Tasks for the development of thinking for teenagers. Development of thinking

Development of thinking, logic, memory, attention, observation, perception, verbal and non-verbal intelligence. Burime, limericks, riddles as a means of intellectual development. Logical tasks and questions for the development of logic are given. Warm-up exercise in the group training procedure. Group psychological training procedure. Participants play a game: as if they are “thought-aholics” and want to be cured of it. Group psychological training procedure. Participants are shown a table with 25 letters for a short time, then from memory they must form words from these letters. Group psychological training procedure. Participants find analogies in unrelated things. The exercise is aimed at developing wit and intelligence in general. The exercise will help to reveal intellectual abilities, actualize hidden potential and develop wit. Developing the ability and habit to compare different kinds of objects and phenomena with each other. The exercise will allow you to somewhat develop your intellect by increasing the objective power of thought. The exercise is intended for individual use. It will help you learn to create a verbal portrait, quickly remember the appearance of other people, their characteristic features. Develops visual memory. It’s not at all easy to think without swearing. But it is necessary if you want to increase your intelligence. Group psychological training procedure. Aimed at revealing intellectual abilities. Group psychological training procedure. Participants remember different poses. Group psychological training procedure. Participants come up with hieroglyphs and write down their thoughts with them. Group psychological training procedure. Participants are looking for an extra four-digit number. Group psychological training procedure. Aimed at developing observation and visual memory. The exercise will help increase your intellectual level by developing combinatorial abilities. It never hurts to look at the world through the eyes of a fool: on the one hand, it will increase your respect for your own intellect, for your achievements in the intellectual field, and on the other hand, it can help expand your worldview, finding new, useful truths in a wide variety of areas of knowledge! Group psychological training procedure. Participants train in abstraction-concretization. An exercise to develop observation skills and the ability to quickly assess the personal qualities of other people. The exercise is designed to develop conceptual thinking and intelligence in general. Group psychological training procedure. Participants try to remember the algorithm for performing actions with numbers. Group psychological training procedure. Participants offer multiple interpretations of the same story. A small exercise will help to very effectively develop flexibility of thinking. The exercise will help develop intellectual abilities through the development of analytical abilities. The exercise develops observation and intellectual abilities. Group psychological training procedure. Can be used both in intelligence training and as an intellectual warm-up for other trainings. Participants select rhymes. The exercise will help develop observation, the ability to understand people, and understand their problems. Group psychological training procedure. Each participant receives secret instructions on how to behave; others have to guess. The exercise is aimed at developing observation skills. A well-known exercise aimed at developing intellectual flexibility. Group psychological training procedure. Participants solve anagrams: not only the letters are mixed up, but also the words. Group psychological training procedure. The exercise is aimed at revealing intellectual abilities and developing the ability to understand people. A procedure for group psychological training aimed at developing intellectual abilities. Develops the ability to think logically and judiciously. Group psychological training procedure. Participants come up with superpowers for themselves. The exercise is aimed at developing fluency in thinking. Group intellectual training procedure. Participants draw various funny conclusions from the given axiom that “everything is relative.” A procedure for group or individual intellectual training. Participants put order in the words of proverbs. Group psychological training procedure. Participants compete with each other to see who can come up with the longest hiatus (a series of vowels in a meaningful sentence). Group psychological training procedure. Participants imagine themselves as chess pieces. A group psychological training procedure aimed at developing intellectual abilities. Well suited for loosening up the group, getting the participants to know each other (to start the training). It is necessary to leave only those words that denote similar objects in some way, and exclude one word “superfluous”, which does not have this characteristic. Group psychological training procedure. Participants are divided into 2-3 teams and collectively count in their heads. Intellectual liberation. Exercises aimed at developing memory through expanding memory capacity, mastering special memorization and recall techniques. Several exercises for memory development in teenagers. Development of voluntary attention, as well as individual characteristics of attention. Development of imagination, fantasy. Development of analytical and combinatorial abilities. It would be a good idea for anyone to develop their imagination. A good imagination allows our memory to work more efficiently and effectively, and is also a reliable support for our thinking, allowing us to operate with complex images. One way to develop imagination is through poetry. Changing habitual temporary connections. Changing habitual spatial connections. Changing the usual community connections. Several games to develop visual memory. The main thing in the development of visual-figurative thinking is to teach how to create new images and liberate imagination. This exercise, or rather a series of exercises, is designed to develop speed reading skills. Several games to develop tactile memory. Several word games. Development of verbal intelligence. Development of verbal intelligence. This technique will help in developing original ideas and unexpected solutions to problems. Designed for uncertain situations in which all possible ways to solve the problem are not clear. Exercises aimed at developing quality perception. Development of verbal intelligence. Mastering a mnemonic technique. Development of attention and memory in the process of group training. The exercise is designed to develop memory and verbal intelligence. Development of intelligence in group training. Development of verbal fluency. Formation of the ability to use words and accurately express thoughts. Verbal fluency. Development of verbal intelligence. Development of verbal intelligence. Development of conceptual thinking. Development of associative thinking. Development of intuitive perception of the probability of events, tactical abilities. Development of verbal intelligence: restoration of word order in proverbs. Development of concentration. Development of concentration. Development of conceptual thinking. Development of logical thinking. Group psychological training procedure. Participants come up with a verbal description of the monster. Development of concentration and imagination. Development of verbal intelligence and imagination. Development of verbal fluency. It is necessary to generalize and limit concepts. Development of conceptual thinking. Development of verbal fluency. Development of critical thinking, attention, sense of language. Development of conceptual thinking. Development of attention, sense of language. Development of attention. Development of imagination. The task is aimed at breadth of thinking and comprehensive analysis. Development of verbal intelligence. Development of verbal fluency. Development of verbal intelligence. Development of verbal fluency. Development of verbal intelligence. Development of verbal intelligence. Development of verbal intelligence. Intellectual liberation. Development of logical thinking. Forming an attitude towards a comprehensive analysis of the situation. The task disciplines and deepens thinking. Development of verbal fluency.

Material from Summer Camp

Exercises for the development of thinking “Tree of Wisdom” Age: middle school, high school.

Leading. First, let's quickly but carefully read the text. Now everyone writes a note asking a difficult question about the text. After that, wrap the note and attach it to the tree with a paper clip. (The role of the tree can be played by the leader.)

After this, the participants take turns approaching the tree, “plucking” the note and answering the question out loud as fully as possible. The rest evaluate the question and answer.

Game development of thinking “Shortening the story” Goal: developing organization and increasing clarity, the ability to be distracted from trifles.

Age: 9-10 years.

Progress of the game: Present it printed or read a short story. Its content must be conveyed as concisely as possible, using only one, two or three sentences, and so that there is not a single extra word in them. In this case, the main content of the story, of course, must be preserved, but minor points and details should be discarded. The winner is the one whose story is shorter while maintaining the main content. It is possible to jointly refine and polish the most successful answers.

Exercise to develop thinking “Looking for treasure” Age: preschool.

This task teaches the child how to navigate in space and terrain using a plan.

At the beginning of the game, you and your child should draw a plan of the room, depicting all the pieces of furniture on it, as well as windows, doors, etc. In this case, you should explain to the child that the plan is a view from above.

After this, you need to ask the child to leave the room for a while and hide a toy or treat in it. On the plan, the location of the “treasure” should be marked with a bright cross. Over time, you can complicate the child’s task by drawing a plan of an apartment or a summer cottage.

Thinking game “Where does a cat fit?” Age: preschool.

Ask your child to pretend to be an animal he knows (cat, dog, goat, etc.). Offer to think of places where it could fit. For example: “Will the cat fit in our apartment? But will it fit in this box? What about in the bag? What about in your pocket? – let the child come up with places where the cat can be placed.

