Features of visually figurative thinking of younger schoolchildren. Features of the development of visual-figurative thinking in primary school age

Master class "Image thinking junior schoolchildren" represents practical work development figurative thinking among younger schoolchildren, which can be used in correctional and developmental classes, as well as an addition to lesson and extracurricular activities. This article may be useful as guidelines for educational psychologists, teachers primary school as well as for parents (at home).

Relevance.

Primary school age is characterized by intense intellectual development. AT given period there is an intellectualization of all mental processes and the child's awareness of his own changes that occur during learning activities. The development of thinking becomes the dominant function in the development of the personality of younger schoolchildren, which determines the work of all other functions of consciousness.

Figurative thinking is not a given from birth. Like everyone mental process, it needs to be developed and corrected. According to psychological research, the structure of figurative thinking is the intersection of five main substructures: topological, projective, ordinal, metric, compositional. These substructures of thinking exist non-autonomously, but intersect. Therefore, a tempting idea arises to develop the imaginative thinking of children in such a way as not to “break” its structure, but to make the most of it in the learning process. Constant reliance on the image makes the acquired knowledge emotionally saturated, activates the creative side of the personality, imagination. Figurative perception of the world is characterized by mobility, dynamism, associativity. The more channels of perception are involved, the more more connections and relationships included in the content of the image, themes fuller image, topics more possibilities its use.

Logic has revolutionized human consciousness. She raised him to the level conscious person and acted as a catalyst further development personality and transformation of external nature. Logical thinking is followed by figurative thinking. Previously, these rudiments were found only in thinkers, philosophers, artists and writers. It is thanks to the spread of imaginative thinking that progress occurs. There have also been scientific, technological and information revolutions.

Target: to attract teachers to use the acquired knowledge in practice.

Master class objectives:

highlight the relevance of this topic;

Explain theoretical moments formation and development of figurative thinking in children;

to acquaint teachers with game exercises;

Present game exercises.

Theory

The development of figurative thinking can be processes of two kinds. First of all, this natural processes the emergence and progressive change of figurative thinking occurring in ordinary, everyday conditions of life. It can also be an artificial process that takes place in conditions in a special way. organized learning. This takes place when, for one reason or another, figurative thinking is not formed at the proper level.

One of important features development of figurative thinking lies in the extent to which new image differs from the original data on which it is built.

Development figurative reflection The reality of younger schoolchildren goes mainly along two main lines:

a) improving and complicating the structure of individual images, providing a generalized reflection of objects and phenomena;

b) the formation of a system of specific ideas about a particular subject. Individual representations included in this system have a specific character. However, being combined into a system, these representations allow the child to carry out a generalized reflection of the surrounding objects and phenomena.

Stages

Russian psychologist N.N. Poddyakov showed that the development of the internal plan in children of preschool and primary school age goes through the following stages:

Stage 1: Initially, the development of intellect proceeds through the development of recall of what they have seen, heard, felt, done by them, through the transfer of once found solutions to the problem to new conditions and situations.

Stage 2: Here speech is already included in the statement of the problem. The discovered solution in verbal form can be expressed by the child, therefore, on this stage it is important to achieve from him an understanding of the verbal instruction, the formulation and explanation in words of the solution found.

Stage 3: The problem is already solved in a visual-figurative plan by manipulating the images-representations of objects. The child is required to be aware of the methods of action aimed at solving the problem, their division into practical - the transformation of the objective situation and theoretical - awareness of the way the requirement is made.

Stage 4: Here the development of the intellect is reduced to the formation of the child's ability to independently develop a solution to the problem and consciously follow it.

Exercise number 1. "What does it look like?" Task: you need to come up with as many associations as possible for each picture. The very concept of figurative thinking implies operating with images, carrying out various operations (thinking) based on representations. Therefore, efforts here should be focused on developing in children the ability to create various images in their heads, i.e. visualize.

Ex. 2 Problems for changing figures, for the solution of which it is necessary to remove the specified number of sticks.

"Given a figure of 6 squares. We must remove 2 sticks so that 4 squares remain."

Given a figure that looks like an arrow. It is necessary to shift 4 sticks so that 4 triangles are obtained.

"Continue the pattern." " The artist painted part of the picture, but did not have time to draw the other half. Finish the drawing for him. Remember that the second half must be exactly the same as the first."

The exercise consists of a task to reproduce a drawing about a symmetrical axis. The difficulty in performing often lies in the inability of the child to analyze the sample ( left side) and realize that the second part of it should have a mirror image. Therefore, if the child finds it difficult, at the first stages you can use a mirror (attach it to the axis and see what the right side should be).

Next. This exercise is similar to the previous one, but is a more difficult version of it, because. involves the reproduction of a pattern with respect to two axes - vertical and horizontal.

"Look carefully at the picture. It shows a handkerchief folded in half (if there is one axis of symmetry) or four times (if there are two axes of symmetry). What do you think, if the handkerchief is unfolded, what does it look like? Draw the handkerchief so that it looks unfolded. "

Next slide. This exercise is connected with such a phenomenon of the Russian language as homonymy, i.e. when words have different meaning but are spelled the same.

