How to develop a child's intelligence? Exercises and games to develop emotional, social and intellectual thinking in children. The concept of intellectual development of a preschooler

The intellectual development of preschool children is of paramount importance, because it forms the skills for successful mastery of educational activities. In preschool age, knowledge is accumulated at a rapid pace, cognitive processes are improved, and speech is formed. Preschoolers with developed intelligence quickly master and remember new material, are more confident in their own abilities and, as practice shows, have a greater desire to learn.

In the development of the intellectual abilities of preschoolers, a special place is occupied by didactic games, which are a means of learning and help children to acquire and consolidate knowledge, as well as master 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. The intellectual development of young children should contribute not only to the assimilation and consolidation of knowledge, but also be aimed at activating the mental activity of preschoolers.

The intellectual development of children in preschool educational institutions should include:

• and speech communication;
• development of spatial thinking and (calendar, time);
• development of logical thinking (classification, correlation);
• formation of sensory coordination and hand motor skills (graphic symbols, shading);
• developing the ability to observe, describe and make assumptions;
• acquaintance with the rules of behavior in relation to the natural world and the world of things created by man;
• instilling respect for oneself and others and developing ethnically valuable ways of communication.

Exercises to develop children's intellectual abilities

1. Compiling a story or story from pictures. The child is shown 4 pictures depicting a fairy tale or events known to him. The child’s task is to arrange the pictures in the correct sequence and compose a short story using illustrations.

2. Recognition of objects by a number of characteristics. The child is given epithets by which he needs to guess what object is being talked about. For example, yellow, sour, oval (lemon).

3. Comparison of two or more objects. The child is asked to name how the words are similar to each other. For example, a cat, a book, a roof. You can ask your child to name how a cat and a dog or a table and a chair are similar. Next, you need to find the differences between objects: a pen and a pencil, a tree and a bush.

4. Select a suitable pair for the subject that will be logically connected with it. For example, the hand is a clock, the wheel is ? (the hand is part of the clock, so the correct answer is a car, because the wheel is a part of the car. Squirrel – hollow, bear - ?; hunter – gun, fisherman – ?; forest – trees, field – ?.

5. Analysis of concepts and identification of features of objects. Which item is extra and why? Night light, floor lamp, lamp; cow, horse, lion; potatoes, carrots, cucumber.

6. Choose a word with the opposite meaning. Buy – sell, open - ?; remember - ?; full - ?; hungry - ?

7. Solving logical problems.

Roma is taller than Vanya, but shorter than Yegor. Who is taller Vanya or Egor?

There were 3 plates of strawberries on the table. Kolya ate 1 plate of strawberries. How many bowls of strawberries are left?

8. Ability to find logical errors. The child must explain the errors of the proposed judgments. The zebra is striped and the fox is cunning; the vase is crystal and the pan is heavy; the cucumber is green and the pear grows on the tree; the refrigerator is white and the mattress is soft.

9. The ability to operate with numbers within 10. The child can be offered the following didactic games: “Name the neighbors” - we name the adjacent numbers to the given one. “Correct the mistake” - we correct the teacher’s mistake, who deliberately skips or swaps numbers.

A special feature of organizing the intellectual development of children is to create in pupils a good mood and positive emotions from new knowledge, achievements and success.

For a preschooler, the leading role in his intellectual life is played by practical interaction with objects. This experience is complemented by visual representations, seemingly guiding speech development. Nevertheless, the development of intelligence occurs as one masters all three forms of information representation: in the form of actions, visual images and linguistic signs. That is, the presentation of information should be carried out in different ways (visual-spatial, sensory-sensory, verbal-symbolic). Preference for one way of presenting information leads to the formation of a superficial understanding of the world. The development of intelligence involves the development of the ability to translate from one “language” of information presentation to another and vice versa. To form an objective picture of the world, to develop the child’s intelligence, taking into account his individual characteristics of perception, it is necessary to introduce the preschooler to various ways of reflecting reality. The child knows the meaning of things, gestures, words, events, etc. But these meanings are not scattered, but are combined into certain structures.

An individual system of meanings characterizes the meaningful structure of the intellect of an individual subject. For its development, it is necessary to expand the child’s horizons, study the patterns and connections in the world around him. The intellectual development of a child is determined by a complex of cognitive processes: attention, perception, thinking, memory, imagination.

