolers takes place in an accessible and attractive shape, favorable conditions are created for the development of the intellectual and creative potential of the child.

Ya. A. Comenius believed that the game is not only a type of activity for a preschooler, but also a means of his mental and moral development and education. Preschool is milestone in the formation of a person, a sensitive period for the development of many mental processes.

It is at preschool age that the work of all analyzers improves, the development of individual sections of the cerebral cortex, and the establishment of connections between them. This creates favorable conditions for the beginning of the formation of the child's attention, memory, mental operations, imagination, speech.

The full development of intellectual abilities is important for preschool children who will have to go to school in the near future. The intensive development of intelligence at preschool age increases the ability of children to learn at school and plays an important role in the education of an adult.

The issue of the full development of the intellectual abilities of preschool children is still relevant today. Preschoolers with a developed intellect learn more easily, memorize material faster, are confident in their own abilities, and adapt more easily to a new environment. The creative qualities of the individual and a high culture of thinking help the child adapt to various life situations.

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

preschool age led to the solution of this problem through the educational games of Voskobovich, Gyenesh, Kuizener.

The use of educational games by Voskobovich, Gyenesh, Kuizener allows organizing joint gaming activities of the teacher and children.

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

colorful design of play aids make the child's stay in preschool joyful.

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

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

Program objectives:

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

Program construction principles:

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

7. The principle of creativity is the acquisition of their own experience by children

creative activity.

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

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

Educational games of Voskobovich, Gyenesh, Kuizener

• games for the development of sensory abilities ("Geokont" / constructor /, "Game square", "Transparent figure", "Miracle puzzles", "Colorful ropes", "Math baskets")
• games for attention ("Transparent Square", "Transparent Number". "Gleb Went Home", "Gyenes' Blocks")
• games for the development of logical thinking ("Geokont", "Splash-splash boat", "Voskobovich Square" (two-color), "Snake")
• games for the development of creative thinking ("Voskobovich's Square (four-color)", "Miracle Crosses", "Wonder Honeycombs",)
• games for the development of speech ("Cord-zateynik", "Geokont", "Labyrinths of letters", "Transparent square")
• games for the development of the imagination ("Kuizener's Sticks", "Miracle Honeycombs", "Miracle Crosses", "Transparent Square"

Expected Result

Children are able to analyze, compare, contrast, effectively assimilate mathematical representations, independence develops in making and choosing decisions, speech-proof, verbal communication develops;

• are able to perform complex mental operations and bring what they started to the end;
• able to see the problem, make decisions independently;
• developed fine motor skills of the hands.

Information about program participants:

The program is designed for children of senior preschool age for one academic year. She assumes Active participation parents, teachers.

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

Means of program implementation:

Sets of educational games by Voskobovich, Gyenesh, Kuizener, fairy-tale heroes purple forest.

Material from the site nsportal.ru

INTELLECTUAL DEVELOPMENT OF CHILDREN OF DIFFERENT AGE GROUPS

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

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

At a younger preschool age, the child's communicative behavior becomes more complicated, the objective behavior improves and social perception begins to develop, the first stable ideas, imaginative thinking, imagination and productive activities arise.

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

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

Already in early preschool age, the cognitive function of speech is of great importance. This applies to the information that an adult tells him in response to the inquisitive questions of the child, is actively replenished lexicon generalizing words, verbs, names of properties and relations.

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

Most skills and knowledge are acquired by children from the game.

Intellectual development of children of middle preschool age

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

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

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

Development of general motor skills and fine motor skills hands becomes more difficult (3-4 years: they hold a pencil well, throw the ball over their heads; 5 years: they throw the ball up and catch it with both hands, reinforce self-service skills).

Intensive speech development and understanding of speech is expressed in the fact that a child of 4 years old is able to determine and name the shape, color, taste, using words - definitions. During this period of preschool age, vocabulary is significantly increased by naming the main subjects. By the age of five, he masters generalizing words, names animals and their cubs, professions of people, parts of objects.

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

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

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

Intellectual development of children of senior preschool age

The cognitive activity of the older preschooler mainly takes place in the learning process. Of no small importance is the expansion of the sphere of communication.

