Intellectual development of children of preschool age is of paramount importance, because it forms the skills for successful mastering of educational activity. In the preschool age, the accumulation of knowledge occurs at a rapid pace, cognitive processes are being perfected, speech is being formed. Preschoolers with developed intelligence quickly learn and memorize new material, are more confident in their own abilities and, as practice shows, have a greater desire to learn.
In the development of intellectual abilities of preschoolers, a special place is occupied by the didactic game, which is a means of teaching and helps children to acquire and consolidate knowledge, and also to master the methods of cognitive activity. Thanks to the didactic game, which effectively increases children's interest in educational activities, preschoolers learn to classify, compare and generalize. Intellectual development of young children should contribute not only to the assimilation and consolidation of knowledge, but also to be directed at activating the thinking activity of preschool children.
Intellectual development of children in the DOW should include:
- development of speech and speech communication;
- the development of spatial thinking and imagination (calendar, time);
- development of logical thinking (classification, correlation);
- formation of sensory coordination and motor skills of hands (graphic symbols, hatching);
- formation of the ability to observe, describe and build assumptions;
- acquaintance with the rules of behavior in relation to the world of nature and the world of things created by man;
- fostering respect for oneself and others and developing ethically valuable ways of communication.
Exercises for developing the intellectual abilities of children
1. Drawing a story or story by pictures. The child is shown 4 pictures, which depicts a fairy tale or events known to him. The task of the child is to arrange the pictures in the correct sequence and compose a small story using illustrations.
2. Recognition of objects on a number of grounds. The child is called the epithets, which you need to figure out about which subject we are talking about. For example, yellow, sour, oval (lemon).
3. Comparison of two or more objects. The child is invited to name what the words are like. For example, a cat, a book, a roof. You can offer the child to name what a cat and a dog or a table and chair look like. Next, you need to find the differences in the objects: a pen and a pencil, a tree and a bush.
4. To pick up to the subject a suitable pair, which will be connected with it logically. For example, the arrow - a clock, a wheel -? (the arrow is part of the clock, so the correct answer is the car, because the wheel is part of the machine.) The squirrel is the hollow, the bear is the hunter is the gun, the fisherman is the forest is the trees, the field is?
5. Analysis of concepts and identification of features in subjects. Which of the items is superfluous and why? Night lamp, floor lamp, lamp; cow, horse, lion; potatoes, carrots, cucumber.
6. Choose the word of the opposite meaning. Buy - sell, open -?; remember -?; complete -?; hungry -?
7. Solving logical problems.
Roma is taller than Vanya, but below Yegor. Who is above Vanya or Egor?
On the table stood 3 plates with strawberries. Kolya ate one plate of strawberries. How many plates of strawberries are left?
8. Ability to find logical errors. The child should explain the errors in the proposed judgments.
9. Ability to operate with numbers in the range of 10. The child can be offered the following didactic games: "Call the neighbors" - we call the neighboring digits to the given number. "Correct the mistake" - we correct the mistake of the educator, who specifically skips or swaps the numbers.
A special feature of the organization of children's intellectual development is the creation of good moods and positive emotions from new knowledge, achievements and successes.