Famous psychologist N.F. Dobrynin wrote that when a child is guided by quickly passing interests, when his attention, depending on the feeling of pleasure or displeasure, is focused on this or that object, when this is accompanied by what we call interest and has the character of a game, we then speak about involuntary attention. Such involuntary attention, arising without a consciously set goal, predominates in a six-year-old child. However, by the end of the preschool period, the rudiments of voluntary, active attention appear, associated with a consciously set goal, with volitional effort. Its occurrence is an important new formation in the child’s psyche. Voluntary attention does not appear by itself from involuntary attention, but only during the interaction of a child with an adult. The first who drew attention to this was the Soviet psychologist L.S. Vygodsky. Each person, in the process of his development, through communication with other people, masters historically established ways of organizing his own attention. The first stages of such mastery occur at the age of 6-7 years. The main types of attention - involuntary and voluntary - are closely interrelated and sometimes transform into one another. The attention of a 6-7 year old child is characterized by involuntariness; he cannot yet control his attention and often finds himself at the mercy of external impressions. This manifests itself in rapid distractibility, inability to concentrate on one thing, and in frequent changes of activities. The teacher's guidance should be aimed at the gradual formation of voluntary attention, which is closely related to the development of responsibility. This involves carefully completing any task - both interesting and not so interesting.

The most important characteristics of attention are stability of attention, as the ability to maintain concentration for a longer period of time, switching of attention, as the ability to quickly navigate a situation and move from one activity to another, and distribution of attention - the ability to concentrate simultaneously on two or more different objects. The role of emotional factors (interest), mental and volitional processes clearly affects the development of attention. All properties of attention are well developed as a result of exercises.

A child’s perception is developed literally from the first months of life. By the age of 6-7 years, a child usually distinguishes well the colors and shapes of objects (he names various geometric shapes). The child is well oriented in space and correctly uses the variety of symbols of spatial relationships. More difficult for the child

is the perception of time - orientation in the time of day, in assessing different periods of time. It is still difficult for a child to imagine the duration of any task.

A child’s thinking is connected with his knowledge. And by the age of 6, his mental horizon is already quite large. In studies conducted by N.N. Poddyakov and his colleagues revealed interesting data regarding the knowledge that is formed in children in preschool age. There are two contradictory trends here. First, in the process of mental activity there is an expansion of the volume and deepening of clear, clear knowledge about the world around us. This stable knowledge forms the core of the child’s cognitive sphere. The second is that in the process of mental activity a circle of vague, not entirely clear knowledge arises and grows, appearing in the form of guesses, assumptions, and questions. This developing knowledge is a powerful stimulator of children's mental activity. During the interaction of these trends, the uncertainty of knowledge is reduced - it is clarified, clarified and turns into definite knowledge. During preschool age, forms of mental activity also develop: concept, judgment, inference. All types of activities available to him can contribute to the development of the thinking of a six-year-old child. In this case, it is necessary to organize conditions conducive to in-depth knowledge of a particular object. In the research of the Research Institute of Preschool Education, attempts were made to form in the child the initial forms of so-called methodological knowledge, which simultaneously reflect the most essential relationships of the objects cognized by the child, and the organization of his cognitive experience, the ordering of newly acquired knowledge. This methodological knowledge reflected in the simplest form the interconnection of objects and phenomena, their movement, change and development, and the possibility of their qualitative transformation. For example, children developed the knowledge that objects and phenomena should not be considered by themselves, but in connection with other objects. What is characteristic of such a child’s knowledge of this or that subject? It involves going beyond the scope of this subject and considering it in a more general set of objects and phenomena. At the same time, the child invariably encounters other objects little known to him, knowledge about which appears to him at first as vague and unclear. Thus, the deepening process of cognition of objects and phenomena inevitably leads to the emergence and growth of vague, indistinct knowledge. Let us recall that this knowledge, manifested in the form of guesses and assumptions, is an important stimulus for the child’s mental activity. Various games, construction, modeling, drawing, reading develop in the child such mental operations as generalization, comparison, abstraction, and establishment of cause-and-effect relationships. Classes with a child can improve thinking skills by 3-4 times.

