The intellectual development of a child means the development of higher psychological functions (memory, thinking, perception, speech, imagination), as well as the emotional, social and physical spheres of intelligence. In short, intelligence is thinking ability. Thinking, in turn, depends on emotional, social, physical development and memory. Therefore, parents who decide to help their child should organize classes taking into account all the listed functions and areas. To do this competently, it is important to know how intelligence develops at different age stages. Moreover, you can directly influence and help your child already in preschool age.
Age and development of intelligence
If we talk about preschool age, that is, the period from 3 to 7 years, then the development of intellectual abilities is closely related to the type of thinking. In younger preschoolers (3-4 years old), visual-effective thinking predominates, so classes must necessarily include physical activity and manipulation of objects.
At 4-5 years old (middle preschool age), thinking develops to visual-figurative, so it is possible to include substitute toys, role-playing games and educational cartoons. As well as games for social interaction and moral development.
The most active period of development of intelligence in children occurs at 5-7 years. Verbal thinking predominates and abstract-logical thinking is formed, so here you can already include didactic and logical games. Attention gradually becomes more voluntary, so it is easier for the child to concentrate on solving complex problems.
Classes should be conducted in the form of a game so that the child, being carried away by the plot, does not notice how he is learning at the same time. In another form, it will be extremely difficult for you to conduct a lesson, because preschoolers are restless, their will is undeveloped, and conditioned inhibition is still being formed, so young children do not understand why they need to study something when they want to play. They cannot focus on anything for long.
Also, you should not expect a preschooler to be enthusiastic about his activities. The best option is to notice when a child shows interest in a certain activity (for example, reading, drawing, writing). Classes should be held no longer than 15 minutes: you will notice when your baby gets tired and loses interest.
The intellectual development of preschoolers is closely related to emotions and social interaction. If a child feels comfortable in the family, feels loved, is supported and praised, then he will develop harmoniously mentally. In addition, the baby acquires basic skills, abilities and knowledge through contact with his family.
Children develop differently, and it makes no sense to expect your child to have the same level of intellectual development as someone else. This can ultimately lead to the formation of low self-esteem and self-doubt.
Games for mental development of younger preschoolers
At 3-4 years old, a child is actively exploring the world, he is interested in everything, and normally he can already speak a large number of words and construct sentences. He focuses all his curiosity on you, so it is during this period that parents begin to complain that the baby does not stop talking for a moment, is always asking about something and is almost constantly moving.
To direct his cognitive and motor activity in the right direction, you can use the following games for the development of intelligence.
- Who's missing?
Place 4 toys in front of the baby, preferably from the same category (for example, animals: dog, horse, bear, kitten). Ask your child to name the toys and then turn away. Remove one toy, and when the baby turns around, ask: “Who is missing?” This way you can study colors if you focus on color (polar bear, brown dog, etc.), shapes, names of objects and plants.
- Suitcase.
Take out a suitcase or sports bag and tell your child that you are going to the seaside (to nature, to grandma’s) and that you can only take 5 things with you. Start adding things together with your baby, while saying the number. This is how a child learns to count. Gradually increase the count and include ordinal numbers (first, second, etc.). You can use this game in another form: a basket for a picnic, groceries for the store, a briefcase for the kindergarten - there are many options. Thanks to this exercise, logical thinking is also formed.
- Back and forth and left and right.
Use whatman paper or room space. Draw a diagram of the city in which the treasure is hidden - the child will need to find it. On the way to the treasure, guide your child: take two steps forward, turn left, now three steps forward, take the letter with a riddle under the table. Read the riddle to your child, and he will have to guess - and so on until he reaches the finish line. Don't make the game too long or difficult.
Games for mental development of middle preschoolers
During this period, children begin to show interest in learning letters and writing, as well as establishing relationships with peers. You may notice that the baby is already singling out a particular child from others on the playground, so the age of 4-5 years is a favorable stage for the formation of social intelligence and learning ethical standards (girls should not be beaten, elders should be listened to). The following games will help you here.
- The letter is visiting.
Start your morning with a short fairy tale: “The letter A came to visit us today! (show your child a picture with a letter or a magnetic letter). She said that you are already big and it’s time for you to know what words are made of. You want to learn how to read fairy tales, right? The letter A is in such wonderful words as “mom”, “dad” (hang the words too and ask the child to show the letter A in them). Where is the letter A in the word “mother”? Right!"
- What's extra?