Improves in preschool age nervous system, the functions of the cerebral hemispheres are intensively developed, the analytical and synthetic functions of the cortex are enhanced. The mind of the child develops rapidly.

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

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

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

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

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

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

At the senior preschool age, the most complex systems of general ideas about the world around arise and form in the child, and the foundation is laid for content-objective thinking.

Thus, we can conclude that the intellectual development of preschoolers is a systematic and purposeful pedagogical impact on a growing person in order to develop the mind. It proceeds as a systematic process of mastering by the younger generation the socio-historical experience accumulated by mankind and represented in knowledge, skills and abilities, in norms, rules, etc.

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

Intellectual development also involves the formation of a child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity.

Municipal budgetary preschool educational institution

Kindergarten No. 12 "Squirrel", Kotovsk

"Intellectual development of children

preschool age"

Kormyshova Yu.A.

Kotovsk 2015

INTELLECTUAL DEVELOPMENT OF CHILDREN OF DIFFERENT AGE GROUPS

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

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

At a younger preschool age, the child's communicative behavior becomes more complicated, the objective behavior improves and social perception begins to develop, the first stable ideas, imaginative thinking, imagination and productive activities arise.

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

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

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

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

Intellectual development of children of middle preschool age

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

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

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

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

Intensive speech development and understanding of speech is expressed in the fact that a child of 4 years old is able to determine and name the shape, color, taste, using words - definitions. During this period of preschool age, vocabulary is significantly increased by naming the main subjects. By the age of five, he masters generalizing words, names animals and their cubs, professions of people, parts of objects.

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

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

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

Intellectual development of children of senior preschool age

The cognitive activity of the older preschooler mainly takes place in the learning process. Of no small importance is the expansion of the sphere of communication.

In older preschool age, the nervous system is improved, the functions of the cerebral hemispheres are intensively developed, and the analytical and synthetic functions of the cortex are enhanced. The mind of the child develops rapidly.

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

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

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

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

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

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

At the senior preschool age, the most complex systems of general ideas about the world around arise and form in the child, and the foundation is laid for content-objective thinking.

Thus, we can conclude that the intellectual development of preschoolers is a systematic and purposeful pedagogical impact on a growing person in order to develop the mind. It proceeds as a systematic process of mastering by the younger generation the socio-historical experience accumulated by mankind and represented in knowledge, skills and abilities, in norms, rules, etc.

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

Intellectual development also involves the formation of a child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity.

Tatyana Stanislavovna Kurtsaeva

Reading time: 4 minutes

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Article last updated: 01/09/2019

The most important role in the training program for children of senior preschool age is played by their creative and intellectual education. Preschool age is the most fertile time for the formation and education of an aesthetic and purposeful personality. The necessary basic knowledge laid down by parents at an early age will provide undeniable support both in the learning process and in later life. Based on this, each parent should clearly understand the seriousness of the role of mental development in the life of the crumbs, and not shift it completely to teachers and educators.

Intelligence is one of the primary qualities of the human psyche, its formation begins in infancy. Each new word heard, sensation received, phenomenon seen is reflected in the formation of the child's character.

Creativity is an individual trait inherent in each person and affecting the quality of the performance of any creative tasks.

Program for the formation of creative abilities

Each newborn has a good artistic potential, the features of further improvement of which fall on the shoulders of parents and kindergarten teachers. Preschool age is the best period for educating children of a developed aesthetic personality, as well as the ability to see and appreciate the beauty of the world around them.

The aesthetic abilities of a person are determined by a number of his features and skills.

• The ability to come up with the maximum number of non-standard ideas in a short time;
• The ability to apply knowledge gained as a result of performing some tasks in solving others;
• The ability to perceive the surrounding reality as a whole;
• The ability of memory to reproduce the necessary information at the right time;
• Craving for experimentation.

Based on the foregoing, we can conclude that in order to form creative abilities, it is first necessary to develop a child's imagination, creative thinking and artistic potential.

Methods and means for the rapid and maximum disclosure of creative possibilities include certain conditions and programs, following which children and parents can easily achieve positive results.

