Practical work training program for the development of social intelligence of a leader. Methodological materials for the development of children's intellectual abilities
For loving parent his baby is the smartest. Yes, intelligence is an innate human ability, and the level of its development in the early years depends on heredity. But even if the genome did not add up to mom or dad’s expectations of getting a little genius, you can raise him.
So, you’ve decided to figure out how to develop a child’s intellectual abilities, raise your daughter or son smart, talented, and even more successful than you. It is possible to shift responsibility to teachers or tutors at the age of 4-6, but it is better to study together.
We have developed the LogicLike platform to help parents.
Now it's just create a profile for a child, and we will remind you and tell you where to start.
Basic intellectual abilities that need to be developed in children
Develop your preschooler’s practical and emotional intelligence, his creative and logical thinking consciously, with an understanding of what needs to be worked on. Children aged five to seven years urgently need training:
- perception - a cognitive process (it can be simple, complex and special in relation to abstract concepts - time, movement, events);
- memory - the basics, without which further effective development of the intellectual and creative abilities of preschool children is impossible;
- attention: exciting mental activities help in the formation of voluntary attention; The parents’ task is to “switch” the child from involuntary attention during the game to voluntary attention for better perception and assimilation of new information.
At this stage, you need to “have time” to develop general intellectual abilities - analytical, logical, deductive. And then, as the child moves to a new level, the acquired thinking skills will become the basis for achieving high results in new, more complex training and exercises.
Development of intellectual abilities of preschool children
Issues of development of emotional and social intelligence are the subject of a separate article. We will talk mainly about how to develop mental intelligence (logical-mathematical and spatial) and everyday intelligence (sanity and intelligence).
Intelligence is realized through a number of abilities that need to be developed from early childhood:
- to learn and learn;
- analyze information for its systematization and high-quality assimilation;
- ability to think logically;
- find patterns and differences in the information received, build associations with previously learned facts.
Do you doubt whether you can handle all this on your own? But you are not the one who will give in to difficulties. Otherwise, they would not have read our material, which is not so easy for a person to understand, loaded with dozens of diverse daily tasks. 🙂
You can easily make activities a fun time together. Turn the development of intellectual and creative abilities into fun game, and your child will learn to master and absorb tons of information.
Among the most effective tasks and exercises for developing the mind and intelligence of a preschooler:
- . While the child and mother are thinking about the answer (it’s good if the son or daughter gets used to pronouncing the logic of their own reasoning), solving riddles develops logical thinking, concentration and memory. The main benefit of puzzles, charades and other riddles is effective training for the brain. Such development exercises intellectual abilities will become something like a warm-up before playing sports (only the brain, not the muscles, will be pumped).
- Logic problems (,). If riddles are, first of all, training for the speed of thought, then tasks are already classes to develop the skill of deeply and comprehensively analyzing a situation, to develop flexibility of thinking and quick wits. Logic problems train well the ability to hold several conditions in mind at once and form the skill of developing your own approach to finding the correct or better answer.
- – simplest option to start. They are bright, “tailored” to training voluntary attention and stimulate active logical thinking (plus they can develop memory, the ability to make forecasts, and build strategies). Many games of this kind are based on the speed of completing assigned tasks.
Also at this stage it is worth instilling in children a love of reading and sports, music and dancing. In dancing, martial arts, and team sports, you always need to move and think simultaneously for yourself and for other participants in the process. All this works great for the development of intellectual abilities not only in preschoolers, but at any age. Both the ancient Romans and modern scientists are unanimous in their opinion: the capabilities of the mind and the degree of physical development are interconnected.
Development of intellectual abilities of schoolchildren
From primary school onwards, it is imperative for boys and girls to develop critical and logical thinking (detailed information with a specific solution -).
At the age of 6-10 years, a person’s mentality is formed - analytical, visual-figurative or mixed.
Already in elementary school, children should actively develop:
- working memory (the ability to hold several intermediate facts, decisions, conclusions in the head);
- skills of ordering thoughts in judgments, striving to build correct architecture thinking;
- the ability to draw conclusions from the received arrays of information;
- Gradually increase the speed of performing analytical and other operations.