Place vegetables on the table, such as carrots, potatoes, onions, tomatoes, and place the fruit fifth. Ask your child if there are all the vegetables or is there anything extra? This game develops logic, vocabulary and knowledge about the world around you. Include unfamiliar objects gradually and increase their number.
- Good or bad?
It is important to study these concepts, as the baby begins to build personal psychological boundaries. What can be done and what cannot be done, how can they not treat him, and how can they? The game can be played after watching a cartoon or reading a fairy tale: “Did the caterpillars do good or bad? Is it possible to do this?
Games for mental development of older preschoolers
At the age of 5-7, games for the development of intelligence should contribute to the formation of abstract logical thinking, attention, memory, coherent speech, mathematical abilities, reading skills and knowledge about the world around us, and fine motor skills.
- Find differences.
Offer your child two very similar pictures, ask them to look at them carefully and say how they differ.
- Where did the fish from the fairy tale swim?
Show your child three pictures of an aquarium, and then tell a story in which you describe the fish and the aquarium itself. Then ask your child which of the three aquariums we are talking about.
- Invisible figures.
Draw a shape in the air with your fingers, and then ask your child to sketch it. Do this several times. When the figures are drawn, the baby will have to name them.
- Houses where numbers live.
Draw several houses where the numbers will live. Then compose a fairy tale about how number three went to visit number one. Ask your child how much you get if you add one to three? Explain that the number following the number 3 will be obtained. Ask him to count to 5 so that the child can calculate the answer himself.
Conclusion
The child’s intellectual abilities largely depend on you, as well as on the literacy of kindergarten teachers and educators. If you work with your baby, include educational and didactic games, then his mental development will be active and effective. Of course, genetics and physiology play a big role in this matter, but most often the lack of certain knowledge and skills is pedagogical neglect and lack of proper attention to your child.
Primary importance should be given to the intellectual development of preschool children, since with its help the skill of successful learning is formed. During the preschool period, children accumulate knowledge at an amazing pace, their speech is formed, and their cognitive processes are improved.
The role of the development of intellectual abilities in a child’s life
Preschoolers with more developed intelligence remember and master new material faster, feel confident in their abilities, and practice also shows that they are more willing to learn. Children learn to think, perceive, speak, learn various options for manipulating objects, learn to control themselves in accordance with systems of rules. All this requires memory work, the role of which in the development of a child cannot be overestimated. The work of memory is associated with the assimilation of knowledge about oneself and the world around us, the accumulation of habits, skills and abilities. But school education is especially demanding on memory work, which is why the intellectual development of preschoolers is so important.
Modern psychology is based on the idea that children's intellectual potential is determined genetically, so the majority of the population can only develop their intelligence to an average level. Of course, the possibilities for human development are not unlimited. But, as practice shows, even if you use the available capabilities of average intelligence a little more efficiently, the result will be impressive.
With the help of intellectual games, a child’s memory develops, he switches more easily from one activity to another, learns to listen to others, perceive and understand a different point of view. To successfully cope with the school curriculum, a child not only must know a lot, it is equally important for him to learn to think convincingly and consistently, to guess, to be capable of logical thinking and mental stress.
The intellectual development of children in kindergartens should include:
- development of speech and oral communication;
- development of logical thinking (correlations, classifications);
- development of imagination and spatial thinking;
- improvement of hand motor skills and sensory coordination (shading, graphic symbols);
- developing the ability to observe, make assumptions, describe;
- mastering the rules of behavior relating to attitudes towards the civilized environment and the natural world;
- nurturing self-esteem and respect for other members of society, maintaining ethnic ways of communication.
Games for developing intelligence
A child’s memory is associated with his interest and is a complex of processes through which he can remember, perceive, reproduce and store information. If problems occur at any of these levels, learning may become difficult. Below are games aimed at developing children's memory, teaching the child memorization and logical techniques.
Attention is influenced by a person’s inclinations, interests, and hobbies, and it itself determines such a quality as observation, that is, the ability to notice significant but subtle signs in phenomena and objects. Attention is an important condition that allows a child to successfully acquire a large amount of skills and knowledge and establish contacts with adults. The development of memory and attention are closely intertwined, and games help their development.
"Puppeteer"
This educational game is aimed at improving motor memory. There are two options:
- The adult portraying the puppeteer blindfolds the child and silently leads him along a simple route, like a doll, holding him by the shoulders. The child takes 5-6 steps forward, stops, turns left, stops again, takes a couple of steps back, turns right, etc. After this, the “doll” is untied and asked to find the starting point of the route, going through it in reverse order, remembering each step.