In a 6-7 year old child, memory is involuntary, based on emotions and interest. That is, the child easily remembers what interests him. But the memory mechanisms of a six-year-old are not limited to involuntary memorization. By this stage of life, an important new formation appears in the psyche - children master mnemonic activity proper, and voluntary memory arises in them. The age of six or seven is very important for the development of many motor abilities. The motor memory of children of this age allows them not only to master quite complex movements, but also to perform them quickly and accurately, with less stress than before, and to flexibly change the mastered movements. Emotional memory reaches a high degree of development in a six-year-old child. But the child remembers not a feeling in general, but a feeling for a specific person, object, i.e. his emotional memory is inseparable from the figurative, visual one. This type of memory is very developed in six-year-old children and forms its basis. Its development is manifested not only in a significant expansion and deepening of the range of ideas, but also in the transition from individual and specific images to generalized ideas. When we talk about the memory of six-year-old children and its formation, we must not lose sight of its features related to the gender of the child. Research in recent years indicates that in boys and girls the rate of maturation of various brain formations does not coincide; the rate of development of the left and right hemispheres, which differ significantly in their functions, is also different. It has been established, in particular, that girls develop functions of the left hemisphere much faster than boys. But in the latter, on the contrary, it is the right hemisphere of the brain that is more effective due to the earlier maturation of its functions. What does this have to do with children's memory? Currently, scientists have discovered that the left hemisphere, to a greater extent than the right, is responsible for conscious voluntary acts, verbal-logical memory, rational thinking, positive emotions; the right hemisphere plays a leading role in the implementation of involuntary, intuitive reactions, irrational mental activity, imaginative memory, and negative emotions. When working with six-year-olds, one should not ignore information about the “distribution” of roles between the hemispheres. You should develop all types of memory, strive to learn memorization based on mental activity and understanding. The formation of concepts, according to scientists, plays a key role in the process of intellectual development, and also implies the inclusion of sensory impressions, figurative representations, and verbal (sign) definitions. The most active formation of concepts occurs in adolescence, but the beginning of this process can be seen already in early childhood. For example, mastering speech, the ability to communicate. In addition, the depiction of objects and phenomena of everyday life also indicates the development of conceptual thinking. Getting acquainted with the world, the child actively assimilates the signs of objects, their properties, connections with other objects, and generalizes the acquired knowledge.

The child’s imagination, having arisen at the border of early and preschool age, undergoes serious changes in preschool age. Along with the further development of involuntary imagination, a qualitatively new type of imagination appears - voluntary imagination. Psychologists associate its appearance and further development in preschool age with the emergence of new, more complex types of activities, with changes in the content and forms of communication between the child and others, primarily with adults. External support plays an important role in the development of a child’s imagination. If at the first stages, during the period of its inception, the imagination of a preschooler is practically inseparable from real actions with game material and is determined by the nature of the toys, the attributes of the role, the similarity of substitute objects with the objects being replaced, then in children of 6-7 years old there is no longer such a close dependence of the game on the game material and imagination can already find support in objects that are not similar to those being replaced. Images of the imagination at this age are characterized by special brightness, clarity, mobility and variability. The imagination of a six-year-old child is often of a recreative (reproductive) nature. It helps to imagine what the teacher is talking about, what is written in the book, what has not yet been in the child’s direct experience or memory (events of history and the future, distant countries, amazing, rare animals, plants, etc.). But the child’s imagination is not limited to this. In the process of creating images, a six-year-old child uses both a combination of previously received ideas and their transformation, which is carried out by analyzing and synthesizing existing ideas. Among the most accessible methods for transforming reality for a child is changing the sizes of objects, reaching to extremes. In general, exaggeration (hyperbole) is widely used by children to create sharp opposites that are easily accessible to a still undeveloped understanding (people are either examples of virtue and beauty, or monsters and villains, etc.). The child also creates new images, attributing to objects unusual qualities (often anthropometric), endowing them with the ability to transform into another object, into a different state, etc.

Speech is closely connected with the child’s thinking. 6 years is a period of extremely intensive development. Let us remember that in preschool age the leading activity is play. In the process of playing out situations and roles, mastery of the functions and forms of speech becomes very important for him. At the same time, the physical side of speech activity recedes into the background, overshadowed by the task of mastering the diverse functions of speech and the forms of their expression. The emphasis moves to the semantic (meaning) side of speech. A significant expansion of a child’s social circle by the age of 6 leads to the development of his free speech. By the time he enters school, he practically masters all aspects of his native language: vocabulary, sound composition, grammatical structure. Mastering concepts and their meanings allows a six-year-old child to apply generalization in speech and develops his thinking.

Today, intellectual abilities as external manifestations of intelligence are classified by different authors in different ways. One of the approaches is the division into divergent and convergent. Another additionally highlights learning ability as an intellectual ability.

Convergent abilities manifest themselves in the process of finding the only correct solution to a given problem.