To better understand how to develop a child’s intelligence, how to be able to help him improve mental abilities, you need to realize:
- only comprehensive work on increasing intellectual abilities in primary school age (logic, creativity, erudition, emotional, social and practical intelligence) will form a successful personality;
- a pronounced tendency towards analytical thinking does not cancel creative impulses, they only “hide” behind logic, but they can and should be developed in order to raise a harmonious personality;
- It is necessary to increase your intellectual abilities not only at the computer or in another relatively passive way, but also through sports: the undisputed leaders are chess, karate; Any team game types of sports are also useful, general physical training and athletics.
Exercises to develop intellectual and creative abilities in younger schoolchildren
In the first grades, children do not yet learn mathematics; they are just beginning an introduction to arithmetic. However, it is already possible to solve simple problems of searching for patterns and other logic tasks with them.
The LogicLike educational website includes more than 2,500 entertaining educational tasks for children. Register and show it to your child.
Such exercises are excellent training in the ability to think and reason. Effective for developing intellectual abilities in children school age also those exercises that are recommended for younger children (see more details above about logic riddles, tasks and intellectual games).
The period from seven to ten years is the most intense in terms of intellectual development. At this time, nature itself helps: the child’s sense of competition intensifies and voluntary attention and conscious interest in analytical activity are formed. You can safely add to mathematical and logical problems:
- tasks on spatial thinking (figures and their development, reflections, etc.);
- chess – perfectly develops the intellect and motivates with the opportunity to surpass your opponent in flexibility and inventiveness of mind; – are able to teach even a beginner how to play chess at a decent level and significantly increase interest in this game;
- various puzzles for verbal-logical, visual-figurative and abstract-logical thinking, creativity, ingenuity and ingenuity, including truth and lies tasks, algorithms, puzzles with matches and much more.
The comprehensive training program is structured in such a way that the level of difficulty in each category of tasks gradually increases. Where to start?
As a result of completing a course in the development of logical thinking and intelligence, a 10-12 year old child will not only be able to solve such complex problems that many adults may not be able to do, but also in many aspects intellectual development will be two heads taller than his less purposeful peers.
Middle school and adolescence
From the age of 10-12, in classes for the development of intelligence, you can focus on competition or on an entertaining and playful form of pastime with benefits for the mind and mood. Perhaps the best answers for any parent to the question of how to develop intelligence in a schoolchild:
- various Olympiads (real and “game”, at school and at home between friends);
- entertaining competitions for solving logic problems;
- family, friendly and official chess tournaments;
- joint solving of Sudoku, solving crossword puzzles;
- solving puzzles, logical riddles, tasks and puzzles for logic and ingenuity and much more.
Let's set an example: how to develop intelligence in an adult
The same goes for mom and dad. Yes, the answer to the question whether intelligence can be developed in adults after 40 years of age is unequivocal and positive. You can increase your level at 20, 35, and 55 years old. What changes is the time it takes to get results and the amount of effort required.
How to act to improve the functioning of your own brain as an adult?
- Remove barriers that may be stopping you from moving forward:
— turn off the fear of failing in new activities;
- realize that just knowledge of a narrow topic, even at the highest level, does not make a person smarter on all fronts, and often, on the contrary, greatly interferes with the versatile harmonious development of intelligence and personality;
- even if you are already an established super-pro in your business, your motivation should not suffer, especially if you already have children: work out with them, for them and for yourself. - Do you understand the importance of regular exercise? The human brain is the same muscle. If it is not exercised for years, it will become flabby, but it can be brought into shape through a cycle of classes to increase its intellectual level through the development of creative abilities and logical thinking. Solve logic problems with your children, play chess, solve riddles, captivate them with puzzles and puzzles, especially mathematical ones.
- Read more books. But even if you have speed reading skills, don’t forget that sometimes you just need to read for pleasure: delve deeply into the plots, enjoy the works, “living the adventures of the main character.” A good book (remember what works inspired you in childhood and youth) can work as a full-fledged " vitamin complex for the mind." This is fertile soil, but in order for the brain to be constantly in good shape, it must be regularly trained.
How to increase the level of intelligence in an adult and a child at the same time?
Engage in sports, reading and the comprehensive development of logical thinking and intellectual abilities together as a family.