The game promotes the development of imagination, speech, memory, and matching skills.

Game for developing thinking “The Key to the Unknown” Goal: development of cognitive activity, focus of the thought process.

1.Children of primary school age are asked to guess what the teacher hid in his hand. To do this, they can ask questions and the teacher will answer. The teacher explains that questions are like keys to doors behind which something unknown opens. Each key opens a specific door. There are many of these keys. At each such lesson (it can be used as a five-minute warm-up in a lesson), two or three “keys” are offered, on which key words for questions are written (for example: “types”, “properties”, “influence”, “change”, etc. .P.). Children should ask questions using these key words: What species is it? What are its properties?

2. For teenage children, instead of objects, you can offer drawings or photographs taken with high magnification. The main thing is that they resemble in appearance some well-known objects or phenomena, but at the same time contain a number of contradictory details that do not make it easy to determine what is depicted. When asking questions about an image of an incomprehensible object, you can use the following scheme:

What type of phenomena does it belong to? Why does it change? What influences it? What properties does it have? etc. Imagine that in front of you is an image of a completely incomprehensible object. What questions can you ask to understand what it is? Try to ask as many different questions as possible and fill out the diagram: each arrow corresponds to a new type of question with a new keyword.

Exercise to develop thinking “Tree, leaf, fruit”

Goal: Expanding children's understanding of living nature. Age: preschool, junior school.

Material:

Box with two compartments;

Cards with the image and name of various trees (spruce, pine, oak, maple, linden, apple, cherry, pear, coconut palm);

Cards depicting the leaves of these trees;

Small toys or natural fruits of these trees.

Progress: The child chooses a card with a tree and matches it with a card with a leaf and a fruit.

Exercise to develop thinking “Assemble a figure” Goals: development of spatial concepts, spatial thinking and memory; mastering sensory standards (geometric figures); development of graphic skills.

Materials: sets of cut geometric shapes according to the number of participants.

Time required: 20-25 minutes.

Procedure

Each participant is given a set of cut geometric shapes necessary to assemble all the reference shapes. After this, the presenter demonstrates the first assembled figure, destroys it in front of the students and asks the children to assemble the same one from the parts that they have. All standard figures are sequentially demonstrated, which children must assemble independently, without relying on a sample. It is important to remove the reference figure each time after demonstrating it, without leaving it for correlation and copying while the children are solving a mental problem.

If participants perform this task at different speeds, it is advisable to switch to individual demonstration of standards, which will help maintain the participants’ interest in this exercise.

Comments on the lesson: The lesson will be successful if by this time the presenter is able to establish contact with the students and create a special microclimate in the lessons, different from the atmosphere of regular lessons. Only in this case will children be able to imagine freely.

Solving mental problems will be successful if the psychologist manages in previous classes to develop the motivation to achieve success in activities and to form an attitude towards achieving a positive result. When performing the second exercise, it is necessary to provide assistance in organizing activities to students who need it.

Exercise to develop thinking “Terrain plan” Goal: Development of skills in joint activities.

Age: preschool, junior school.

Material: cardboard playing field, a set of cards with a drawn plan of the area - toy houses, trees, bridges, river, lake.

Conduct: Children are divided into teams and choose any card with a plan and arrange the toys in accordance with this plan.

Exercise to develop thinking “Say the opposite” Goal: development of thinking and imagination.

Big - small, thick - thin, black - white, hot - cold, empty - full, light - heavy, clean - dirty, sick - healthy, child - adult, fire - water, strong - weak, cheerful - sad, beautiful - ugly, coward - brave.

Exercise to develop thinking “Funny counting” Purpose: warm-up exercise. Can be used to develop thinking and attention in schoolchildren.

To carry out this exercise, a set of cards with numbers from 0 to 9 for each team is prepared in advance. The group is divided into 2 teams. The teams line up opposite the leader, in front of whom there are two chairs.

Each player receives a card with one of the numbers. After the team leader reads the example, the players with the numbers that make up the result run out to the leader and sit on chairs so that the answer can be read. Let's say this was an example: 16+5. Participants who have cards with the numbers 2 and 1 in their hands should sit on the chairs next to the leader, since the sum of 16 and 5 is 21. The team that managed to do this quickly and correctly earns a point. The score goes up to five points.

Exercise to develop thinking “Development of generalization skills” Goal: development of generalization skills.

Age: teenager.

It is necessary to name a generalizing (generic) and limiting (species) concept for each of these concepts:

Christianity

Bush

Geography

Grammar

Songbird

Parallelepiped

Landowner

Movement

Radiation

Feminine noun

Polygon

Russian writer

Game to develop thinking “Eliminate the unnecessary” Goal: development of thinking

Age: junior school age.

Instructions: choose the odd one out of 3 words.

orange, kiwi, persimmon

chicken, lemon, cornflower

cucumber, carrot, grass

sugar, wheat, cotton wool.

TV, book, wheel

scarf, watermelon, tent.

Size:

hippopotamus, ant, elephant

house, pencil, spoon.

Material:

jar, pan, glass

album, notebook, pen

candy, potato, jam

cake, herring, ice cream

cotton wool, weight, barbell

meat grinder, feather, dumbbells

Exercise to develop thinking “Light, light up!” Goal: formation of thinking skills, development of memory for events.

Age: preschool.

Material: table lamp or floor lamp.

Progress of the game:

Say: “Light, come on!” – and at this moment turn on the lamp. With the lamp lit, tell your child his favorite rhyme or sing a song. Then say: “Lights, go out!” – and turn off the lamp.

Put your fingers to your mouth and say in a barely audible voice: “It’s time to be silent.” Then say again in your normal voice: “Lights, come on!” - and start the game over. Soon the child will pronounce the necessary words himself.

Exercise "What might be the relationships between concepts?"

Concepts can be in different relationships with each other. The most common relationships are:

1) “species - genus” and “genus - species”, for example “perch - fish”, “fish - perch”;

2) “part - whole”, for example “fin - perch”;

3) “cause - effect”, for example “grief - tears”;

4) “sequence”, for example “Monday - Tuesday”;

5) “species - species”, for example “pike - perch”;

6) “functional relationships”, for example “perch - river”;

7) “opposite”, for example “light - darkness”.

The relationships that exist between the concepts of each pair should be named:

1. Slaves are class.

2.Autumn - winter.

3.Rhombus - side.

4. Slaves - slave system.

5. Poplar - ash.

6. Gas - liquid.

7.Sahara is a desert.

8. Poplar - pyramidal poplar.

9. Liquid - substance.

10. Slaves are slave owners.

11.Map - globe.

12.Letter - vowel letter.

13.Rhinoceros - savannas.

14. Poplar - forest.

15.Water - cold water.

16. Slaves are serfs.

17.Roughness - friction.

18.Figure - planar figure.

19.Union is a pretext.

20. Drought - crop failure.

21. Slaves - Spartak.

22.Acute angle - obtuse angle.

23.North - south.

24. Poplar - tree.

25. Attraction - repulsion.

26. Tale - chapter.

27.Fertile soil - high yield.

28. Numeral is a part of speech.

29. Life is death.

30. Circle - circle.

Exercise "Kaleidoscope"

All players line up in a semicircle in front of the screen. The driver comes out to the screen, facing the participants. The players take turns telling the driver the color that each of them prefers. Then the driver turns away, the players quickly change places. When the driver turns around, he needs to say which player likes which color. Psychologist: “Everything seems very simple? Well, let’s try. So, stand facing the screen. Driver, remember the colors and turn away, and then, returning to the starting position, guess these colors. The next driver will be the one whose color you didn’t guess, but then everyone else. So, let's start! Thanks, game over."