Divergent abilities allow you to find several solutions and put forward many correct ideas regarding the same object.

Learning ability manifests itself in the ability to assimilate new knowledge and methods of activity. Learning ability is characterized by the child’s level of independence when performing tasks, as well as the use of knowledge and methods of activity to complete a similar task. The highest degree of learning ability is the active creative initiative of the subject. When assessing the effectiveness of learning, it is necessary to take into account the starting level and individual characteristics of the intellectual development of each child. M.A. Cold introduces a fourth type - intellectual styles. But this type of ability in preschool age is not sufficiently organized; it only begins to emerge under the condition of a high level of intellectual development. Intellectual abilities are reflected in the ability to analyze, compare, generalize, juxtapose, synthesize, and are manifested in the development of the child’s speech, attention, perception, memory, imagination, and thinking. The development of intellectual abilities and mental experience is closely related to the development of certain personal qualities. Conventionally, they can be divided into 4 groups:

cognitive: initiative, curiosity, independence.

self-esteem: self-confidence, sense of intellectual competence.

communicative: goodwill, the ability to take into account the point of view of another person, criticality in assessing “indisputable” truths, the ability for intellectual dialogue.

emotional: characterize the attitude towards life phenomena, surrounding reality, art, creativity, cognition, intellectual activity. Nurturing the above listed personal qualities is a condition for the development of intelligence. Developed intelligence, in turn, contributes to the formation of these personality qualities. This relationship can be shown as follows:

Personal qualities of the subject

Intellectual development.

Intellectually developed, smart individuals have always been at a high price. A person characterized by a good store of knowledge in various fields has an advantage over other people, which leads to success in professional activities. It is necessary to distinguish between developed intelligence and erudition. After all, you can know a lot of fascinating information, but not be able to analyze, compare, or think logically. Today, there are many ways to develop intelligence that can be used from a very early age.

Child's intelligence

Knowing that the human psyche is the ability to perceive the world around us in a certain way and react to it, it is not difficult to understand what intelligence is. - quality of the psyche, covering all aspects of human activity: mental, emotional, and physical. It is the ability to adapt to a variety of situations based on one's level of development. In other words, a well-developed intellect is synonymous with a harmoniously developed personality, a combination of the wealth of the inner world with physical development.

“Did you know that the development of a child’s intellectual abilities is an integral part of harmonious development, which includes spiritual and physical education?”

Many parents will ask the question: why develop a child’s intelligence? The answer is obvious: in order for the child to become able to learn quickly, easily and effectively, to successfully use acquired knowledge, to make discoveries in the future, or to learn to do something that others cannot. Therefore, attention should be paid to the development of intelligence from early childhood.

Stages of intelligence development

First of all, the level of intelligence (intelligence quotient, IQ) is manifested in the child’s thinking ability. Thinking is directly related to physical activity. By moving, crawling, running, stomping through puddles or playing in the sand, the baby learns about the reality around him, developing his brain. It is in this regard that one should not limit the baby’s motor activity, allowing him to independently explore the world. Prohibitions and restrictions inhibit the baby’s brain activity.

Younger schoolchildren will develop intellectually by playing board or computer logic games. Play is a great way to organize learning about anything. Agree, it is much better when the development of intellectual abilities takes place in an unobtrusive environment.

Even more interesting is how to intellectually develop teenagers. The school curriculum becomes more complex year after year, and therefore the first exams can become a real test for students with intellectual difficulties. Adolescence is characterized by changes in the physical and mental spheres, as well as a slight decrease in cognitive interest. This is where parents need to think carefully about how to stimulate the intellectual development of teenagers, not just by forcing them to read more.

Factors of intellectual development

“Did you know that breastfeeding a baby activates its mental development?”

The mental development of a child depends on certain factors:

1. Genetic factors. This refers to the one that a child receives from his parents at birth. The level, quality and direction of a child’s intellectual development largely depend on these factors.

2. Factors that arise during the mother's pregnancy. The kind of lifestyle a pregnant woman had affects the mental development of the child. For example, mental retardation of the unborn child can be affected by:

• malnutrition
• lack of iodine in the mother's body
• illnesses during pregnancy
• taking medications
• consumption of alcohol, drugs, smoking.

3. Environmental factors. Impairments in the mental activity of children can arise due to:

• poor nutrition of children
• lack of communication
• restrictions on motor and cognitive activity
• single-parent family.