Okay, everything is clear with sports activities and reading. It would be nice to find a place where the most interesting and diverse tasks, riddles, puzzles and other tasks for the full development of intelligence are collected... Perhaps an online service created for raising smart kids and adults?
Take responsibility for organizing both any offline family activities and online joint activities:
- You can study on a tablet, but it’s better to use a home computer or laptop;
- set a time that is convenient for everyone, and teach your child discipline: make your joint training of intellectual abilities a family ritual, for example, after dinner;
- you can start with 20-30 minutes a day, it is important to do a mental warm-up “without downtime” - regularly, every day;
- During the summer holidays, some children should increase the load to keep their brain in good shape.
Develop your logic and intellect playfully, easily and with pleasure, while having a pleasant time with your family: for the benefit of your soul and mind.
We have prepared a special complex for the formation of a logical foundation of thinking
- 2500 tasks, 15 categories, 5 difficulty levels.
- Video lessons and blocks with theory.
- Hints and explanations from experts.
Tatyana Gukk
Cultural practices, as defined by N. B. Krylova, are various types of independent activity, behavior, mental well-being and unique individual life experiences that develop from the first days of life, based on the child’s current and future interests.
Intellectual training- a system of tasks, mainly of a gaming nature and methods of intellectual activity (the ability to compare, classify, compose serial series, systematize according to some characteristic, etc.) this includes educational games, logical exercises, entertaining tasks.
Cognitive development assumes development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, composition of consciousness; development of imagination and creative activity. (FSES DO)
Effective development of intellectual abilities of preschool children- one of current problems modernity. The child’s learning and development should be relaxed, carried out through a type of activity characteristic of this age - play. The need for play and the desire to play in children must be used to direct in order to solve certain educational, educational and developmental tasks. Learning in an entertaining form is absorbed by children faster and more firmly. The game helps motivate children to enrich themselves, consolidate mathematical knowledge, develop logical thinking, (create various problem situations, organizing search activities, staging simple experiments, forms the ability to ask, observe.)
Of no small importance in the development of elementary mathematical concepts has a well-equipped, rich subject-spatial environment. The group is decorated with: center entertaining mathematics, center speech development, a center for experimentation that stimulates the child’s independent cognitive activity.
System of tasks, games and exercises for development cognitive activity children that can be used as part of the GCD drawing lesson “Fly, our rocket”, first the children construct a rocket from Dienesha blocks. Just like GCD, the “Labyrinth” activity, where together with the children we help the bunny help out his friends, all tasks are completed using Dienesh blocks.
File of game tasks allows you to work with children individually, both with a low rate of development and with a higher one. Children develop attention, memory, the ability to compare, classify, and compile serial series. (Allows you to determine individual tasks, according to the children’s ability, “Zone of Proximal Development”).
Educational games are based on three learning principles - “from simple to complex”, “independently according to ability”, “gradual and systematic”. This allows the game to solve several problems related to the development of creative abilities at once.
Educational games are varied in their content, and besides, like any games, they do not tolerate coercion.
1. "Nikitin's Cubes"- beautiful didactic material for the development of logical thinking, perception, attention, such educational games as:
"Fold the pattern"- you can fold patterns according to the pattern or come up with combinations of cubes yourself,
(The game develops imaginative and spatial thinking, constructive and artistic abilities, attention and imagination.)
"Unicube" First, with the children, you can put the cubes in a box by color, who can fold the cubes so that the bottom is blue, the middle is yellow, and the top is red? The fence up is red and the sides are blue.
"Fold a square" All the components of the squares need to be mixed so that the child can sort them by color. After this, from each pile of parts of the same color you need to gradually add up small squares, which, in turn, can form one large square. Thanks to this game, the child develops spatial thinking, color perception and intelligence.
It is better to play with these games individually or (4-5 children). The tasks are given to the child in various forms: in the form of a model, a planar drawing and thus introduce him to in different ways transmission of information.