Exercise "Concepts in order"

It is necessary to arrange the concepts below in order, i.e. from the more specific to the more general in such a way that in the resulting chain each subsequent link relates to the previous one as genus to species. For example, if the following concepts are given: “poodle”, “animal”, “dog”, “pet”, then they should be arranged like this: “poodle - dog - pet - animal”.

1.Temple, ancient Greek temple, building, Parthenon, ritual structure.

2.Apple tree, plant, tree, fruit tree, flowering plant.

3.Number, fraction, natural fraction, improper fraction.

4. Soil, black soil of Ukraine, natural formation, black soil.

5. Consonant letter, alphabet sign, letter “D”, letter.

6. Gas, state of matter, oxygen, liquid oxygen.

7.Creator of works of art, Phidias, sculptor, man, ancient Greek sculptor.

8. Fairy tale, fairy tale “Kolobok”, genre, oral folk art.

9.Waterfowl, swan, black swan, bird, vertebrates.

10.Natural phenomenon, earthquake in Japan, natural disaster, earthquake.

Exercise "Search for connecting links"

Two objects are specified, for example, “shovel” and “car”. It is necessary to name objects that are, as it were, a “transition bridge” from the first to the second. The named objects must have a clear logical connection with both given objects. For example, in this case it could be an “excavator” (similar in function to a shovel, but with a car it is included in the same group - vehicles), a “worker” (he digs with a shovel and at the same time is the owner of the car). It is also possible to use two or three connecting links (“shovel” - “wheelbarrow” - “trailer” - “car”). Particular attention is paid to a clear justification and disclosure of the content of each connection between adjacent elements of the chain. The winner is the one who gave the most reasoned solutions.

The task makes it easy to establish connections between objects and phenomena.

Exercise "Constructing a message using an algorithm"

The participants in the game agree that when talking about any famous events proposed by the presenter or chosen by them themselves, they will strictly adhere to a certain algorithm common to all. Algorithms may be different. For example, it is convenient to use the following: fact (what happened) - reasons, occasion - accompanying events - analogies and comparisons - consequences. This means that no matter what the story is about, the narrator must necessarily record all the noted points in this particular sequence. You can use Cicero’s algorithm: “who - what - with what - why - how - when.” You can develop your own. There is no need to follow blindly: sometimes you can skip the point (“who”, “why” - if we are talking about a natural disaster).

The task disciplines and deepens thinking.

Exercise "Making sentences from words"

Using different meanings of words: picture, role, class, basis, culture, make sentences with them. Now try to compose a sentence (story) including all these five words. Do the same task using the words: student, skates, cart, rain, sky, love. Make one complex sentence or several sentences from the words: edge, tooth, horse, treasure, socks, engineer, city, board. Train constantly; repeated exercises will bring you success.

Making anagrams.

Make anagrams, words that differ from each other only in the order of the letters they contain. Examples: scarf - minced meat; word -hair; pendant - slope - clown - cleaver; bug - regiment; lying down is desire.

Make up your own anagrams from the words: biryuk, camp, joint, calico, rondo, roll, peony, mole, spikelet, soot, survey, selection, chopper, fisherman, log house, brand, atlas, twig, fluorine, jackal, silk, bush, role

Find words from which you can make anagrams.

Composition of poetic images.

Koenigs are poetic images consisting of a combination of two words - nouns. Example: the king of beasts is a lion; the eyes of the house are the windows; the voice of the soul is a song; the world of numbers - arithmetic; language of technology - drawing; grammar of the language of technology - descriptive geometry.

Make up your own kennings for the words: eagle, asphalt, fight, sparrow, wolf, oak, forest, river, rust, sun, capital, fountain, gold.

Possible answers: the eagle is the king of birds; asphalt is the blanket of the road; battle - clash of forces; sparrow - bird of houses; wolf - beast of dogs; oak - stone of trees; forest - a sea of ​​trees; river - running water; rust is a threat to metals;

the sun is the star of life; capital - city of cities; fountain - the shine of water;

gold is the king of metals.

Try to find a word that connects two noun words. For example: whale - blue sky

Find this connecting word in the following pairs of words: nut - character;

grasshopper - tomato; love is the sea; kitten - human; lesson - approach; forest - eyes; ravine - thought; night - mascara; turn is a question.

Take a spelling dictionary and try to transform the word you have chosen into a combination with a different meaning. For example, heartless is heartless; fearless - a terrible demon; horizon - horizon umbrella; gymnasium - the anthem of Asia.

Palindromes are words (phrases) that are read the same both from left to right and from right to left. Example: hut, Cossack. You're full. Kirill lyricist. And the rose fell on Azor's paw. I'm not crying, I'm sure. Argentina beckons the Negro.

Create your own palindromes.

Exercise "Similarities and differences"

Students are asked to compare different objects and concepts with each other. For younger schoolchildren, this is a comparison of well-known objects: milk and water, a cow and a horse, an airplane and a train, and their image can also be used. For older children, the concepts may be more complex: painting and photography, morning and evening, stubbornness and perseverance. Note the total number of correct answers, the number of errors (comparison on various grounds), the ratio of marked similarities and differences, the predominant characteristics (external, functional, class-generic relations, etc.). The winner is the one who offered more reasons for comparison or the one who named the last sign.

The development of thinking in children of primary school age occupies a special place in psychology, since this period is a turning point for the child’s mind. The transition from children's visual-figurative thinking to verbal, logical, and conceptual thinking is not always easy. This transition means that younger schoolchildren already understand the surrounding phenomena, but do not yet build logical reasoning.

Thinking is a person’s ability to reason logically, to understand the real world around him in concepts and judgments. Its development in younger schoolchildren is carried out with the help of special games and exercises.

When schoolchildren do exercises to develop thinking, they gradually delve into the system of scientific concepts, as a result of which mental activity ceases to rely solely on practical activity. The peculiarities of children's thought process are that children analyze reasoning and actions, and also draw up an action plan for the future.

The importance of developing thinking in schoolchildren is that its insufficient development leads to the fact that information about the world around them is formed incorrectly, which is why the further learning process becomes ineffective.

The characteristics of intelligence are adjusted in such a way that children do not know how to generalize the material they have covered, do not remember the text, and do not know how to extract the main meaning from what they read. This happens if the transition from one type of thinking to another is not controlled by adults and is not accompanied by development exercises.

It is worth noting that the formation of children’s thought processes is associated with the perception of information, so work on this aspect as well.

The peculiarities of children's perception are that younger schoolchildren quickly lose the essence of the process. They are distracted by extraneous factors. The task of teachers and parents is to direct children’s attention to the desired process, that is, to interest them.

Jean Piaget: the concept of the development of speech and thinking in children

Today, the concept of the development of egocentric speech and thinking in children under 11 years of age, which was developed by Jean Piaget, is considered popular.

• The Piagist concept suggests that egocentric speech is an expression of children's egocentrism. This means that speech does not change anything in a child’s consciousness, which simply does not adapt to the speech of an adult. Speech does not have any influence on the behavior of children and their worldview, therefore, as children develop, it dies out.
• Jean Piaget calls the thinking of preschoolers syncretic. Syncretism, as the Piagist concept notes, is a universal structure that completely covers children's thought processes.
• Jean Piaget believes this: children's egocentrism assumes that a preschooler is not able to analyze; instead, he posits nearby things. Piaget's concept defines egocentrism as a full-fledged mental structure on which the worldview and intelligence of children depend.
• Jean Piaget does not consider the newborn a social being; he suggests that socialization occurs in the process of development and upbringing, at the same time the baby adapts to the social structure of society, learning to think according to its rules.
• The concept that Jean Piaget developed contrasts the child's thinking with that of an adult, which is why a similar opposition stands out between the individual, which is contained in the child's mind, and the social, which is already developed in adults. Because of this, the concept that Jean Piaget developed suggests that speech and thinking consist of the acts of an individual who is in an isolated state.
• The Piagist concept states that only the socialization of the individual and his thinking leads to logical, consistent thought and speech. This can be achieved by overcoming the egocentrism inherent in children's nature.

