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Games for logical thinking in children – an essential element of parenting and child development, helping to understand the surrounding world in an accessible form. Early cognitive development in the child contributes to quicker and easier adaptation of the child in the modern world. What kind of game for thinking you can spend with your child at each age stage?

The age of 3 years

Toddlers to 3 years all perceive through action with toys and objects. Therefore, any logical tasks should be clearly-effective.

Trehletkam (thinking with grips and peephole) the proposed assignment, in which they would have to produce some action. For example, to arrange the articles or toys into groups to remove excess figure, add the following picture, continuing the series. It is important to diversify the job that the child was not sitting in place and moved around the room, laying on the chairs offered in the job figures or objects. You can also create “obstacles” in the form of a table, under which we have to crawl to get to the place where he was waiting for the toys to the next logical puzzles. You can go to the sheets of paper spread out on the carpet, on the stones across the river, so that the table prepared in advance to perform the job. The cheerful mood of the child will leave a mark in his mind that the logical job – it’s great!

Examples of practical tasks:

1. Divide the items into groups – General classification (start with two groups, for example, fruits and toys, add vegetables, dishes, clothing, and so on).

2. Sort objects or toys on the grounds (there are a lot of options: by color, by size (large and small), the material from which they are made).

3. Make a whole out of parts. To begin, cut a cardboard square and ask the child to collect it. Also very useful to lay out geometric figures of animals and various objects (tree, house). Simple puzzles are also good helpers in the development of logical thinking.

Age 4-5 years

Kids at this age are able to think through images of objects and phenomena, views. Accordingly, assignments for the development of logic must wear a clearly-shaped character.

Children after 4 years can proceed to the figurative perception, and therefore, logic puzzles should be in the form of pictures or drawings-drawings that you are representing, explaining the condition of the puzzles. Diversify job, seeking that the child solved the task, independently selecting possible solutions. When the answer is ready, ask the child to explain why he decided the job. If a child made a mistake, gently encourage your solution, consistently commenting on their actions.

Examples of practical tasks:

1. “What more?”. Having mastered the tasks of the previous level (classification), you can proceed to search for the “extra” of an object or picture, that is, which does not match the rest of the group (among vegetables – fruit, among furniture – toy and so on).

2. The study of the sequence or rhythm. First, encourage the child to continue to paint or put a number (circle, square, circle, square or a tree, flower, house, tree, flower, house). When the child will grasp the idea of these jobs, move to a more complex version of the game. Ask the child to find which shapes are missing in the series (start with the alternation between the two figures, gradually complicating the task).

3. Put the pictures in order (for example: seed, sprout, flower in Bud, the opened flower).

Age 6 years and older

The child approaching 6 years, already able to think in the mind, that is, perceives verbal-logical tasks.

Senior preschoolers need to gradually offer to solve oral job, developing the ability to solve puzzles “in the mind” coming off of images and images.

Examples of practical tasks:

1. “The word-shifters”. There are many options for such tasks. Match the antonyms: dry – wet, high –. (low).

2. Playing with analogies. Offer to indicate the place of residence (the dog

– booth, bird’s nest, bear. (den) or occupation (teacher teaches, the doctor heals, the cook. (prepares).

3. “Describe various properties of objects”.

Describe any object or toy.

Questions: what color? What form? What is it made of? What is the subject? etc.

4. “We continue acquaintance with the properties of objects”.

Hide the toy. Described her child (appearance, properties hidden object). The child should be called, what the object (toy).

5. Get acquainted with the attributes of objects with the help of riddles.

“Maintenka, ustanicka, milk drinks, sings songs”.

“Front – Piglet, rear – hook, in the middle – back and back – bristle”

“Ball of fluff, long ear, deftly jumps, loves carrots”.

6. “Who flies?”

Objective: to highlight the essential features of objects. The job: if the host calls someone or something able to fly – the children are bred hands to the side, otherwise don’t raise their hands.

7. “Edible – inedible” (with the ball).

“I’m going to name things, for example: “Apple, orange, cheese, ball, box, doll, Mel, bow, book, etc. If the named object is edible, you have to catch a thrown ball, inedible if the ball is not caught. (Similarly: vegetables, fruits, wild, Pets, etc.).

8.Familiarity with the methods of application or use of the items.

Objective: to list as many uses of the subject.

Example: “the Newspaper used to read. Can you think of other ways to use it?” (job choices: book, notebook, canned food, Bank, bucket, shovel, stool).

9. “Compare items”.

To compare objects to each other, to look for signs of similarities and differences (color, shape, value, parts availability, taste, function, material of manufacture of the subject). For comparison, I give pairs of objects or pictures of objects. For example, Apple and cucumber, a Cup and a tea shirt and jacket, etc. “What is similar? How are they different from each other?”

10. “The words on the palm”. “I’ll find words everywhere, and in the sky and in the water, on the floor, on the ceiling, on the nose and arm. You’ve never heard? Not a problem! Play words!” Let’s find the words of V. the water (fish, seaweed, shells, rocks..).

11. “Spell a word”.

List several items, please say that unites them, how they can be described in one word:

soup, porridge, chicken, mashed potatoes;

– a horse, cow, sheep, pig;

– chicken, goose, duck, Turkey;

– wolf, Fox, bear, hare;

– cabbage, potatoes, onions, beets;

– coats, pants, jacket, sweater;

– shoes, boots, sneakers, sandals;

– hat, cap, Panama, takes;

– lime, birch, spruce, pine;

green, blue, red, yellow;

– circle, square, triangle, oval;

TV, iron, vacuum cleaner, fridge;

– car, tractor, tram, bus.

12. “Name three of the subject”.

I’ll name one word, such as “furniture”, and the one to whom I throw the ball, I will name three items that you can combine these words (table, chair, sofa. ).

13. “Problem situation”. (Decision-making and planning).

– Misha spilled jam on the floor. What should he do now? How to do best?

– In vase with wilted flowers. What you need to do? Why?

– Tanya went for a walk and got lost. What to do? To list all options. How to do best? What you need to know, never to be lost?

Such games will become a reliable tool in the development of logical thinking in children, as well as connected speech, attention, memory, imagination.

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