2. The didactic material “Cuisenaire’s Colored Sticks” is unique in its capabilities and easy to use. Universal material for developing children's logical and mathematical abilities. “Cuisenaire sticks” are a set of counting sticks, which are also called “colored sticks”, “colored numbers”. Sticks of the same length are made in the same color and indicate a certain number. How longer length sticks, the more numeric value she expresses. The set promotes the development of creativity, fantasy and imagination, cognitive activity, thinking, attention, spatial orientation, perception, combinatorial and design abilities, fine motor skills.
At the initial stage of classes, Cuisenaire sticks are used as playing material. Children play with them as with ordinary cubes and sticks during games and activities, becoming familiar with colors, sizes and shapes. (shorter - longer). Place on the sample in albums.
At the second stage, the sticks already act as a mathematical aid. Correlate color and number, composition of number.
3. A special place in working with children is occupied by games that involve composing a whole from parts:“Tangram”, “Columbus Egg”, “Vietnamese Game”, “Mongolian Game”, “Leaf”, “Magic Circle”, “Pythagorean Puzzle”. The essence of these games is not just in assembling the original figure - from the cut pieces you can assemble various silhouettes - animals, people, various objects. Each puzzle comes with images of such silhouettes, both life-size, broken down into component parts, and just silhouettes, where you still have to guess which parts need to be placed and in what position. After all, the sequence of folding ready-made forms is hidden from the child; he has to go through the creator’s experience all over again. I use these games directly educational activities and for children’s independent activities.
4. In my work to develop the logical and mathematical abilities of children, I use Dienesh's logical blocks. Why did I take the blocks? Because they contribute to the development of such mental operations as grouping objects by properties, eliminating unnecessary things, analysis, synthesis, children learn to prove and guess, encoding and decoding.
Games with Dienesh blocks are of interest to children. This is how children gain knowledge of elementary mathematical concepts through play.
1. Development of skills to identify and abstract properties.
2. Development of the ability to compare objects by properties.
3. Development of the ability for logical actions and operations.
The simplest games are offered first:
“Divide the shapes (blocks)” (by color, or shape, or size, or thickness)
“Find the shape (blocks)” (by color, shape, size, thickness)
Working with Dienesh logical blocks can be included in all types of activities:
1. Outdoor games (object references, designation of houses, paths, labyrinths).
2. Printed board games (making maps for the games “Settle the Tenants,” “Which Piece is Missing,” “Find a Place for the Piece,” “Puzzles”).
3. Role-playing games: “Store” (money is indicated by blocks, product prices are indicated by code cards).
The variability of games with Dienesh blocks makes it possible to use them at almost any moment, and also allows for an individual approach by simplifying or complicating tasks. (Encode geometric shapes through negation)
5. Counting sticks have traditionally been used as a counting material. However, their diverse design capabilities make it possible to form geometric concepts in children and develop spatial imagination. Children love to play with counting sticks. They work according to schemes, come up with images themselves and lay them out in different ways.
Thus, the use of cultural practices in preschoolers forms and develops cognitive processes (Memory, thinking, the ability to compare, classify, compile serial series, systematize according to any criterion).
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Exercises to develop logic:
1.Are all the statements logical?
Time: 10 min
1. All metals conduct electricity. Mercury is a metal. Therefore, mercury conducts electricity.
2. All Arabs are dark-skinned. Ahmed is dark-skinned. Therefore, Ahmed is an Arab.
3. Some capitalist countries are NATO members. Japan is a capitalist country. Therefore, Japan is a member of NATO.
4. All graduates of the medical institute receive a diploma. Ivanov received a diploma. Consequently, Ivanov is a graduate of a medical institute.
6. Persons involved in fraud will be prosecuted criminal liability. L. was not involved in fraud. Consequently, L. was not brought to criminal liability.
7. All high school students study logic. Smirnov studies logic. Consequently, Smirnov is a student of higher education.
8. Some KPI students are former military personnel. Petrov is a student at KPI. Consequently, Petrov is a former military man.
9. All collective farms in the Kyiv region fulfilled the grain supply plan. The collective farm "Voskhod" is not a collective farm in the Kyiv region. Consequently, the Voskhod collective farm did not fulfill the grain supply plan.
10. Some employees of the 2nd Directorate are lawyers. Fomin is a lawyer. Therefore, he is an employee of the 2nd department.