Thus, Jean Piaget believes that the true development of thinking and speech occurs only from a change from an egocentric point of view to a social one, and the course of learning does not affect these changes.

Jean Piaget put forward a theory that is popular but not mainstream. There are many points of view that claim that Jean did not take into account certain factors. Today, special games and exercises have been developed to develop the thinking of children of primary school age.

Games to develop the thinking of primary school children

Not only teachers, but also parents can develop children’s thinking. To do this, play the following games with them:

• Draw a plan of the area on whatman paper. For example, a yard or a house, if it has a large area. Mark in the figure graphically the landmarks on which the ward can rely. Landmarks can be trees, gazebos, houses, shops. Choose a place in advance and hide a reward in the form of candy or a toy. It is difficult for a child to navigate the map in the first stages, so draw them as simple as possible.
• Games for a group of children. Divide the guys into two teams. Give each participant a card with a number. Read arithmetic examples (14+12; 12+11, etc.). Two children leave the team with cards, the numbers on which will form the correct answer (in the first case, the guys come out with cards 2 and 6, in the second - 2 and 3).
• Name a group of children a logical series of words, one of which will not correspond to logic. Children guess this word. For example, you name: “bird, fish, glass.” In this case, an extra glass.

Games are useful because they interest children, who do not lose the essence of their actions during the gameplay.

Exercises to develop thinking

Exercises differ from games in that they require more perseverance and concentration on the learning process. They teach children patience and perseverance, while developing their thinking. Exercises to develop thinking in children:

• Tell the children 3 words that are not related to each other. Have them make a sentence with these words.
• Name an object, action or phenomenon. Ask the children to remember analogues of these concepts. For example, you said “bird”. Everyone will remember a helicopter, an airplane, a butterfly, because they fly. If he has an association with an animal, he will name fish, cat, etc.
• Name an object that children know. Ask them to list where and when the item will be used.
• Read a short story to your child, skipping part of it. Let him use his imagination and figure out the missing part of the story.
• Ask your mentee to list objects of a certain color that he knows.
• Invite the children to remember words that begin and end with the letter you give.
• Come up with and tell the children riddles like this: Katya is younger than Andrey. Andrey is older than Igor. Igor is older than Katya. Distribute the children by seniority.

Children solve such exercises with interest, and over time they involuntarily learn perseverance, logical thinking and correct speech, and the transition of thought processes becomes smooth and balanced.

Development of thinking in children with mental retardation (MDD)

In children with mental retardation, thought processes are greatly impaired, this is the peculiarity of their development. It is the lag in the development of thinking that distinguishes children with mental retardation from ordinary children. They do not experience a transition to a logical structure of thinking. Difficulties that arise when working with such children:

• Low degree of interest. The child often refuses to complete tasks.
• Inability to analyze information.
• Uneven development of types of thinking.

Features of the mental development of children with mental retardation include a strong lag in logical thinking, but normal development of visual and figurative thinking.

Features of the development of thinking in children with mental retardation consist in the following principles:

• Taking into account the individual abilities of a person with mental retardation.
• Creating conditions for children to be active.
• Age accounting.
• Mandatory conversations with a psychologist.

Regular work with children with mental retardation guarantees the awakening of children's interest in the world around them, which is expressed in the fact that the child actively performs exercises and plays games suggested by the teacher.

With the help of the right approach, children with mental retardation are taught to speak correctly, build literate speech, compare words in sentences and voice thoughts.

If teachers managed to arouse the interest of a student with mental retardation, then the development of logic is a matter of time.

Games to develop the thinking of children with mental retardation:

• Place pictures of animals and pictures of food in front of the children. Have them match them by feeding each animal.
• Name a few simple words, ask the mentee to call them one concept. For example: cat, dog, hamster are animals.
• Show three pictures, two of which have the same content, and one of which is significantly different. Ask your mentee to choose the extra picture.

Children with mental retardation think at the level of life experience; it is difficult for them to think through an action that they have not yet performed. Therefore, before performing the exercises, clearly show them how they should do it.

Elena Strebeleva: formation of thinking in children with disabilities

Professional teachers recommend reading Elena Strebeleva’s book, which describes the features of the formation of thinking in children with disabilities. Strebeleva compiled more than 200 games, exercises and didactic techniques to liberate and interest children with complications.

At the end of the book you will find applications for teachers that will help you understand the specifics of conducting classes for children with developmental disabilities. In addition to games, you will find in the book stories and fairy tales that are recommended for children with disabilities to read.

Development of creative thinking in children

The modern training program is aimed at developing the initial level of logical thinking in children of primary school age. Therefore, there are often cases of undeveloped creative thinking.

The main thing you need to know about the development of creative thinking is that it teaches children of primary school age to discover new things.

Tasks for the development of creative thinking:

• Show your child several pictures of people with different emotions. Ask them to describe what happened to these people.
• Voice the situation. For example: Katya woke up earlier than usual. Ask the children to tell why this happened.
• Ask the children to tell what will happen if certain events happen: if it rains, if mom comes, if night falls, etc.

Tasks for the development of creative thinking require not one, but several possible correct answers.

Tasks for the development of critical thinking

Technology for developing critical thinking is one of the newest methods designed to develop an initial level of independence in life, not in school. Tasks for the development of critical thinking teach children to make decisions, analyze their actions and the actions of those around them.

Tasks for the development of critical thinking:

• Name the phenomena to the guys. For example: it is raining, the apple is red, the plum is orange. Statements must be both true and false. Children must answer whether they believe or not your statements.
• Ask the children to take turns reading short passages of text. When everyone has finished reading their passage, invite them to talk about the associations they have.
• The guys read a short text for 15 minutes. During this time, they mark with a pencil what they know from the text and what is new to them.

The technology for developing critical thinking is important not for studying at school, but for walking confidently through life.

Development of spatial thinking in children

The technology for developing spatial thinking was developed by specialists a long time ago. This type of thinking is developed in children during geometry lessons at school. Spatial thinking is the ability to solve theoretical problems using spatial images created independently.

The following exercises are suitable for developing spatial thinking:

• Ask the children to show their left and right hands, and to grab an object with their left or right hand.
• Ask your child to come to the table and place, for example, a pen to the left of the book.
• Ask your baby to touch your right or left hand.
• Invite children to identify the right and left parts of the body using hand and foot prints.

The technology for developing the spatial thinking process is simple, but it helps improve logical perception.

Visual-effective thinking

Visual-effective thinking is the basis that provides direction for the development of visual-figurative thinking.

How to develop visual and effective thinking:

• Ask the children to compare a bird and a butterfly, a bee and a bumblebee, an apple and a pear, etc. and name the differences.
• Name the first syllable of the word: na, po, do, etc., and ask the children to complete the concept. Focus not on correctness, but on the speed of the answer.
• Have fun with your kids doing puzzles.

Visual-effective thinking does not require an initial period, since in preschool age this type of thinking process has already developed.

Finger games

Finger games - telling fairy tales or stories using your fingers. Finger games are aimed at developing speech and hand motor skills.

Finger games for speech development are as follows:

• Ask your baby to place his right palm on your left palm. Slowly run your fingers over your baby's thumb, saying the word "swallow." Then say the same words, but move them over the other finger. Repeat this same action several more times. Next, without changing your intonation, say the word “quail” while stroking the child’s finger. The essence of the game is that the child quickly withdraws his hand when he hears the word “quail” so that the adult does not catch it. Invite the student to play the role of a quail hunter himself.
• Ask the children to clasp their hands into a fist. At the same time, they extend the little finger on their left hand down and the thumb of their right hand up. Then the thumb is retracted into a fist, and the little finger of the same hand is simultaneously extended. The left hand raises its thumb up.