- In the second option, another child can take on the role of the puppeteer.
"Fold the pattern"
You need to put together a pattern or path from the figures, starting with 3-4 elements, and when the child gets used to the game, their number can be increased. Give the child the opportunity to look at the pattern for a while, after which he should turn away. At this time, you need to change the position of one figure (and then 2-3), and then ask the baby to restore the original arrangement of the track elements. You can complicate the task by completely removing the track, which the child will have to reconstruct from memory. An even more difficult option is to restore the pattern by touch with your eyes closed.
Didactic games for preschoolers
Didactic games are games that take place in the form of educational activities. They have a rating system...
"Camera"
The game develops attention and memory. In the first option, the child sees a card with an image for a couple of seconds, and then he must describe it in as much detail as possible. In the second option, a picture with a plot is shown for 30 seconds, and after that almost the same picture is presented, but with some changes. The child must find all the differences in the pictures.
"Under the table! On the table! Knock!"
This game trains the child's auditory attention. In the game, the child will have to follow the adult’s commands, and the adult will try to confuse him. First, the adult, pronouncing the command, simultaneously performs it himself, and the child repeats after him. For example, simultaneously with the command “Under the table!” The adult puts his hands under the table, and the child should do the same. Then the adult commands “Knock!” and knocks his palms on the table, followed by the child. And further in the same spirit. When the baby is sufficiently accustomed to repeating commands, the adult suddenly begins to confuse him, pronouncing one command but performing a different action. The child should follow verbal commands, and not repeat the movements of an adult.
"Mirror"
This game is easier to play with two people. Players stand or sit opposite each other. The first one makes certain movements (raises his arms, waves them to the sides, pinches his ear, etc.). The other player must be a “mirror” of the first. As the game progresses, the movements can become more and more complicated, but it should be fleeting - no more than 1-2 minutes. If the second player survives this time, he receives one point and the participants in the game change roles.
"Finger"
The game will be more intense, difficult and interesting the more pictures it contains. You will need two players, preferably peers, but in the absence of a second child, his role can be played by an adult who will play along with the baby. On the table you need to lay out 10-20 pictures of different objects in two rows. Children should take a good look at all the pictures and ask for the names of unfamiliar objects. It is necessary to explain to them that in the game they must point their index finger at the picture that the adult names. The one who first places his index finger on the picture will become its owner. After this, the players must be seated facing each other, and they must place the index fingers of their right hands on the edge of the table and keep them there until they find the desired picture with their eyes.
To stimulate mental activity, it is necessary that the search for a picture be carried out with the eyes, and a pointing gesture will be required only at the end of solving the problem. The rule that forces you to keep your finger on the edge of the table saves the child from moving his hands. Then the adult asks the children to indicate where the flower is (teapot, plane, fox, etc.) and watches who will be the first to point to the right card with their finger.Search for objects based on specified characteristics
The purpose of this game is to develop the ability to quickly search for analogies between objects that are dissimilar to each other, evaluate objects based on the absence or presence of certain features in them, and learn how to quickly switch attention from one object to another. The teacher names 2-3 objects and invites the children to name as many other objects as possible that have common given characteristics with them. For example, name objects that perform opposite actions (a door closes and opens, a switch turns on and off the light).
Emotional development of preschool childrenWhat are emotions? How does the emotional development of preschool children occur? What you need to know...
Games that develop imagination
With the help of such games, children gradually understand the principle of convention and the replacement of objects with other objects, and their imagination develops. In these games, a variety of objects can be animated by children. They are quite fleeting and allow you to use any items you want, and you can organize them almost at any time.
"Squiggles"
It is advisable to play this game with your child. Both players draw any squiggles on their pieces of paper, and then exchange the pieces of paper. The winner is the one who completes the squiggle into a meaningful drawing.
"Nonexistent Animal"
Almost everyone knows that there are needlefish and hammerhead fish, so why not thimblefish? You need to let the child fantasize about what a scissor fish would look like, how big a pan fish would be, and where a magnet fish could be used.
"Revitalization of objects"
You can invite the child to imagine himself as a lost hat, a wet mitten frozen in the cold, a new fur coat, a shirt neatly folded or thrown on the floor, etc.
“Complete the picture”
You need to draw some object, but not completely, and invite the child to come up with a name for it. If the child fails to immediately identify the object, then he can be helped with leading questions or appropriate riddles. When a child recognizes an object and forms an image of it in his memory, he can complete the picture and color it. At the same time, unfinished pictures can have very different designs: in the form of a diagram of an object, a dotted image, a partial image. The image depicted can be any object that is certainly familiar to the child. You can also combine images of objects into semantic groups, for example, groups of flowers, vegetables, clothes, then this exercise will be useful when studying a particular group.