11. All citizens of Ukraine have the right to work. Ivanov is a citizen of Ukraine. Therefore, Ivanov has the right to work.
12. All metals are forged. Gold is a metal. Therefore, gold is forged.
13. All indigenous people of the Congo are blacks. Muhammad is a black man. Therefore, Muhammad is a resident of the Congo.
14. All students at Kyiv University study the history of Ukraine. N. studies the history of Ukraine. Consequently, N. is a student at Kyiv University.
15. When it rains, the roofs of the houses are wet. The roofs of the houses are wet. Therefore, it is raining.16. Some capitalists are striving to start a war. N. Russell is a capitalist. Consequently, N. Russell strives to start a war.
17. All 3rd year students completed their coursework. V. completed his course work. Therefore, V. is a 3rd year student.
18. All democrats are against the war. B. Jones opposes the war. Therefore, B. Jones is a Democrat.
19. Some capitalist countries are members of the Common Market. Austria is a capitalist country. Consequently, Austria is part of the Common Market.
20. All students in grade 3-B are excellent students. Petya Smirnov is an excellent student. Consequently, Petya Smirnov is a student of the third “B” grade.
2. Extra words
Time: 3 min
Let's take the words:
1) sparrow, thrush, oriole, eagle;
2) turner, loader, digger, artist, carpenter;
3) sunflower, dandelion, butter, humus, sun.
4) bag, travel bag, briefcase, stretcher, briefcase;
5) plane, cart, bus, locomotive, taxi.
6) hand, nose, finger, apple, head.
What words are missing in these rows?
4.Search for analogies
Time: 10 min
An object or phenomenon is called, for example “helicopter”. It is necessary to write down as many of its analogues as possible, i.e. other items similar to it in various essential characteristics. It is also necessary to systematize these analogues into groups depending on what property of a given object they were selected for. For example, they may be called "bird", "butterfly" (fly and land), "bus", "train" (vehicles), "corkscrew" and "helicopter" (important parts rotate). The one who named wins greatest number groups of analogues.
The task is aimed at identifying properties and the ability to classify according to characteristics.
5.Middle link
Time: 10 min
Insert a word that means the same as the word to the left and right of the dots.
Battle... swearing.
Animal... tenderness.
Bench... shop.
Card game... threaded rod.
Chemical element... forest.
Rotating rod... mound.
Marriage... a flaw.
Metal... leather.
Fish... weapon.
Big sieve... noise.
Spring... master key.
Fish... tool.
The bay... part of the land.
A young branch... unauthorized departure.
Finger bone... arachnid.
Fish...sloping surface.
The pretext is... a rein.
Dog... price list.
Prank... illness.
Position... abstinence from food.
Answers: scolding, weasel, bench, screw, boron, shaft, marriage, chrome, sword, roar, key, saw, lip, escape, phalanx, ramp, rein, dachshund, leprosy, post.
Part of the weapon... a commercial establishment.
A means of communication... part of the oral cavity.
Whipped, sticking cowlick... cook.
Part of speech... local dialect.
A desk with a retractable lid and drawers... institution, office.
A cartridge case with a primer, a charge of gunpowder and a bullet or shot... a master in relation to his subordinates.
A place of open-pit mining... a horse's race.
Pointed stick... ancient measure arable land.
A tube with a valve for releasing liquid or gas... lifting mechanism.
Conventional sign musical sound...an official, written appeal
government.
Appearance...icon.
Wide street... program, plan.
The substance... is a mystery.
An award... an organization with a specific charter.
An antique river boat... an instrument.
Chemical element... big boiler.
Feeling... an outdated adverb.
Horse running... animal.
A group of people... a basin.
Product... secret agent.
Dance...horse running.
Brownie... bird.
Answers: shop, language, cook, adverb, bureau, patron, quarry, stake, crane, post office, image, prospectus, secret, order, string, titanium, passion, lynx, gang, lard, gallop, schur.
6.Search for connecting links
Time: 10 min
Two objects are specified, for example, “shovel” and “car”. It is necessary to name objects that are, as it were, a “transition bridge” from the first to the second. The named objects must have a clear logical connection with both given objects. For example, in this case it could be an “excavator” (similar in function to a shovel, but with a car it is included in the same group - vehicles), a “worker” (he digs with a shovel and at the same time is the owner of the car). It is also possible to use two or three connecting links (“shovel” - “wheelbarrow” - “trailer” - “car”). Special attention refers to a clear justification and disclosure of the content of each connection between adjacent elements of the chain. The winner is the one who gave the most reasoned solutions.