• Physical activities with the baby play an important role in his development, and they must begin from the first months of his life.
• Surround your child with toys that are a little ahead of their needs. Their design features will push the baby to the rapid development of creative thinking and imagination.
• Give your child the freedom to choose activities. Do not impose your opinion on him, let him decide what occupation he likes.
• During the implementation of the training program, give your son or daughter all possible, but not excessive help, and do not prompt them in cases where they are able to think of the right solution themselves.

A warm and friendly atmosphere should be maintained in the family and the children's educational institution. Parents and teachers should in every possible way encourage children to engage in creativity, encourage them for this and console them in case of failure.

Features of intellectual development

The mental development of a preschooler can be conditionally divided into several stages, corresponding to the age of the child. The main period in the formation of intelligence in a baby begins in the first months of his life, and is due to the study of the world around him and the acquisition of new emotions and knowledge. Already at this time, the rudiments of analytical thinking are laid in the child and the first acquired experience is accumulated. The more experience the baby gains at the beginning of his life's journey, the more active his aesthetic development and upbringing will be.

The next stage of intellectual development falls on a more conscious age of the child. A two-year-old baby watches with interest what is happening around him and with pleasure applies the experience gained earlier to achieve new goals. During this period, the baby experiments a lot, he is active and inquisitive, and the task and role of parents by all possible means is to encourage his aspirations and characteristics.

The third period of development of mental abilities takes place in difficult conditions of the first age crisis of 3 years. At this stage, the development of the child goes by leaps and bounds, he learns the world around him, learns to compare what he saw and heard with previously accumulated knowledge, and is even able to draw his first independent conclusions. He is very inquisitive and constantly asks adults various questions, which in no case should be left unanswered. The paramount mission of parents and teachers is to satisfy and reward all kinds of manifestations of children's curiosity.

For children of older preschool age, the fourth period is characteristic, which differs not only in the formation of the child's intellect, but also in the development of his communicative features.

Methods and means of educating intellectual abilities

Features of any classes for preschoolers and seniors, and younger age, this is their conduct in the form of a game. In this case, the assimilation of the program is much easier and faster, children get tired less and do not lose interest in classes for a longer time.

The task of parents to provide crumbs essential toys, books, coloring books and other visual aids. From early childhood, it is necessary to buy him not just bright and beautiful trinkets, but to acquire those that, in addition to entertaining, will also play a developing role. For these purposes, all kinds of pyramids, insert frames, various sorters, magic spheres, designers and musical toys are excellent.

Good influence on the intellectual development of older preschoolers role-playing games and activities, especially if the theme and plan of the game program are invented by the baby himself.

At the age of 3 - 4 years, puppet shows, in which he and other family members take part, will be an excellent educational entertainment for the crumbs. Plots entertainment programs and productions can be very diverse, but they must certainly include a moral and instructive component.

Excellent assistance in the education of an intellectual personality is provided by riddles that develop memory and the ability to think logically. And for the development of mindfulness and the ability to beautifully express your thoughts, a good role will be played by the joint reading of fairy tales and poems.

Conducting dialogues with a son or daughter plays an important role in the formation of intelligence, logic and creative thinking. Answer their questions, explain why it is necessary to do it this way and not otherwise, make them analyze what they heard and saw, think and draw conclusions.

Music, physical education, and the study of foreign languages ​​have a positive effect on the aesthetic and intellectual development of preschool children.

One of the leading roles in the education of children's artistic and intellectual abilities is played by joint creativity. Do not save money when buying materials and various kits, modeling dough, all kinds of coloring and applications, kinetic sand, paints and much more are ideal for such activities. If the first time you failed to interest your child, take the initiative, show him what wonderful works he can create with his own hands, showing a little imagination and imagination.

The role of games and activities in the formation of intellectual and creative abilities

Currently, in the field of preschool education, there is a large number of methods and programs aimed at the aesthetic education of children. But one of the important components of artistic and intellectual education is the game. Starting classes with a baby, it is enough to repeat two or three exercises, then the baby will not get confused in the rules, and your lessons will give a quick positive result.