Finger games are of great interest to children, so the technology for performing them should be known to every adult.

Thus, the technology for developing thinking in children consists of many games, exercises and techniques. It is imperative to develop thinking in order to avoid unbalanced development of a future member of society. Don't rely on the school curriculum and teachers, make time for regular homework.

In elementary school, a child's intellectual development is often ignored. This is due to several reasons. Firstly, the dominant activity is the assimilation of knowledge and skills, which involves solving problems that always have a ready-made solution. Children get used to solving problems based on an already learned rule; they cannot act independently to find a new way to solve it. Secondly, constantly solving standard problems impoverishes the child’s personality. Children get used to evaluating themselves and their capabilities only through the successful or unsuccessful solution of typical problems, the solution of which depends on the degree of assimilation of certain knowledge. This leads to the fact that the child’s self-esteem depends only on diligence and diligence in mastering new knowledge and rules, and not on intelligence, originality and invention.

In connection with the above reasons, the development and correction of intellectual abilities in children of primary school age is one of the important tasks of the school’s psychological and pedagogical staff.

As an example, we can offer several game exercises, which can be carried out during class hours, warm-ups before classes, etc.

Exercise “Riddles”

There are chickens on one bank, and ducklings on the other. There is an island in the middle. Who will swim to the island faster?

Mom is carrying heavy bags. Daughter says:

Mommy, let me help you. I'll carry the bags, and you take me in your arms.

Will the girl help her mother? Why?

The girl Lena was asked:

Do you have a sister?

Does your sister have a sister?

No,” Lena answered.

What do you think?

The children were collecting pine cones in the forest. The boys had large buckets, red, without a bottom. And the girls' ones are small and green. Who will collect the most cones?

A nine-year-old boy had a cat with a short tail. She ate a mouse with a long tail, and the mouse swallowed the straw along with the grain. How old is the boy who had the cat?

The table has four corners. If one corner is sawed off, how many corners will remain?

Tasks to connect the subject (everyday) experience of children.

Task 1. Name the geometric shapes shown in the figure. Find the extra figure and explain why it is extra.

Task 2. What digit does the writing of numbers begin with?

14 18 111 19 10 100

Task 3. What is the name of this figure? Why did it get this name?

Tasks to identify the essential features of a concept

Task 1. Read the words in brackets. Underline the words that are most relevant to the subject.

A) HOSPITAL (garden, doctor, premises, radio, patients)

B) SCHOOL (building, students, chalk, blackboard, letters)

B) RIVER (water, shore, fish, fisherman, mud)

D) BOOK (picture, word, paper, reader, library)

D) SPORT (medal, stadium, victory, competition, music)

E) COMPUTER (screen, keyboard, counts, executes commands)

G) PRINTER (prints, white, silent, connected to the computer)

Task 2. Indicate an item whose characteristic feature is:

A) Scale with divisions.

B) Giving marks and recording comments.

B) Listening to music.

D) Watching movies.

Task 3. Draw objects whose essential features are the following: round and edible; round and inedible.

Task 4. What is different:

A) Window from the door.

B) Pencil pointer.

B) Circle from the oval.

D) Birch leaf from a maple leaf.

Task 5. How are the words of each group similar? How can you name each of the proposed groups in one word?

A) Highway, road, path.

B) City, village, town.

B) Addition, division, subtraction.

Tasks aimed at developing the ability to perform basic logical operations on concepts: generalization, limitation, division and definition

A) Tasks to establish patterns.

Task 1. Fill in the missing numbers:

A) 5, 15, _______, 35, _______, 55;

B) 14, 24, _______, _________, 54;

B) 2, 12, 22, _______, _______, ________;

D) 1,3, ________, ________, 9, ________;

D) 2, 4, 6, ________, ________, ________;

Task 2. Determine the pattern of repetition of figures and complete the sequences.

Task 3. Which of the figures should be in the empty cell of the table?

Task 4. Determine the pattern of repetition of the sequence and draw this sequence: tree, bush, flower, tree, bush, flower...

B) Tasks on combining and separating objects based on certain characteristics.

Task 1. Name the following groups of numbers in one word:

A) 2, 4, 6, 8, ...

B) 1, 3, 5, 7, …

B) 2, 4, 7, 9, 5, 6, …

D) 18, 25, 33, 48, 56, …

Task 2. Several items are listed. How can they be called in one word?

A) Soup, goulash, porridge, jelly.

B) Chicken, goose, duck, turkey.

B) Horse, cow, sheep, pig.

D) Wolf, fox, bear, hare.

D) Potatoes, beets, onions, cabbage.

E) Shoes, boots, sneakers, slippers.

Task 3. Which word is the odd one out in each group? Cross it out. Name the essential feature of the resulting group. Give each group of words a name.

A) Spruce, pine, cedar, birch.

B) Onion, cucumber, apple, carrot.

C) Mushroom, lily of the valley, chamomile, cornflower.

Task 4. Divide the following numbers into two groups: even, odd, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

Task 5. Divide these words into groups according to the number of syllables: pencil case, vase, lamp, lampshade, feather, pencil, pumpkin, desk, ruler, notebook, table, floor, pen, hammer, root. How many groups did you get?

Task 6. Write these words in the appropriate columns of the table: doll, boots, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, top, pencil, sneakers, gun.

Task 7. Divide the numbers 1, 2, 3, 5, 8, 12, 16, 24, 35, 48 into two groups: single-digit and double-digit. In which row are the tables correctly divided into groups?

1	1,2,3,5,12	8,16,24,35,48
2	1,2,3,5,8,16	12,24,35,48
3	1,2,3,5,8	12,16,24,35,48
4	2,3,5,8	12,6,16,24,35,48

Game developmental tasks and exercises for the development of conceptual thinking.

Task 1. Generalization of a series of specific concepts using generic definitions. Children are asked to generalize several groups of specific concepts and name the following groups in one word:

plate, glass, mug, saucer;

table, chair, sofa, armchair, wardrobe;

shirt, dress, skirt, trousers;

slippers, felt boots, boots, sandals, shoes;

soup, porridge, cutlet, puree;

birch, linden, spruce, pine, aspen;

sparrow, dove, crow, tit, goose, duck;

crucian carp, pike, perch, bream.

Task 2. Concretization of concepts. It is necessary to name objects and phenomena that are included in broader concepts. You can ask children about the following categories: trees, animals, toys, names, furniture, shoes, vegetables, clothes, dishes, birds, fish, fruits, colors, berries, etc.

Task 3. Generalization of a series of concepts of a wider scope. Students are given 5 groups of concepts to generalize, and they must tell what the named categories have in common, how the concepts that are included in one group are similar:

birds, animals, fish;

trees, herbs, flowers, shrubs;

furniture, dishes, clothing;

watches, scales, thermometers;

fire, flood, hurricane.

Task 4. Classification. Children are given 16 cards with images of birds, fish, dishes, furniture - 4 for each group and asked to divide all the cards into groups so that each contains drawings that can be called in one word. Students are then asked to combine the resulting groups into two that are as similar as possible, and explain why they did so.

Task 5. You need to compare pairs of objects by presentation, find signs of difference and similarity: dandelion and chamomile; strawberries and wild strawberries; spruce and birch; apple and maple; rose and bell; cat and dog; chicken and duck; airplane and seagull; animals and plants.

Task 6. Students must guess which object is hidden based on its description. To do this, you need to select an object or its image. Without showing it to children, you need to describe this object: its shape, color, texture.

Task 7. Game “What’s extra?”