4. Large family factor. Studies have shown that firstborns are more mentally developed than other children in the family. However, in large families, children develop better socially: they easily acquire communication skills and quickly adapt to society.
5. Factor of the family's social status. Children from very poor families do not always please their parents with their school performance.
6. School influence factor. In most secondary schools, teachers still consider a good student to be a student who is calm, answers questions as required, and does nothing without asking. These characteristics do not correspond to children with high creative potential: those who take a non-standard approach to solving tasks. Only individual and student-oriented approaches to education will stimulate the mental development of children in school today.
7. Factor of the child’s personal qualities. The development of mental abilities is also influenced by what kind of character and temperament a child has. Thoughtful children are attentive to difficult tasks, but they lack self-confidence and are afraid of failure. Easily excitable children are somewhat superficial, but are capable of spontaneously expressing creative impulses.
8. Factor of personal qualities of parents. It’s good when parents are intellectually developed, successful, self-confident, and love their work: in such conditions children develop faster. However, this is not the main condition for raising a smart child. The main thing in education is the care of parents and faith in the strength of children.

Intelligence of preschoolers

"This is interesting. A child’s brain is 80% formed before the age of three. Try not to miss this moment to shape your baby’s intelligence.”

Having seen the toy for the first time, the baby carefully examines it: examines it, twists it, shakes it, tastes it, listens to it. Knowing this "exploratory" nature of young children, we need to offer them toys that stimulate their thinking ability:

• block constructors
• toys that can be taken apart
• simple household items that you can play with.

How else can a baby explore the world while developing his brain?

1. Try not to buy all the toys. You can make toys with your own hands, transform household objects into toys: this will make it more interesting to study them.
2. Involve your child in joint creativity. Make a toy together with your child and play with him.
3. Allow your child to use different objects that interest him as toys. Naturally, within reasonable limits: they must be safe.

1. Many toys distract attention. Therefore, it is better to remove excess toys.
2. Children love multifunctional toys.
3. Children usually get bored with toys from the store quickly.
4. The child will be more interested in complex toys that can be explored endlessly.

Along with playing with toys, engage in didactic (educational) games with your child, play sports games outside, read and teach your child to read, start learning the basics of a foreign language with your little one, do drawing and modeling, develop your child musically. There is no need to overload the child. It is ideal when classes are held in a playful way, are exciting and bring pleasure. Only then will the preschooler’s intellect develop naturally and harmoniously.

Watch a video about how you can develop the mental abilities of kids

Features of intellectual development of schoolchildren

Study becomes the leading activity for younger schoolchildren. Based on this type of activity, children actively develop thinking, related features (analysis, planning, etc.), the need for learning and motivation for it. The development of the student’s personality depends on how interesting the learning activity is and how successful it is. In the process of learning activities, children acquire the ability to learn and use theoretical knowledge. refers to the period of intensification of intellectual development. Mental development also stimulates other qualities of the student. Thanks to this, awareness of the need for educational activity comes, voluntary and intentional memorization occurs, attention and the ability to concentrate develop, etc. The success of intellectual development at this age depends on the personality and activities of the teacher, his ability to take a creative approach to teaching children, to use modern teaching methods, aimed at stimulating all cognitive processes, taking into account the individual characteristics of students.

It is interesting that school-age children develop a mentality. Some students have an analytical mindset, other students have a visual-figurative one, and others are characterized by the presence of both figurative and abstract elements. In order to harmoniously develop the minds of schoolchildren, the teacher needs to influence both the logical and figurative components of the mind, presenting educational material in a voluminous manner.

Successful learning is facilitated by the presence of the following components of schoolchildren’s thinking:

• be able to think: analyze, synthesize, summarize, classify information, formulate judgments and conclusions;
• be able to think critically, having several options for solving a problem;
• be able to highlight the main thing, see the goal.

To successfully develop thinking at school age, it is best to use the ideas of developmental education. This pedagogical technology assumes that the tasks are of a problematic nature, which stimulates the active development of the student’s intelligence.

Diagnosis of intelligence

Knowing the level of mental development of a child, you can choose the right teaching methods for him. To determine the IQ level, special ones are used. For kids - bright pictures, by looking at which and answering questions, the child demonstrates a certain level of his intelligence. Preschoolers can undergo diagnostics using special tasks and questionnaires.

Psychological tests are used to check the IQ of schoolchildren. They are built in the form of blocks aimed at studying intelligence in different areas. By focusing on the results, you can find out how he perceives information best.