"Imitation of actions"
You can, for example, imitate making soup. Let your child show how he will wash his hands and wipe them dry before starting cooking. After that, pour water into the pan, turn on the stove and place the pan on it. Then he must show how he will cut vegetables and other ingredients, put them in a saucepan, stir with a spoon, add salt and ladle the prepared soup. Let the child show how he carefully carries a cup of hot water, lifts a hot frying pan, and passes a baked potato around.
Games for developing thinking
The highest form of human activity is thinking, which is a socially conditioned mental process closely related to speech. With the help of the games below, children can learn to generalize, compare, reason, and make simple conclusions, which in general is independent thinking.
“It happens - it doesn’t happen”
You need to name an event and at the same time throw the ball to the child. If this situation is realistic, then the baby should catch the ball, and if it is a figment of fantasy, then he should hit the ball. Examples of situations: the cat went to work, dad wants to eat, a plane floats on the sea, a salted pear, a house walking.
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Entertaining mathematics for preschoolersIt’s interesting that entertaining mathematics for preschoolers is of interest not only to kids, but sometimes...
"Guess by the description"
Having given a description of an object (toy, animal, fruit), the adult invites the child to guess what was discussed. For example, about a tomato we can say that it is round, red, juicy, aromatic. If the child finds it difficult to answer, then you can lay out images of different vegetables in front of him, from which he can choose the correct one.
"What happens if…"
The adult asks questions, and the child answers them. “What happens if I jump into a puddle?”, “What happens if I throw a stick (ball, stone, napkin, etc.) into a bathtub full of water.” After this, you can switch roles.
Ambiguous answers
You need to come up with phrases in advance, the continuation of which may be ambiguous. Hearing options for children's continuations, an adult may be very surprised, because this will not always occur to him. Question options: “our dog’s fur is very…”, “people have hands in order to…”, “on the street at night it’s very…”, “grandmother is sick because...”.
Exercises to help develop children's intelligence
Any intellectual games should be carried out against the background of a good mood in children, who should receive positive emotions from new knowledge.
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Intelligence is not only an innate quality, but also an acquired one. Psychologist Richard Nisbett gives advice on how to acquire, improve and pass it on to your child.
Richard Nisbett: methods and rules that will help you increase the intellectual level of your child
Intelligence is not only an innate quality, but also an acquired one. Psychologist Richard Nisbett gives advice on how to acquire, improve and pass it on to your child.
For a long time it was believed that intelligence was determined entirely by heredity. Upbringing and education, if they have any influence on intellectual abilities, are insignificant. Schools and universities impart a certain set of knowledge and help to master specific operations like counting and writing, but do not make people smarter. If you are smart, then it’s your “genes”. Today this view has been completely refuted.
Many conclusions about the primacy of hereditary factors were based on trivial errors. For example, scientists compared twins who were raised in different families from a very early age. The difference in intelligence level between them was minimal. From this the conclusion followed: upbringing and environment do not matter much. But the researchers did not take into account that families who take foster children into their care also hardly differ from each other - these are all families with a fairly high income and level of education.
People become smart not because their “genes are like that,” but because they had the opportunity to become like that.
This does not mean at all that heredity does not affect anything, or that the child is a “blank slate” on which the family and environment can depict whatever they want. Natural abilities matter. But how you use and develop them is equally important.
Based on numerous studies of the psychological development of children, the famous psychologist Richard Nisbett from the University of Michigan (USA) in the book “What is Intelligence and How to Develop It” proposed several methods and rules that will help you increase the intellectual level of your child.
Intelligence is formed before the onset of maturity, but it is necessary to maintain it at a later age, so these rules will be useful for adults as well.
1. PHYSICAL EXERCISE
While expectant mothers may worry that exercise is risky, there is evidence that it increases a newborn's intelligence without any risk to both mother and baby.
In a well-designed study of 40 pregnant women who were accustomed to frequent and vigorous exercise, the researchers asked half of them to exercise vigorously at least three times a week - running, doing aerobics, skiing. And the other half were asked to limit their exercise to walking.
By the age of five, the IQ of children of women who studied was 9 points higher. It might be worth repeating the study, since such a difference seems implausibly large.