A group of concepts is given, from which children must choose the odd one out and give a general name to the rest. The game is available in two versions: verbal and visual.

In the verbal version, groups of four words are offered; it is necessary to highlight which word is superfluous and does not fit with the rest, and how to name the remaining ones in one word (or explain the similarity):

cabbage, potatoes, tomato, apple;

blue, red, beautiful, green;

mom, man, dad, sister;

old, decrepit, small, dilapidated;

birch, pine, maple, aspen;

boot, leg, boot, shoe;

winter, spring, summer, October;

jelly, compote, lemonade, ice cream, etc.

Task 8. Game “Disputants”. Students are encouraged to argue with the teacher. Whatever word he utters, the children must say exactly the opposite and the faster the better: white-black; big small; fast-slow; cheerful-sad; dirty-clean; open-closed; old-new; scream-whisper; break, repair, etc.

Task 9. Game “Bad or good?” Children are offered a certain object (situation), and they must explain what its positive and negative side is. For example, ice cream is good because it’s tasty, bad because it can hurt your throat.

The following words are given: rain, TV, candy, dog, flowers, mosquitoes, run, get sick, onion, wind, cat, computer, music, knife, fire, sun, etc.

Task 10. Game “Words - Overlays”.

Students come up with words - overlays, then choose the funniest or most original word, explaining why they think so.

You can offer the following tasks:

mosquito + brand = mosquito;

zebra + shell = zebra shell;

tree + crow = tree crow, etc.

Exercises for the development of mental operations of analysis and synthesis

Task 1. “Anagram”

Task 2. “Encrypted word”

PORRIDGE
RIVER
PLATE
Task 3. “Echo”

Compose words by separating the first letters from these words:

Task 4. “Encrypted word”

Compose a word from the first syllables of these words:

MILK
SEINE
COCKROACH

Task 5. “Anagram” (hidden word)

Make up words by rearranging the letters:

OGOLAV –

ABARN –
OSOKL –

Task 6.

Compose new words by eliminating one letter from these words:

PLOW –
SCARF -
FEED –

Task 7.

Compose a word from the second syllables of these words:

Task 8. “Entertaining ladder”

Task 9. “Snake”

Make up words based on this model.

A _ _ _ _ _
_ A _ _ _ _
_ _ A _ _ _
_ _ _ A _ _
_ _ _ _ A _
_ _ _ _ _ A
_ _ _ _ A _
_ _ _ A _ _
_ _ A _ _ _
_ A _ _ _ _
A _ _ _ _ _

Exercises to find essential features of objects

Task 1. Select two words that are most significant for the word before the brackets:

Forest (leaf, trees, apple tree, hunter, bush)

River (shore, fish, mud, water, fisherman)

Task 2. Sports (stadium, orchestra, award, competition, spectators)

Hospital (garden, doctor, radio, patients, room)

War (guns, soldiers, battles, airplane, guns)

Exercises – logic problems

Problem 1. Ivan Fedorovich is the father of Marina Ivanovna, Kolya is the son of Marina Ivanovna. How is Kolya related to Ivan Fedorovich?

Task 2. Mom, dad and I were sitting on a bench. In what order did we sit if we know that I was sitting to the left of dad and mom was to my left?

Problem 3. Tolya caught perch, ruffe, and pike. He caught the pike earlier than the perch, and the ruff later than the pike. What fish did Tolya catch before others?

Can you tell which fish was caught last?

Problem 4. Two fathers and two sons were walking, carrying three oranges. How many oranges did each person carry?

Task 5. My name is Tolya. My sister only has one brother. What is the name of my sister's brother?

Problem 6. Kolya is taller than Vasya, but shorter than Seryozha. Who is taller: Vasya or Seryozha?

Task 7. For the holiday, students decorate the school building on four sides with 12 flags. They must be arranged so that there are 4 flags on each side. Draw the answer.

Problem 8. The thermometer shows three degrees below zero. How many degrees will these two thermometers show?

Problem 9. The rope was cut in six places. How many parts did you get?

Problem 10. When a goose stands on one leg, it weighs 3 kg. How much will a goose weigh if it stands on two legs?

Games for developing thinking functions

Game 1. Making sentences.

Children are offered three words that are not related in meaning, for example, “lake”, “pencil”, “bear”. Children need to make as many sentences as possible that would necessarily include these three words (you can change the case and use other words). Answers can be banal (“The bear dropped a pencil into the lake”), complex, going beyond the situation indicated by the three initial words and introducing new objects (“The boy took a pencil and drew a bear swimming in the lake”), and creative, including these objects in non-standard connections (“A boy, thin as a pencil, stood near a lake that roared like a bear”).

Game 2. Elimination of unnecessary things.

Any three words are suggested, for example, “dog”, “tomato”, “sun”. Children should be left with only those words that denote similar objects in some way, and one word “superfluous” that does not have this common feature should be excluded. You should find as many options as possible for excluding an extra word, and most importantly, more features that unite the remaining pair of words and are not inherent in the excluded, extra one. Without neglecting the options that immediately suggest themselves (exclude “dog”, but leave “tomato” and “sun” because they are round), it is advisable to look for non-standard and at the same time very accurate solutions. The one with the most answers wins.

Game 3. Search for analogues.

Any object or phenomenon is called, for example, “helicopter”.

Children need to be prescribed as many analogues as possible, i.e. other items similar to it in various essential characteristics. It is also necessary to systematize these analogues into groups depending on what property of a given object they were selected taking into account. For example, in this case they can be called “bird”, “butterfly” (they fly and land); “bus”, “train” (vehicles); “corkscrew” (important parts rotate), etc. The winner is the one who named the largest number of groups of analogues.

Game 4. Methods of using the item.

A well-known object is called, for example, “book”. It is necessary to name as many different ways of using it as possible: a book can be used as a stand for a film projector, it can be used to cover papers on the table from prying eyes, etc. A ban should be introduced on naming immoral, barbaric ways of using objects. The winner is the one who indicates the most different functions of objects.

Game 5. “Come on, guess!”

The class is divided into two groups. The first group conceives a subject. The second group must guess by asking questions. The first group has the right to answer only “yes” or “no” to these questions. Children from two groups stand in two lines opposite each other. First, the first child from the second group asks the question: “Is it alive?” The first child from the first group answers: “Yes.” Then the second child from the second group asks the question: “Did I see him?” The second child from the first group answers: “Yes.” Etc. After guessing the object, the groups change roles.

Game 6. “Let’s identify the toy.”

Children bring a toy to the game. The driver is selected. He goes out the door. The teacher and the children come up with some kind of story in which the main character is one of the toys. A driver is invited. The guys tell him a made-up story, without naming the main character, but replacing him with the pronouns “he” or “she”. The presenter must show the toy, which is the main character of the story being told. If the driver guessed correctly, another leader is chosen and the game is repeated.

Game "Erudite"

Target: development of thinking, memory, speech.

Description. The teacher reads riddles. Children guess them and tell everything they know about the guessing object, thus showing their erudition.

1. The boat rushes along the surface of the water,

So similar to a bird.

Nadya's dad invited us

Take a ride in this boat.

And he said: “Well, buddy,

Do you like my...? (Boat.)

2. Gena has a good friend,

Everyone around is ready to help.

He is smart and funny.

Can you guess who he is? (Cheburashka.)

3. The elephant has a huge nose -

It probably took him a long time to grow.

With this nose, like a hand,

Anyone can easily get the fruit. (Trunk.)

4. I will paint the branches with white paint,

I will throw silver on your roof.

Warm winds will come in spring

And they will drive me out of the yard. (Winter.)

5. I am small like a grain of sand, but I cover the earth.

I was born from water and I give birth to it myself.

I'm lying in the fields like fluff

And, like a diamond, I shine in the sun's rays. (Snow.)