Which word means the same as the words:

1) a spring and what opens the door;
2) the girl's hair and a grass cutter;
3) a branch of grapes and a tool for drawing;

4) a vegetable that makes one cry and a weapon for shooting arrows (a burning vegetable and small arms);
5) part of a gun and part of a tree;
6) what they draw on, and greenery on the branches;
7) a lifting mechanism for a construction site and a mechanism that needs to be opened so that water flows.

Think of words that are the same in sound but different in meaning.

sl .14
Solving puzzles helps to think figuratively, creatively. Teaches the child to analyze.

Rebuses may contain images, letters, numbers, commas, fractions, placed in a very different order. Let's try to solve some simple puzzles together.

sl .15 “I represent five…”

“I represent five…”: five items of the same color, five items with the letter “K” (or whatever), five items smaller than 10 cm, five pets, five favorite sweets, etc.

You need to imagine, and then you can draw these five objects.

DC 18

Exercise number 9. List the items. Ask your child to list objects around you that are round (square, triangular, etc.).

Items can be listed by color (green, red, blue, etc.) or size (large, small, very small, etc.).

Exercise number 10. Guessing riddles is a task for designating objects, which forms in children the ability to “see” an object by verbally designating its signs. It is important to pronounce riddles clearly, with expression, making logical stresses and taking breaks.

Conclusion

This master class is addressed to educational psychologists, primary school teachers, as well as parents of younger students.

Having studied given material, the above categories will be motivated to use systematically game exercises in his work on the development of figurative thinking in primary school students.

The development of thinking in primary school age has a special role.

By the time of entering school, a child of 6-7 years old should already have formed visual-effective thinking, which is a necessary basic education for the development of visual-figurative thinking, which forms the basis successful learning in primary school. In addition, children of this age should have elements logical thinking. Thus, at this age the child develops different types thinking, contributing to the successful mastery of the curriculum.

With the beginning of learning, thinking moves to the center mental development child and becomes decisive in the system of other mental functions, which under its influence are intellectualized and acquire an arbitrary character.

The thinking of a child of primary school age is on turning point development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives mental activity the child has a dual character: concrete thinking, connected with reality and direct observation, already obeys logical principles, but abstract, formal-logical reasoning is not yet available to children.

The peculiarities of the mental activity of a junior schoolchild in the first two years of study are in many respects similar to the peculiarities of thinking of a preschooler. The younger schoolchild has a clearly expressed concrete-figurative nature of thinking. So, when solving mental problems, children rely on real objects or their image. Conclusions, generalizations are made on the basis of certain facts. All this is manifested in the assimilation of educational material.

When some problems arise, the child tries to solve them, really trying on and trying, but he can already solve problems, as they say, in his mind. He imagines real situation and, as it were, acts in it in his imagination. Thinking in which problem solving results from domestic action with images is called visual-figurative. Figurative thinking is the main type of thinking in primary school age. Of course, a younger student can think logically, but it should be remembered that this age is sensitive to learning based on visualization.

The thinking of a child at the beginning of schooling is characterized by egocentrism, a special mental position due to the lack of knowledge necessary for right decision certain problem situations. So, the child himself does not open in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight, etc. The lack of systematic knowledge, insufficient development of concepts lead to the fact that the logic of perception dominates the child's thinking. For example, it is difficult for a child to evaluate the same amount of water, sand, plasticine, etc. as equal (the same), when before his eyes there is a change in their configuration in accordance with the shape of the vessel where they are placed. The child becomes addicted to what he sees in each new moment item changes. However, in primary school the child can already mentally compare individual facts, combine them into a coherent picture, and even form abstract knowledge for himself, remote from direct sources.

By the 3rd grade, thinking passes into a qualitatively new stage, requiring the teacher to demonstrate the connections that exist between the individual elements of the information being assimilated. By the 3rd grade, children master the generic relationships between the individual features of concepts, i.e. classification, an analytical-synthetic type of activity is formed, the action of modeling is mastered. This means that formal-logical thinking begins to take shape.

As a result of studying at school, in conditions when it is necessary to regularly complete tasks without fail, children learn to control their thinking, to think when necessary.

In many ways, the formation of such arbitrary, controlled thinking is facilitated by the instructions of the teacher in the lesson, encouraging children to think.

When communicating in primary school, children form a conscious critical thinking. This is due to the fact that the class discusses ways to solve problems, considers various options decisions, the teacher constantly requires students to substantiate, tell, prove the correctness of their judgment, i.e. requires children to solve problems on their own.

The ability to plan their actions is also actively formed in younger students in the process schooling study encourages children to first trace the plan for solving the problem, and only then proceed to its practical solution.

The younger student regularly and without fail enters the system when he needs to reason, compare different judgments, and carry out conclusions.

Therefore, at primary school age, the third type of thinking begins to develop intensively: verbal - logical abstract thinking, in contrast to the visual - effective and visual - figurative thinking of preschool children.

The development of thinking largely depends on the level of development thought processes. Analysis starts as partial and gradually becomes complex and systemic. Synthesis develops from simple, summing up, to a broader and more complex one. Analysis for younger students is an easier process and develops faster than synthesis, although both processes are closely related (the deeper the analysis, the more complete the synthesis). Comparison at primary school age comes from non-systematic, focused on external signs to planned, systematic. When comparing familiar objects, children more easily notice similarities, and when comparing new ones, differences.