• Name any object and invite your child to come up with good and bad associations for this word. For example, "winter", good associations - snow, New Year, sleds, skis, bad - slippery, you can fall, cold.
• Blindfold the baby and give him any familiar object in his hands, with the help of tactile sensations, he must guess what he is holding and tell in memory what this object looks like, and list its features and characteristics.
• Even very young children will be very interested in modeling. Buy special "Sculpting Dough" kits that include all kinds of molds, stacks and boards. Let the baby fantasize and create, helping him a little with this.
• Draw on a piece of paper geometric figures and invite him to show his imagination and turn them into something completely new, drawing and coloring at his discretion.
• During the walk, invite your son or daughter to play, coming up with opposites to the words you have guessed. For example, "sweet" - "sour", "dry" - "wet".

Get your child interested in different game programs with the use of didactic material: cards, lotto, children's dominoes, mosaics.

• Show your child a picture of several different objects, one of which is repeated twice. The task of the child is to find two identical.
• Offer him a card that shows several objects, 4-5 of which are the same, and one is significantly different. Offer to find him.
• Draw a picture of a house without windows or doors, a bicycle without wheels, or a tree without leaves, invite the child to find the missing details and finish them on their own.
• Lay out several objects on the table and invite the baby to remember their location, then he turns away, and in the meantime you either remove one of them, or add, or swap toys in places. Turning around, he must guess what changes have occurred on the table.

Raising a child, it is necessary to pay attention not only to the physical or mental development but also to nurture a versatile personality in him. And even if a great artist or musician does not come out of him, over time he will turn into a harmoniously developed person, able to find a creative approach to any life situation.

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The ideal situation is when you decide to purposefully develop the intellectual abilities of a preschooler, say, at 4-6 years old. And they didn’t just delegate this lesson to educators or tutors, but found time to study with the child.

Before grabbing at all the opportunities for preschool development, let's decide on the basic abilities that need to be developed.

Basic intellectual abilities to develop in children

Develop the practical and emotional intelligence of a preschooler, his creative and logical thinking consciously, with an understanding of what needs to be worked on. Children aged five to seven years are in dire need of training:

• perception- cognitive process (it can be simple, complex and special in relation to abstract concepts - time, movement, events);
• memory- the foundations of the foundations, without which the further effective development of the intellectual and creative abilities of preschool children is impossible;
• attention: fascinating mental activities help in the formation of voluntary attention; the task of parents is to “switch” the child from involuntary attention during the game to arbitrary for better perception and assimilation of new information.

What kind of intelligence of a preschooler will we develop?

The development of emotional and social intelligence is the subject of a separate article.

We will talk mainly about how to develop mental intelligence (logical-mathematical and spatial) and worldly intelligence (sanity and quick wits).

Intelligence, mind power are realized through a number of abilities that it is desirable to develop from early childhood:

• to know and learn;
• analyze information for its systematization and qualitative assimilation;
• the ability to think logically;
• find patterns and differences in the information received, build associations with previously learned facts.

Wondering if you can handle all this on your own? But you are not one of those who will give in to difficulties. Otherwise, they would not read our material. 😉

Direct the first efforts to the development of imaginative thinking, logical-mathematical, analytical abilities at a basic level.

At the age of 6-10 years, a person's mindset is formed - analytical, visual-figurative or mixed.

Already in primary school children should actively develop:

• operative memory (the ability to keep in mind several intermediate facts, decisions, conclusions);
• skills of ordering thoughts in judgments, striving to build the correct architecture of thinking;
• the ability to draw conclusions from the received arrays of information;
• gradually increase the speed of analytical and other operations.

To better understand how to develop the intellect in a child, how to be able to help him improve his mental abilities, you must remember:

• only comprehensive work on increasing intellectual abilities in primary school age (logic, creativity, erudition, emotional, social and practical intelligence) forms a successful personality;
• a pronounced tendency to analytical thinking does not cancel creative impulses, they only “hide” behind logic, but they can and should be developed in order to educate a harmonious personality;
• it is necessary to increase intellectual abilities not only at the computer, but also through sports: the undisputed leaders are chess, karate; any team game sports, general physical training and athletics are also useful.

Exercises for developing the abilities of younger students

In the first grades, children do not yet learn mathematics, they are just beginning an introduction to the course of arithmetic. However, it is already possible to solve simple mathematical puzzles, tasks for finding patterns and other tasks for logic with them.

Such exercises are both an excellent training for the child in the ability to think and reason, and for parents a pleasant preparation for doing homework together.