Ways to develop intelligence

What can improve a child's mental qualities?

1. Games that develop the brain. These can be chess or checkers, puzzles, logic, psychological and board games.
2. Mathematics and exact sciences. Mathematics teaches you to structure concepts and treat everything with order.
3. Reading. A good fiction book will always give you something to think about. Read to your child, teach yourself to read, discuss what you read.
4. Education. The learning process is valuable in itself, as it activates the development of all human abilities.
5. Studying of foreign language.
6. Learning something new. Read encyclopedias and reference books with your child, watch educational films and programs, go to. Create conditions in which your child will be interested in discovering something new every day. This will expand your horizons and erudition. Let the child be inquisitive.

How to stimulate the intellect?

• constantly ask your child questions
• use the words “Think”, “Be more attentive”, “Remember”
• while walking, relaxing, give your child tasks (observe, count, solve a riddle)
• teach your child to finish what he starts
• Discuss with your child the results of his activities, identify shortcomings, and think about how to do better.

conclusions

Develop your child harmoniously. Books alone are not enough to make a child smart. Create a whole system of your baby’s intellectual development at home. Study together, paying attention to the comprehensive development of mental abilities. Let the classes be fun and beneficial.

In this article:

Parents begin to think about how and where to begin the intellectual development of children, perhaps from the moment the kids take their first steps. Caring mothers and fathers believe that the sooner they begin to develop the child’s intellectual abilities, the easier it will be for him to learn in the future and the greater heights he will achieve. Is it really? How and when should we begin to develop children intellectually, and most importantly, is the process of development at home different from the same process in preschool institutions? Read about it below.

What do psychologists say?

Child psychologists unanimously assert that in preschool age - which, by the way, begins not at one year old, but at three years old, and continues until seven - the main activity of the child was, is and will be play. At first these are the simplest games, which as the child grows up become more complicated with plot, rules, use of auxiliary objects, etc.

Playing without
time restrictions in preschool age, by the age of 6, when it’s time to go to school, the child feels that he has already played enough and is happy to get acquainted with a new type of activity - studying. The main thing that guides a child at this age is cognitive interest. It encourages him to study, learn something new, and be one of the best in the class.

If you review the main literary materials devoted to the development of a child’s intellectual abilities, you will notice that they are all built on teaching the child in a playful way. The authors constantly remind readers that they are dealing with preschool children, whose development can be built solely on play, which, however, in this context already acts as a means of preparing for school.

Following
According to the authors’ recommendations, parents deliberately deprive their child of childhood by teaching him, albeit in a playful way, what he would have learned anyway in his time in elementary school. What does this give? Parents get a reason to be proud of a child who, at three years old, reveals truths unknown to a first-grader. But not more.

Yes, indeed, children can be encouraged in a playful way to remember numbers and letters. But will they really understand what they are teaching? At three years old, a child is not able to understand what a letter or number is. He does not yet master such simple concepts as “sound”, “sign” or “number”. And even if you try to explain it to him in a primitive form, he will not understand. This means that the baby will remember the letters and numbers imposed by adults, but without much desire, most often only with the goal of pleasing the parents. Such activities seem unnecessary and incredibly boring to younger preschoolers.

What do parents need to know about the intellectual development of children?

Based on the above, some may conclude that it is not advisable to develop a child’s intellectual abilities at such an early age. But that's not true! It is necessary to develop the baby, but it is important to do it correctly. For example, from 3 to 6 years old, you should try to read a lot to your child and communicate with him as much as possible, discussing what you read, saw, and heard.

If so
If you want to teach your little one to count, then you can start counting fingers, cars on the street, stray dogs or cats with him. So, counting everything that comes across on the street and at home, you can add the crumbs to the count. At the same time, there is no need to fill his head with numbers, drawing cards or practicing with a magnetic board. In early preschool age, a child is not able to adequately perceive such information.

A simple and interesting way to develop a preschooler’s intelligence at home is through joint creativity lessons. Together with the child, parents can:

• draw with pencils and finger paints;
• sculpt from plasticine or dough;
• make applications, crafts, etc.

Try
use as many natural materials as possible. Let the baby glue and sculpt on the bark of a tree, make appliqués using leaves, cones, dried flowers; invite him to burn wood. Support your child’s natural interest in activities of this kind by offering new ideas and organizing your own mini-exhibition of works for friends and acquaintances.