Exercise is good for the baby, for the expectant mother and for everyone. Exercising large muscle groups does promote greater neuronal growth, and experiments—at least in animals—show that exercise improves blood flow to the brain. Exercise has a positive effect on intelligence, even if you start it relatively late.
Older people who exercise maintain their problem-solving abilities longer than those who are less active.
<...>Strength training combined with special exercises is more beneficial for the heart than special exercises alone. Those who exercise regularly in adulthood are three times less likely to develop Alzheimer's disease over the age of 70 compared to those who do not exercise. Even if you start exercising after age 60, you can reduce your risk of Alzheimer's disease by half!
2. MOVEMENT INTELLIGENCE TRAINING
Contrary to popular belief, computer shooting games do not reduce, and sometimes even increase, the level of intelligence.
You can improve your fluid intelligence through different types of activities, and not only in childhood.
Remember What is fluid intelligence? This is the ability to solve non-standard problems, where previously learned rules and concepts may be useless.
Problems of this type include Raven's Progressive Matrices. In this test, the subject is presented with geometric figures modified in a certain way, and he must quickly derive a rule based on which it will be possible to predict the next stage of transformation of these figures. Activities that stimulate the development of mobile intelligence include computer games that train attention control and working memory.
Neuroscientist Rosario Rueda and her colleagues have described several types of games that promote the development of fluid intelligence in young children. One of them is the so-called predictive exercises. A variation of this type of game that Rueda and his colleagues used involved children having to guess where a duck that had previously dived into a pond would emerge. Using a joystick, the children controlled the cat on the screen, moving it to where they expected the duck to appear.
Training fluid intelligence with such exercises helps children cope with Raven's Progressive Matrices, which require good control of attention and working memory. These functions of fluid intelligence play a particularly important role in the learning of children who have not yet reached adolescence.
3. SELF-CONTROL
Walter Michel's famous experiment with marshmallows.
The best available evidence suggests that children with above-average levels of self-control also tend to have fairly high intelligence and, in addition, Regardless of their intelligence, their academic performance is very high.
Personality psychologist Walter Mischel and his colleagues conducted a study at a Stanford University kindergarten attended by children from predominantly affluent middle-class families and found that those who were able to tolerate delayed gratification ended up getting not just one cookie right away, but two but later in adolescence had higher grades and significantly higher SAT scores.
The same relationship was found when observing children from poor minority families in New York: the more patience a child showed in an experience with delayed gratification, the higher his school grades.
It turns out that the correlation between self-control and GPA is twice as high as the correlation between IQ and GPA.
Here we can already talk about the presence of a cause-and-effect relationship. Self-control almost certainly provides additional benefits, allowing one to achieve more than one would expect based on a person's intellectual development scores.
Unfortunately, we do not yet know effective ways to develop self-control in children, but some studies still make it clear in which direction it is worth moving. We know that if a child sees an example of an adult who rewards himself regardless of real success, then the child is likely to do the same. And if a child sees how adults allow themselves a fair reward only for a job well done, then he tries to follow the same rules.
4. TEACH YOUR CHILDREN TO BE FLEXIBLE AND PRAISE YOUR DILIGENCE
It is very important for parents to instill in their children that their intelligence is in their power. Asians are very likely to believe that abilities need to be developed. It is not surprising that Asian Americans put more effort into achieving better results during school than Euro-Americans. Moreover, failures, more than success, serve as an incentive for them to work even more hard.
It is very important to instill in your child: if something doesn’t work out the first time, you need to try harder.
You probably shouldn't reward children for their intelligence. It is better to recognize and reward hard work, which is directly dependent on their will. If a child is praised for being smart, he will make a special effort to demonstrate his abilities by choosing tasks that he can handle successfully and trying to avoid those that are not so easy for him. In other words, if a child is praised for his intelligence, he tends to avoid difficulties and does not even try to take on something that could give him some new knowledge and experience.
In one very interesting experiment that illustrates this point, developmental psychologists Claudia Mueller and Carol Dweck told children that they had done very well on items on the Raven's Progressive Matrices Test and rewarded them for both intelligence and diligence. Then they asked the children to complete other tasks - either simple ones (“this means I can handle them easily”), or complex ones that require effort and a non-standard approach (“this means I will learn a lot, even if I don’t look smarter than everyone else”).
Of those children who were praised for their intelligence, 66% chose easy tasks through which they could once again demonstrate their intelligence; and of the children who were rewarded for diligence, more than 90% chose more difficult tasks that helped them learn something new.