The period from seven to ten years- the most intensive in terms of the development of intelligence. At this time, nature itself helps: the child's sense of rivalry intensifies and voluntary attention and a conscious interest in analytic activity. To mathematical and logical tasks, you can safely add:

• tasks for spatial thinking (figures and their sweeps, reflections, etc.);
• chess - perfectly develop the intellect and motivate with the opportunity to surpass the opponent in the flexibility and ingenuity of the mind; chess problems for beginners - they are able to teach even a beginner to play chess at a decent level and significantly increase interest in this game;
• various puzzles for verbal-logical, visual-figurative and abstract-logical thinking, creativity, ingenuity and ingenuity, including tasks for truth and lies, algorithms, puzzles with matches and much more.

A comprehensive training program is built in such a way that the level of complexity in each category of tasks gradually increases. The LogicLike training system will tell you where to start.

Classes and activities for middle school and teens

From the age of 10-12, in classes for the development of intelligence, you can focus on rivalry or on an entertaining and playful form of pastime that is beneficial for the mind and mood.

Perhaps, best options the answer to any parent on the question of how to develop intelligence in a student:

• olympiads and competitions (real and "playing", at school and at home between friends);
• entertaining competitions for solving logical problems;
• family, friendly and official chess tournaments;
• joint solution of sudoku, solving crossword puzzles;
• guessing puzzles, logical riddles, tasks and puzzles for logic and ingenuity, and much more.

As a result of passing the course for the development of logical thinking and intelligence, a 10-12-year-old child will not only be able to solve such complex problems that many adults may not be able to do, but in many aspects of intellectual development will be two heads higher than their less purposeful peers.

Is it possible to develop intelligence in an adult after 40 years?

Yes, the answer to this question is unambiguous and positive. You can increase your level at 20, and at 35, and at 55 years old. What changes is the time it takes to get results and the amount of effort required.

What can be done to improve the functioning of one's own brain as an adult?

• Eliminate barriers that may prevent you from moving forward:
  - turn off the fear of failing in new activities for you;
  - realize that only knowledge of a narrow topic, even at the highest level, does not make a person smarter on all fronts, and often, on the contrary, greatly interferes with versatile harmonious development intellect and personality;
  - even if you are already an accomplished super-pro in your field, your motivation should not suffer, especially if you already have children: work out with them, both for them and for yourself.
• Do you understand the importance of regular exercise? The human brain is the same muscle. If she is not dealt with for years, she will become flabby, but you can bring her into shape in a cycle of classes to increase the intellectual level through the development of creative abilities and logical thinking. Solve logical problems with children, solve riddles and mathematical puzzles, play chess.
• Read more books. But even if you have speed reading skills, do not forget that sometimes you just need to read for pleasure: delve deeply into the plots, enjoy the works, "living the adventures of the protagonist." Good book(remember what works inspired you as a child and in your youth) can work as a full-fledged " vitamin complex for the mind." This is fertile ground, but in order for the brain to constantly be in good shape, it must be regularly trained.

How to increase the level of intelligence in an adult and a child at the same time?

Go in for sports, reading and the complex development of logical thinking and intellectual abilities together, with the whole family.

Okay, with sports activities and reading, everything is clear. It would be nice to find a place where the most interesting and diverse tasks, riddles, puzzles and other tasks for the full development of intelligence are collected ...

Most parents do not have enough time to try everything that can be useful for their child. But we all know that it's just a matter of priorities.

Perhaps the time has come to take responsibility not only for regular family offline activities, but also for joint online activities?

Why did 250,000 children and parents choose LogicLike?

• We have created a full-fledged course for the formation of the logical foundation of thinking;
• you can practice on a tablet, smartphone, computer or laptop;
• you can start with 20-30 minutes a day, it is important to do a warm-up for the mind “without downtime” - regularly, every day;
• appoint a convenient time for everyone, and teach the child to discipline: make your joint training of intellectual abilities a family ritual, for example, after dinner;
• during the summer holidays, some children need to increase the load so that the brain is in good shape.

Develop logic and intelligence playfully, easily and with pleasure. Form a useful habit of exercising for 20 minutes every evening.