At preschool and younger school age it is important to child to manage to create figurative thinking. It will become a prerequisite to verbal thinking. In the course of evident and figurative thinking there is a comparison of visions owing to what at the child it turns out to solve any given problem.
Instruction
1. Already at preschool age the child gets an opportunity to represent a subject, without holding it in hand. It says about transition of the child to evident figuratively thinking. That to develop it better, different games with calculating sticks, matches help. Tasks can be such as drawing up two identical triangles of five calculating sticks. Tasks where it is necessary to shift one match so that a certain figure turned out are the most difficult. Usually it is quite difficult to children to cope with such exercises. However some children pretty fast capture an essense of a task and solve it during a couple of minutes.
2. To the following category of tasks for development of evident and figurative thinking the continuation of drawings is. On the sheet of paper any form is represented. The child is given a task to continue the drawing. One more variation of this task is finishing drawing of thematic elements. Let's assume, the picture with a dining table is presented to the child. On it the plate and a cup are located. Further to the child suggest to draw missing table accessories. This task not only speaks about development of thinking of the child, but also about his level of cultural development.
3. One of tasks for development of figurative thinking is drawing up the story according to the picture. The child learns to analyze what is represented in the drawing. Tries to finish thinking, independently to guess what happens to the character. Usually to children it is allowed to tell a story about any season. This task was often used at acceptance of children in the first class. So the level of their development was defined.
4. The Exclude Superfluous task also is popular. The child needs to choose among objects that which has no general signs with the others. Initially the task can seem quite easy, but actually many children experience difficulties in comparison of objects. When performing a task ask the child to answer a question why it excluded this certain subject. It is possible that the child saw some other logical communication between other objects. This task has no correct answer as each child can find some general characteristic for objects. If your child does not go to kindergarten and is not engaged separately with the educational psychologist, then you should hold independently with it similar games to develop evident and figurative thinking.