If a child achieves success thanks to his abilities, he doesn't want to risk discovering that maybe he's not that smart after all. If the result is achieved through hard work, then the child strives to continue to take on tasks that will allow him to test the limits of his own capabilities and gain more varied experience.<...>
Those who were praised for their abilities, were less eager to continue working and were less likely to say they were interested in solving other problems compared to those who were praised for working hard. Those who were initially praised for their intelligence, coped with fewer tasks than those who were praised for their effort. Moral: Reward diligence, not intelligence.
5. DO NOT REWARD YOUR CHILDREN FOR THINGS THAT GIVE THEM FUN.
It is wrong to promise a child a reward for doing something you want to encourage if the child is already interested in it.
Together with developmental psychologists Mark Lepper and David Green, I observed kindergarten students doing something new to them - drawing with “magic” markers.
Most of the children really enjoyed this activity. Then we promised some of the children a reward if they drew something for us with markers, which they happily did. Then, a couple of weeks later, the children were offered markers again. Children who had previously been rewarded for their drawings began to draw less than those who were not rewarded, and their drawings were worse.
It turns out that the “contract” concluded with the children turned play into work.
We praised the drawings of other children who were not promised a reward, and subsequently these children drew more with markers than those who received neither reward nor praise. So, if you want your child to do something, praise him for what he has already done. There is no need to promise a reward for what he does.
However, sometimes the reward is justified. If the child is not going to do something himself without reward, then perhaps it is worth entering into an agreement with him. If his initial interest in an activity is low, the promise of a reward may motivate the child to do it, and then perhaps he will become interested in the activity himself.
6. EFFECTIVE MENTORING
As you raise your children, try to keep Mark Lepper's Five Cs in mind.(control, challenge, confidence, curiosity, context): encourage a sense of control in your child, set challenging tasks for him, instill confidence in him, excite his curiosity and, when giving him a task, relate it to the context: with the real world or situations from movies and TV -programs
In addition, there is no need to focus on small mistakes, for example, if the child forgot to put a “-” sign; try to prevent mistakes, except in cases where a lesson can be learned from them; do not simplify the material for the sake of the child’s self-esteem, but rather change the way it is presented; ask leading questions; and do not praise the child beyond measure.
7. SCHOOLS
Finally, some thoughts about schools. To the best of your ability, try to place your child in a class with the best teachers, especially at the very beginning of school.
Avoid inexperienced teachers. If your child's school does not use effective computer programs to teach reading, math, and science, consider talking to the administration about the possibility of using them.<...>
If your school does not use cooperative learning techniques, in which children work together to solve problems and acquire knowledge, suggest using them at school. Find out if your school principal knows which teachers are best qualified and find out if there are opportunities to reward the best. If there are no such opportunities, try to influence the school's public council to make this possible.
Speak out against bias towards teachers having different types of certifications and degrees.
There is no evidence that teachers with certificates and degrees work better with children. Teachers need to spend more time developing their teaching skills with the help of colleagues and specialists who observe their work and provide support and feedback. published by .
Oleg Matfatov
Any questions left - ask them
P.S. And remember, just by changing your consciousness, we are changing the world together! © econet
Intelligence, as a rule, refers to what is commonly called “mind.” An intelligent person, an intellectual, has developed analytical thinking, easily masters new types of activities, demonstrates good memory and developed imagination, knows how to manage his attention and find effective solutions to difficulties of a very different nature. In order for your child to be successful, easily make new acquaintances, confidently set priorities and persistently achieve his goals, pay attention to the development of his intellectual abilities in early childhood.
Simple but effective ways to develop the intelligence of a preschooler
Method 1: Create together
- sculpt;
- draw;
- do origami;
- weave ornaments from beads;
- create simple and complex applications;
- sing a duet or organize a family ensemble;
- make original figures from balloons.
You can choose any option for joint leisure that is pleasant for you, but at the same time ensure the development of the child’s creative intelligence. Through creativity, the child receives a powerful charge for the development of imagination, imaginative thinking, and the emotional sphere.
It is important that creativity is joint in fact, and not formally. Find opportunities to get excited about the process. It is not necessary to do classes every day, but 2-3 hours a week can be allocated for such a deep immersion in joint creation, even with a busy schedule.
Method 2: Read out loud
Reading aloud, when an adult reads and a child sits comfortably next to him and listens attentively, makes a huge contribution to the child’s intellectual development:
- nurturing empathy;
- vocabulary enrichment;
- increasing the level of general erudition;
- encouraging healthy curiosity;
- stimulating the thought process.