Sample answers:

1. This is a boat. It is a water transport. Runs on liquid fuel. It carries passengers. It's good for fishing.

2. This is Cheburashka. He is the hero of the book by E. Uspensky. His name comes from the word “cheburahnutsya”, that is, to fall.

4. It's that time of year. It comes after autumn. In winter it snows, frosts crackle, rivers are covered with ice. You can ski, skate, sled, play snowballs. In winter there are children's New Year's parties, to which Father Frost and Snow Maiden come.

5. It's snow. Snow is a type of precipitation. It is usually found in winter, but can also be found in autumn and spring. Snow falls from the sky, sometimes in separate snowflakes, sometimes in flakes, sometimes in grains, sometimes drifting snow spreads along the ground.

Well, very... Problems!

Target: development of logical thinking.

Description. Children are invited to collectively solve humorous problems at the blackboard.

Donut has 17 pockets on his overalls: 10 pockets in the front, the rest in the back. There are 2 donuts in each pocket in the front and 3 in the back. How many donuts does Donut have in total? (41 donuts.)

Donut invited seven shorties to his birthday. How many pieces was the pie cut into if each guest ate a piece, and Donut ate as many pieces as all the guests together? (For 14 pieces.)

Doctor Pilyulkin gives all the shorties a vitamin for breakfast, lunch and dinner. How many vitamins does the doctor need per day if there are 15 shorties and Grumpy doesn’t take Pilyulkin’s medications? (42 vitamins.)

His crocodiles relatives came to the crocodile Gena for a housewarming party, and his Cheburashka relatives came to Cheburashka. 5 crocodiles arrived, which is 3 less than Cheburashek. How many animals will sit at the festive table? (15 animals.)

To anger Gena and Cheburashka, the old woman Shapoklyak did 12 dirty tricks to Gena, 19 to Cheburashka and 39 to both of them together. How many dirty tricks did old woman Shapoklyak do in vain if they never got angry? (70 dirty tricks.)

On the parcel that Pechkin brought, it is written: “Net weight 7 kg.” This means that inside the parcel there is a payload weighing 7 kg. Friends made exactly the same box. How many bricks weighing 3 kg 500 g must be put there so that the box weighs the same as Pechkin’s? (2 bricks.)

The cow Murka gives 9 liters of milk per day. In the house there are two 5-liter saucepans, two 10-liter buckets, a 7-liter washbasin and a three-liter jar. After how many days will the milk have nowhere to go if Matroskin drinks 3 liters a day, Uncle Fyodor drinks 1 liter, and Sharik quarreled with Matroskin and doesn’t drink milk at all? (After 8 days.)

Uncle Fyodor opened a treasure hunting company and finds one large treasure every 5 days and one small one every 3 days. How many large and small treasures, taken together, did Uncle Fyodor dig up in April, which has 30 days? (16 treasures.)

The monkeys' favorite pastime is riding a boat pulled by three crocodiles. How many crocodiles must be harnessed to organize a race of 5 monkeys, if 1 monkey gets into each boat? (15 crocodiles.)

The wolf invited 3 piglets, 7 kids and 1 Little Red Riding Hood to his birthday party. How many delicious guests did the wolf invite to his birthday? (11 guests.)

Three fishermen caught 40 fish at night. In the morning light it turned out that 8 of them were not fish at all, but frogs, and 2 were actually crayfish. How many real fish did the fishermen catch? (30 fish)

The cow Manka saw her owner's nails painted. She really liked it and decided to paint her hooves. How many hooves does she need to paint if the cow has a pair on each leg? (8 hooves.)

A greedy balloon seller grabbed 20 balloons at once and flew into the sky. He weighs 50 kg. Each ball lifts 3 kg. How many balls must the seller release to start descending? (At least 4 balls.)

Saw married Dub. If she sawed it all the time, the Oak would fall in 6 days. But Saw loved Oak and therefore sawed him only one, the last day of the week. How many days did their family life last? (42 days.)

The cat promised not to eat mice if they would roll him around the room every day. One mouse can drag 100 grams of weight, and a cat weighs 4 kilograms. How many mice do you need to harness to the cart? (40 mice.)

. Hedgehog got a job as a cinema ticket attendant. The animals come and prick their tickets on hedgehog needles. When the hall is full, three tickets are pinned on each of the 200 needles. How many seats are there in the cinema? (600 seats)

How many pillows do you need to put 8 pullers to sleep? (16 pillows.)

The black cat has 10 kittens. Four are gray, and among the rest - equally red and black. How many black kittens does a cat have? (3 kittens.)

Under the window of the most beautiful cat in the city, the cats staged a concert. 3 black cats, 10 tabby, 5 red and 6 white cats took part. How many cats were screaming under the window? (24 cats.)

Year 2a visited the dentist's office and had 12 baby teeth pulled out. After that, class 26 visited the dentist’s office and had 4 more baby teeth pulled out. How many baby teeth did both classes leave in the dentist's office, if it is known that one second-grader took his extracted tooth home? (27 teeth.)

40 grandmothers came to one grandfather’s name day. Each grandmother brought 2 combs as a gift. How many combs did the completely bald birthday boy receive from his grandmothers? (80 combs.)

Postman Pechkin opened a detective bureau, and since there are no thieves in Prostokvashino, he is looking for lost things. How many months does Pechkin search for each item if he spent a whole year looking for three of Uncle Fyodor’s buttons? (4 months.)

Once Baron Munchausen needed to fly over an abyss. He was not at a loss, caught the geese, harnessed them and flew over. How many geese did Munchausen need if one goose lifts 5 kg and the baron weighs 70 kg? (14 geese.)

Baron Munchausen is a brave warrior, and for this he was awarded many orders. When he has to go to the parade, the baron puts 54 orders on his chest, 28 on his back, and another 19 in a box are carried behind him by his orderly. How many orders does the baron have? (101 orders)

Game “Selecting a proverb to the text”

Target: development of thinking.

Description. The teacher reads the text and asks the children to choose one of the three proposed proverbs that expresses the main idea of ​​the text.

Option 1

One day a hare and a tortoise argued about who could run around a forest clearing faster.

The turtle sets off, and the hare lies under a bush, chuckling: “Hurry, hurry, turtle, I’ll overtake you anyway.” But while he was having so much fun, the turtle - although it walked quietly - turned out to be at the goal. The hare rushed after her, but it was too late.

He knew how to run, but he didn’t know that if he lay still, he could get behind a turtle.

(Ingush fairy tale.)

Proverbs.

1. Water does not flow under a lying stone.

2. The one who walks will master the road. +

3. You cannot resist goodness.

Option 2

The wolf sees a goat grazing on a stone mountain, and he cannot get close to it; he says to her:

You should go down: here the place is more level, and the grass is much sweeter for you to feed.

And the goat says:

That’s not why you, wolf, are calling me down; you’re not worrying about mine, but about your own food.

(L. Tolstoy.)

Proverbs.

1. Not everything is bad weather, the red sun will shine through.

2. There is honey on the tongue, and ice under the tongue. +

3. Try on seven times, cut once.

Option 3

There was a blizzard at night. People laid paths near houses.

The boys were going to school. We stopped at Grandma Marya's house. She lives alone. How will grandma get to the well?

The children entered the yard. It’s hard to walk from the gate to the house through deep snow. From home to gate - easier. Passed by many times. They trodden the path.

(According to V. Sukhomliisky.)

Proverbs.

1. There is always a round dance at our gates.

2. The world is not without good people. +

3. A bad peace is better than a good quarrel.

Option 4

Once upon a time there lived a very temperamental boy. And then one day his father gave him a bag of nails and punished him every time the boy could not control his anger, to drive one nail into the fence post.