Advice to parents: do not blindly adhere to methods for the early development of children’s intellectual abilities, forgetting that you are dealing with a child who, first of all, should have a childhood. Give preference to benefits that are designed to develop memory, attention and observation skills.

How do they work to develop intellectual abilities in kindergarten?

The program for educating preschool children for the purpose of their intellectual development in kindergarten is based largely on didactic games. Such games make the learning process interesting and emotionally charged for children. Didactic games are divided into games:

Games with objects (most often with toys) are carried out with the aim of introducing children to their main characteristics, teaching them to group and classify objects. Play activities of this kind should become more complex as the child’s skills improve, requiring him to make logical conclusions. Children enjoy remembering the order of objects and taking part in searching for hidden toys.

During the didactic game, it is extremely important to determine goals for the child. So, for example, if the main goal is to study and consolidate the names of objects, then you need to focus the child’s attention on this. If you need to teach a child to distinguish signs, then they must be clearly visible in the objects involved in the game.

Children enjoy playing games such as "Magic Bag", "Guess What's Missing" or "Guess What's Changed". The teacher hides, changes or adds objects in them, asking the child leading questions.

Board games
involve the use not of the objects themselves, but of their images, for example in the form of pictures, puzzles, cubes. Such games are designed to develop thought processes, attention and ingenuity.

Word games are extremely important for speech development. They contribute to the formation of auditory attention, teach children to correctly reproduce words and sounds, and help accelerate the process of speech development.

Word games can be of four types:

• travel (designed to introduce children to the world around them);
• instructions (help improve the ability to build causal relationships and comprehend the order of actions);
• riddles (needed to develop the ability to analyze);
• conversations (strengthen the connection between children and teachers, necessary for communication).

In general, it can be noted that didactic games in kindergarten are necessary for the development in children of curiosity and the desire to jointly solve problems in a team united by common interests.

Tasks and models of mental development of children in preschool age

Speaking about the main tasks of the intellectual education of children three to six years old, we can highlight the following:

As for the models of mental development of preschool children, among them we can highlight:

1. Emotional
2. Logical
3. Speech.

Emotional. From the moment of birth until about one and a half years, the child develops emotionally. Positive emotions, love and support from loved ones help him achieve harmony in this process.

Logical. IN During the early preschool years, the baby experiences active development of vision and hearing. It is at this time that children develop logical thinking and become receptive to the musical world. At this stage, you need to play logical educational games with your baby more often.

Speech. We are talking about a model of mental behavior of preschoolers, which involves stimulating their development of the ability to perceive and remember oral information. For example, it is in preschool age that children learn and remember foreign words more easily and quickly. The task of adults is to give the child the opportunity to develop in this direction while reading children's books aloud, learning poems and songs.

Conclusion. It is possible to develop a child intellectually in preschool age in a natural way, unobtrusively telling the child about everything that he has to face in the world around him. Only in this case, by the time the doors to the school class open for the child, he will have a desire to learn, he will have formed a special worldview that will allow him to express his personal opinion.

Intellectual development is the ability to absorb knowledge and solve non-standard problems. This ability can be accelerated, slowed down or paused. The conditions of family upbringing have a very great influence on the formation of intellectual abilities. The intellectual development of preschool children is a very important process that requires parents to be responsible and educated.

All parents are interested in the continuous intellectual development of their children. Intellectual development is responsible for the normal level and speed of thought processes: comparisons, generalizations, recognitions, and the ability to draw conclusions. Intelligence includes speech and self-learning abilities.
Children with good intelligence are always very popular. They later achieve great success in life. There are many ways to develop intelligence in children that can be used in learning from an early age. A child’s intelligence is a form of organization of his cognitive processes that ensures good perception and understanding of the surrounding reality.

Intelligence covers all aspects of human activity: mental, emotional and physical. It is very important to develop the intelligence of children for successful learning, as well as the ability to do what others cannot do. Therefore, the development of a child’s intelligence must be addressed from an early age. The level of intelligence is manifested in the child's thought processes. Thinking is very closely related to the baby’s level of physical activity. Never limit children's physical activity. Remember that prohibitions and restrictions significantly inhibit the thought processes in the child’s brain.

What does intellectual development depend on?:

1. From the heredity that the child receives together with the genes of the parents;
2. From the mother’s lifestyle during pregnancy;
3. From the baby’s living conditions: nutrition, sociability, a sufficient amount of motor and cognitive activity;
4. On the number of children in the family. Children from a large family adapt much better to life in society;
5. From the social status of the family;
6. On the character and temperament of the baby;
7. From the personality traits of the parents.