If your child has already entered the senior preschool age (that is, he is already 5 years old), you can select works to read that are also interesting to an adult reader. Don’t limit yourself to stories that are simple and exciting for your child. Expand your child’s horizons, discuss with him what he has read, fantasize on the topics “What would have happened if the hero had acted differently” and “Why did the hero find himself in such a situation.”
You will be surprised how quickly with this approach your baby will demonstrate an analytical mind and the ability to think critically. Your child will become a worthy conversationalist if you allow his intellect to open up.
Method 3: Board games
- puzzles;
- domino;
- tag;
- Rubik's Cube;
- constructor;
- labyrinths;
- chess;
- checkers.
The list of board games aimed at developing intellectual abilities and logical thinking goes on and on. Modern parents have a lot to choose from! Children's stores are full of colorful packaging and eye-catching names.
It is ideal if you choose educational board games, focusing on the individual and age characteristics of the child.
Method 4: Monitor your child's emotional well-being
To ensure that your efforts produce exactly the results you expect, pay attention to how the child feels. What emotions dominate in him, forming the general emotional mood:
- calmness, comfort;
- Confidence in your strength;
- interest in classes;
- feeling loved and desired.
In older preschool age, it is especially important for a child to receive examples of healthy social relationships. He must see in his own family what mutual respect and support means. Don’t be shy to say kind words, praise for successes and encourage when something doesn’t work out the first time. Avoid evaluative, negative language. Do not allow a 5-6 year old child to doubt his intellectual abilities.
Every child is a potential genius. Unlocking this potential is the task of attentive, loving adults. However, it is not necessary to set the goal of raising a genius in order to understand how important it is to develop a child’s intelligence before school. Developed intelligence is the basis for a child’s success in any of his endeavors.
Develop your child's intelligence while enjoying the process and feeling proud of the results. May your parenthood be filled with happiness!
Compiled by: Shchipova O.L.,
teacher-organizer of the educational institution “Vesnushki”
Play is the main activity of a preschool child. The game develops children's ideas about the world around them and their mental abilities.
There are many types of games: role-playing, didactic, active, musical, etc. Each of them has a specific role in the development of a child’s intelligence. The development of intelligence includes the development of speech, memory, thinking, and imagination.
I bring to your attention didactic word games that you can play not only at home, but also on a walk, on a trip, and even while doing household chores. These games develop concentration, help assimilate, consolidate knowledge, and master the methods of cognitive activity. Children master the characteristics of objects, learn to classify, generalize, and compare.
1. Game “Find the extra word”
Read a series of words to your child. Each series consists of four words. Three words are combined based on a common feature, and one word differs from them and should be excluded.
Offer to define the word that is “extra.”
Table, sofa, plate, chair.
Cucumber, zucchini, potatoes, pear.
Pine, birch, raspberry, poplar.
Spring, year, summer, autumn.
2. Game “How can I use it”
Invite your child to determine what this or that item can be used for.
3. Game “Say the opposite”
Invite your child: “I will say words, you can say them too, but just the other way around.” For example: big - small
Thin – thick
White black
Empty - full
Dry – wet
4. Game “Who will be who”
The adult shows or names objects and phenomena, and the child must answer the question: “How will they change, who will they be?”
Who (what) will be: egg, chicken, seed, caterpillar, flour, wooden board, brick, fabric.
5. Game “Guess the description”
The adult offers to guess what (what fruit, animal) he is talking about and gives its description. For example: this is a fruit, it is sour, juicy (lemon).
If the child finds it difficult to answer, pictures with various fruits are laid out in front of him. Then they ask you to find the desired image using the description.
6. Game “It happens - it doesn’t happen”
An adult names a situation and throws a ball to the child. The child must catch the ball if the named situation occurs, and if not, then there is no need to catch the ball. The following situations can be suggested:
An elephant flies across the sky.
Fish swims in the pond.
The crocodile brought a letter.
7. Game “Flies - doesn’t fly”, “Edible - inedible”
8. Games “What is the difference between two pictures?”, “Find 10 differences”
9. Game “What has changed? »
Progress of the game: first, place 3-4 toys on the table, let the child look at them for 2-3 minutes. Then ask him to turn away and remove one of the toys. When the child turns around, ask him to determine what has changed? Toys can be swapped. It is also useful to use three-dimensional geometric shapes of different colors instead of toys, asking which shape was removed and what color.
10. Game “Find a Pair”
To play the game you will need several identical pairs of different objects. You can mix different pairs of socks, you can cut out pairs of strips of different lengths from paper, you can choose pairs of different buttons.