On the first day there were 37 nails in the post. The next week the boy learned to control his anger, and every day the number of nails hammered into the pillar began to decrease. The boy realized that it was easier to control his temper than to drive nails.

Finally the day came when the boy never lost his temper. He told his father about this, and he said that this time every day, when his son manages to restrain himself, he can pull one nail out of the fence.

Time passed, and the day came when the boy could tell his father that there was not a single nail left in the pillar. Then the father took his son by the hand and led him to the fence:

You did a good job, but do you see how many holes there are in the fence? He will never be the same again. When you say something evil to a person, he will have the same scar as these holes. And no matter how many times you apologize after this, the scar will remain.

(Legend.)

Proverbs.

1. Hold your tongue and clench your heart into a fist. +

2. Say whatever you want with your tongue, but don’t give your hands free rein.

3. Don't waste your words.

Option 5

Two boys are walking and showing off.

I'm so strong that I can lift a truck with one hand! - says the first one.

And another one to him:

Just think, a truck! I can lift a house!

Then the first one says:

I can lift an electric locomotive! True, with both hands.

Well, if I use both hands,” the second one laughed, “I can lift a whole train of a hundred carriages.”

And I’ll lift the elephant and throw it ten more times! — the first one doesn’t give up.

What an elephant! - the second waved his hand. - I can lift a mountain with my left hand.

These are some strong men! Yes, it’s just hard to believe. True, an old woman with a heavy bag was walking next to the guys, but is this heavy for such strong men? They didn't even look at her. I, a girl, had to offer my help to the old woman. I made it loud on purpose so they could hear. Imagine, they only looked back at us for a second and continued their stupid conversation again. What kind of men will they grow up to be?!

(L. Yakhnin.)

Proverbs.

1. Patience and work will grind everything down.

2. Don't say "hop" until you jump.

3. Strength is good, intelligence is better, and a good heart covers everything. +

Option 6

The worker Peter said to the merchant:

Master, you are unfair. Why are you paying someone else?

your employee Ivan twice as much as me? After all, I carry out all your instructions.

“I’ll explain it to you,” answered the merchant. - But now run to the road. A convoy train is traveling along it, find out where it is from.

Peter ran to the convoy and, returning, said:

He is coming from the village of Fedorino.

“Okay,” said the merchant. - Now find out where he is going.

Peter also completed this task:

He goes to the village.

“Ivan,” the merchant called to his second worker. - Run to the wagon train and find out where it’s coming from.

Ivan ran to the road and, returning, said to the merchant:

The owner, the convoy travels from the village of Fedorino to the village for the fair, carrying a lot of potatoes. We don’t need to send potatoes to the fair today - the price for them will fall. We urgently need to send cabbage there.

Now do you understand why I pay Ivan twice as much? - the merchant asked Peter.

(Parable.)

Proverbs.

1. There is honey on the tongue, and ice on the heart.

2. The head is crazy, like a lantern without fire. +

3. I heard a ringing, but you don’t know where it is.

Option 7

A comrade came to Vita’s brother. He threw his hat on the chair and said:

I've had a lost day!

The comrade left. Vitya asked his brother how a day could be lost. Brother said that the days are the same time,

but different in business. The day when a person did not do anything useful, did not learn anything, can be considered a lost day.

From then on, Vitya told his brother in the evening what he was doing and asked if he had a lost day.

(According to V. Oseeva.)

Proverbs.

1. Take care of your dress again, and your honor from a young age.

2. Talk less and listen more.

3. Time is more valuable than gold. +

Option 8

A knight walked through the desert. His journey was long. Along the way he lost his horse, helmet and armor. Only the sword remained. The knight was hungry and thirsty. Suddenly in the distance he saw a lake. The knight gathered all his remaining strength and went to the water. But right next to the lake sat a three-headed dragon.

The knight pulled out his sword and with his last strength began to fight the monster. He fought for days, then he fought for two days. Already cut off two dragon heads. On the third day the dragon fell exhausted. An exhausted knight fell nearby; he could no longer stand on his feet or hold his sword. And then, with the last of his strength, the dragon asked:

Knight, what did you want?

The knight answers:

Drink some water.

Well, I would drink it anyway...

(Legend.)

Proverbs.

1. It is bad for him who does no good to anyone.

2. Death is not terrible for the brave.

3. Strength is good, but intelligence is better. +

Option 9

Once Cunning Peter went to the fair. And there are a lot of people there. Some sell, others buy, others eat in taverns. He stopped in front of a tavern and looked in the door. At that time, the innkeeper was busy with the pots, and the food in them was one more delicious than the other. Cunning Peter was hungry, but he had no money. What to do here? In his knapsack he had one stale pea. He pulled out the top and extended his hand to the pan from which the thickest steam came. He held the bread over a closed pan until it became saturated with steam and became softer. Then he ate it with pleasure and walked away.

The innkeeper, who had been silently watching Cunning Peter, stepped in his way:

Hey, fellow countryman, where are you going without paying?

What should I pay for?

For what you ate.

Here you go, didn’t you see that I only tasted one steam from the pan!

And steam also costs money. For the sake of this steam, I carried water, burned wood, and cooked food.

How will I pay, since I don’t even have a penny?

If you don't have money, then get ten sticks! - the innkeeper shouted.

People came running to hear the noise.

Well then, strike! - said Sly Peter and went out into the sun.

Cunning Peter said:

Take a stick and start, but just be careful - don’t touch me, just as I didn’t touch your food.

Who should I hit? - the innkeeper was dumbfounded.

Throw out a dozen sticks of my shadow!

Everyone around burst into laughter, and the ashamed innkeeper disappeared behind the door.

(Bulgarian fairy tale.)

Proverbs.

1. A long rope is good, but a short speech.

2. As soon as I ate, I paid. +

3. All for one - one for all.

Option 10

There lived a pack of wolves in the jungle. The leader of the pack was very old. And when the pack had to go hunting, the leader said that he was not able to lead it. A young, strong wolf came out of the pack, approached the leader and asked him to allow him to lead the pack. The old wolf agreed, and the pack went in search of food. A day later, the flock returned from hunting with prey. The young wolf told the leader that they attacked seven hunters and easily killed them.

The time had come for the pack to go hunting again, and a young wolf led it. The pack was gone for a long time. And then the old wolf saw a young wolf covered in blood. He told the leader that the pack attacked three people, and only he was left alive. The old wolf asked in surprise: “But in the first hunt, the pack killed seven armed hunters, and everyone returned safe and with prey?”

To this the young wolf replied: “Then there were just seven hunters, but this time there were three best friends.”

(Legend.)

Proverbs.

1. A drowning man clutches at a straw.

2. A strong friendship cannot be cut with an axe. +

3. Then dance when they play.

Game "Who works harder?"

Target: development of thinking.

Description. After reading a fragment of a fairy tale, the teacher makes a stop and invites the children to come up with an ending in such a way as to solve the riddle: “Who works more - or the zealous worker?”

JAFAR'S RING

Well, solve the riddle,

If you think you're a hunter:

Who works more is lazy

Or a zealous worker?

But before you find the answer,

Listen to the tale of ancient times.

The sage Jafar lived at court

In one country in the south.

And since he was very old,

Servants wore it.

One day on the way home

From a distant market

The gold ring rolled off

From Jafar's little finger.

Jafar said to the porters:

Go around the whole city

and the precious royal gift -

find my ring!

The porters answered him:

We don't feel like looking.

We don't care about the loss

We have our own work.

We were ordered to carry you,

Well, if so, he said to the slaves

Jafar to these speeches, -

I'll look for the ring myself! -

And he sat on the slaves' shoulders.

I had to drag them again

With Jafar to the market...

And it would be easier for them to search

A ring without Jafar!