At preschool and primary school age, it is important for a child to be able to form imaginative thinking. It is this that will become a prerequisite for verbal-logical thinking. In the process of visual-figurative thinking, a comparison of visual images occurs, as a result of which the child is able to solve a particular problem.
Instructions
Step 1
Already in preschool age, a child acquires the ability to represent an object without holding it in his hands. This speaks of the child's transition to visual-figurative thinking. To develop it better, various games with counting sticks and matches help. Tasks can be such as making two identical triangles from five counting sticks. The most difficult are tasks where it is necessary to shift one match so that a certain figure is obtained. Usually children find it quite difficult to cope with such exercises. However, some guys quickly grasp the essence of the task and solve it within a couple of minutes.
Step 2
The next category of tasks for the development of visual-figurative thinking is the continuation of drawings. Some form is depicted on a sheet of paper. The child is given the task to continue drawing. Another variation of this task is to add thematic elements. Suppose a child is presented with a picture of a dining table. A plate and a cup are located on it. Next, the child is asked to draw the missing accessories for the table. This task not only speaks about the development of the child's thinking, but also about his level of cultural development.
Step 3
One of the tasks for the development of imaginative thinking is drawing up a story from a picture. The child learns to analyze what is shown in the picture. Tries to think out, to guess independently about what is happening with the character. Usually children are given a story to tell about a particular season. This task was often used when accepting children in the first grade. This is how the level of their development was determined.
Step 4
The task "Eliminate unnecessary" is also popular. The child needs to choose among the objects one that has no common features with the rest. Initially, the task may seem pretty easy, but in fact, many children have difficulty comparing objects. When completing the assignment, ask the child to answer the question why he excluded this particular subject. It is possible that the child saw some other logical connection between the rest of the objects. This task does not have the correct answer, since each child can find some kind of common characteristic for objects. If your child does not go to kindergarten and does not study separately with a teacher-psychologist, then you should independently conduct similar games with him in order to develop visual-figurative thinking.