Place mixed pairs of objects in front of the child and give him the task of choosing the pairs. For three-year-old children, 3 to 5 pairs of different objects will be enough. The older and more experienced a child becomes in the game, the more pairs of different objects can be given to him.
If several children are participating in the game, then you can give each child their own set of different pairs, and also arrange a competition to see who can select the pairs faster.
11. Tasks to find a common feature in a depicted group of objects
12. Game “Listen to words”
Agree with your child that you will say a variety of words. The child needs to clap his hands when he comes across a word that means, for example, dishes. An adult names various words: chair, tree, plate, pen, fox, potato, fork. The child must have time to clap his hands in time.
Game option: the child will need to perform other actions, for example, stomp when he hears the word denoting a plant; jump when he hears a word for an animal; hold your nose when you hear the word for furniture.
13. Game “Listen and do as I do”
Clap your hands to a certain rhythm and invite your child to repeat after you. Tap the rhythm with a stick on the table, on a drum, on a pan, on a book or on a jar. Let the child reproduce your rhythm exactly. Then change roles - the baby taps the rhythm, and you repeat.
14. Game "Pictures"
Children are shown a picture for a short time. Then the picture is removed and the kids need to describe what was depicted in the picture in as much detail as possible.
15. Game "Dance Club"
To the accompaniment of cheerful music, the adult shows the child some movement. For example, he squats, stands up and spreads his arms to the sides. The kids need to repeat it. The movements can be complicated and even come up with an interesting dance.
16. Game "Mirror"
The adult will be a mirror, and the child will repeat after him everything he does. Stand opposite each other and copy facial expressions, poses, gestures, that is, completely imitate the model. After a while, switch roles with the child.
17. Game “Pick up the keys”
Many different keys to locks are laid out on the table, the child is asked to remember 2-3 keys chosen by the presenter, then the keys are mixed, and the child looks for the given keys.
Game option: pick up the key to the lock.
18. “What comes first, what comes next?”
You will need a set of plot pictures (for one plot from 3 to 9 pictures showing the sequence of events).
The adult invites the child to find the rest of the series one picture at a time and arrange them in a logical sequence of actions. Give them 2-3 minutes to look at and ask them to make up a story based on the reference pictures. The more pictures, the longer the story.
19. Game "Memory"
This game is quite popular in all countries. The game includes 20 cards: 10 pictures are repeated twice. To play, the cards are laid out in five rows, face down. The game takes turns. The player opens one card and then tries to open a second card with the same picture. If the pictures do not match, then the cards are turned over again, if they match, then the player takes them for himself and plays again.
20. Exercise “How was your day?”
Teach your preschooler to tell you every evening what happened that day. Let him try to clearly restore the order of the day and the events that took place. Memory must get used to constantly retaining information.
21. Exercises to develop imagination in children:
- What does the figure (blot) look like? Name several options, and then you can complete it the way you imagine it.
- Draw circles (squares, ovals, etc.) so that they make a picture. You can combine several circles (squares, ovals, etc.) into one picture.
-What do clouds look like?
22. Game “Let’s make up a fairy tale together”
The adult begins to tell a fairy tale, the child continues. The result of joint efforts is often very entertaining or funny stories.
23. Logic problems
They offer thinking tasks of the following type: “Sasha is younger than Kolya. Sasha is older than Vova. Who is older?”
24. Game "Pantomime"
An adult thinks of a word and depicts it using facial expressions and gestures, without words. The child must guess. Next time, the child makes a guess and imitates the word, and the adult guesses.
25. “Guess the word” (object, fruit, fairy-tale character)
You think of a word, and the child asks leading questions, trying to guess. According to the rules of the game, you can only answer “yes” or “no” to any question.
26. Learning poetry
Everyone knows that memorizing poetry is a good way to train your memory. But a child should not memorize poetry mechanically. To do this, before studying the poem and after reading it, ask your child various questions about the text. For example, who did it? what color is the sea? what good did you see? etc. It would also be nice to draw a picture for the poem or retell it in your own words. Then read the beginning of the line, and the child will have to say the rhymed ending. Children usually feel rhyme very well and can quickly remember the ending.
27. Game “Fantastic Animal”
Come up with an animal that doesn’t really exist - which is not in books, fairy tales, or cartoons. If possible, draw this animal, come up with a fantastic name for it, how does it move, what does it eat, where does this animal live? Who is he friends with?
28. “Loto”, labyrinths for children, solving puzzles, etc.