When to start developing a child's intelligence?:

The child begins to develop from the first days of life. But the development of his intellect occurs most intensively from 2 to 8 years, since during this period the child’s brain is most receptive and capable of development. From the age of two, you can use logic games for children and begin teaching your child to read to develop thinking and expand their vocabulary.

Conditions for the development of intelligence:

Creating a favorable emotional atmosphere;
No coercion. Intellectual activity should please the child and be only voluntary;
Developmental activities should be accessible to the child and appropriate to his age.

Stages of intellectual development:

1. The end of the first and beginning of the second year of life. At this time, kids study the world around them with the help of tactile analyzers (they strive to touch everything);
2. From 4 to 6 years - the stage of formation of visual-figurative thinking;
3. School age is characterized by intensive development of verbal and logical thinking.
Each previous stage of intellectual development is the foundation for the next stage. Parents need to take an active role in the development of intellectual abilities at every stage of their child's development.

Ways to develop intelligence:

1. Use of educational games. Chess, checkers, puzzles, and board games, which are designed to develop intelligence and thinking in children, are perfect for these purposes;
2. Various types of creativity: modeling, drawing, appliqué and design. They perfectly develop abstract and logical thinking;
3. Computer games for the development of logical thinking and intelligence;
4. Mathematics and exact sciences;
5. Reading;
6. Studying foreign languages;
7. Reading encyclopedias, reference books, watching educational films and programs, visiting educational sites and events;
8. Using questions as a method of stimulating the child’s mental abilities;
9. Comprehensive and harmonious development of intelligence.

Preschoolers learn about the world around them in everyday life familiar to adults in the process of communicating with elders or peers, games, work, or any activity. Therefore, the main task of parents is to noticeably improve the quality of walks in the fresh air, games, and activities with children. It is important to evaluate the significance of every minute of communication between parents and their child. After all, in this way there is an active development of thinking and speech, an expansion of knowledge about the environment. Organize a variety of games with your children aimed at developing memory, speech, observation and attention.   The development of a child’s intellectual abilities should occur purposefully and systematically. Be sure to take into account his age and individual characteristics in all types of activities. If the baby attends a kindergarten or early development center, parents should use the acquired knowledge in everyday life, and not just in class. It is the parents who must consider in their baby the valuable inclinations with which he was born and try to develop them as much as possible.

The most effective techniques for developing the intelligence of preschoolers:

1. Supporting the child’s curiosity;
2. Creating conditions for studying various materials (sand, plasticine, clay, cereals, beans) and tools from the first year of life;
3. Involving kids in everyday activities;
4. Conducting a variety of developmental activities using cards, puzzles, books;
5. Organization of exciting and educational leisure time for the child. Visit the circus, puppet theaters, museums with your children, go to the stadium, fishing, on a visit;
6. Expand your children’s social circle;
7. Communicate with your child as an equal, as with an adult;
8. Observe the following conditions: healthy diet, fresh air, good psychological climate in the family;
9. Support and instill in your child a love of reading;

Children are very inquisitive, so parents must direct their energy and desire to explore the world around them in the right direction.

How to determine a child's intelligence level?:

To determine a child's intelligence, there are special tests that provide reliable information about whether your child's intelligence is ahead, behind, or in line with the norm.

Tasks for assessing a child’s intelligence:

1. “Let’s cut out the same figure.” The child needs to cut out the figure that is depicted on the paper;
2. “Who lacks what?” The child is shown pictures of objects that are missing some detail. The kid selects a picture that shows the missing part;
3. “What is unnecessary here?” Designed for children 4-5 years old. They are shown a picture that shows several objects that are somewhat similar in content. But among them there is one item that does not fit. We need to name it.

Use games to develop your child's intelligence;
Offer your child “useful” toys that stimulate mental activity.
Make toys yourself together with your child;
Use multifunctional toys;
Don't overload your child;
Conduct activities with the child only in a playful way;
Solve intellectual problems together with your child. Do not leave your child alone with difficulties, always try to help;
When choosing a kindergarten for your child, pay attention to the attitude of the teachers towards the children: are they kind, do they create conditions for the development of their intelligence;
Develop your child's creative abilities, praise them for various crafts and drawings;
Create trusting relationships in the family, support each other, comprehensively develop the child, spend quality time together;
Create in your child pleasure and joy from the process of development and learning.

Develop your kids harmoniously. Exercise with your child. Let the classes be fun and useful!