Exercises to develop convergent thinking:
1. Mixed up letters
Time: 5 min
There are words in which the order of the letters is deliberately mixed up. Which one is superfluous: rosip, evshal, nanba, solam, club?
2. Alphabet
Time: 5 min
Make words from all the letters of the alphabet so that not a single letter is repeated. For example:
1) congress, cake, heron, howl, yuft, chic, puppy, erg, forelock;
2) endgame, mattress, borscht, workshop, tug, owl, ah.
3. Similarities and differences
Time: 15 min
Students are asked to compare different objects and concepts with each other. For younger schoolchildren, this is a comparison of well-known objects: milk and water, a cow and a horse, an airplane and a train, and their image can also be used. For older children, the concepts may be more complex: painting and photography, morning and evening, stubbornness and perseverance. Note the total number of correct answers, the number of errors (comparison by for various reasons), the ratio of the noted signs of similarity and difference, the predominant signs (external, functional, class-tribal relations, etc.). The winner is the one who offered more reasons for comparison or the one who named the last sign.
4.Chain
Time: 5 min
Make up chains of words that allow you (by changing just one letter each time) to move from initial word to a given end point. For example, as from the word five do seven:
five - path - essence - network - seven.
Or convert a shield into a sword: shield - whale - cat - sweat - mole - chalk - sword.
From toad - fish: toad - slave - fish. From a crow - a cow: crow - crown - cow. From day - night: day - canopy - mudflow - salt - zero - night.
Now try to build the following series of words yourself: cancer - whale, bridge - river, mushroom - gnome, spider - fly, wolf - tiger. Remember, the shorter the chain of words, the more interesting it is. You can turn this into a game where there are two or more participants.
5.Armed sea inhabitants
Time: 5 min
Name 3 representatives of sea animals that have one common weapon of defense against enemies, unique to them. What are they called and what kind of weapon is it that makes them dangerous even to humans?
Answer: stingray, electric catfish and electric eel who have the ability to generate electricity in their body.
6.Who is how old?
Time: 10 min
Ivan, Peter, Semyon and their wives Olga, Irina and Anna are all 151 years old. Moreover, each husband is 5 years older than his wife.
Ivan is 1 year older than Irina; Olga and Ivan are 48 years old together, and Semyon and Olga are 52 years old together.
It is proposed to find out who each of them is married to and how old each of them is.
Answer: Semyon is 30 and Irina is 25; Ivan is 26 and Anna is 21; Peter is 27 and Olga is 22.
Exercises to develop divergent thinking:
1.Snowball
Time: 5 min
Take a close look at the following series of words: hell - lad - treasure - boat - deck - chocolate.
Six common nouns taken in their original form. Each subsequent one consists of the same letters as the previous one, plus one more letter. And the order within the word does not matter. Here are a few more such chains of words:
1) pa - pat - trap - tapir - party - therapy - trapezoid.
2) ar - steam - turnip - seal - feather bed - soaring - weir.
3) ac - sat - skat - taxi - onslaught - asthenic - wandering - synthetics - antiseptic
Come up with a few of your own chains.
2. Word squares.
Time: 5 min
Available old game with words. It is necessary to enter into the square cells (3x3 or 4x4) different words so that they can be read both vertically and horizontally. Make your own word squares.
3. Search for opposite objects
Time: 5 min
An object is called, for example, “house”. It is necessary to name as many other objects as possible that are opposite to this one. In this case, one should focus on the various characteristics of the object and systematize its opposites (antipodes) into groups. For example, in this case they can be called: “barn” (the opposite in size and degree of comfort): “field” (open or closed space), “station” (someone else’s or one’s premises), etc. The winner is the one who indicated the largest number of groups of opposite objects, clearly justifying the answers.
The task is aimed at comparing objects, searching for the properties of an object.
4.Drawing up proposals
Time: 10 min
Three words that are not related in meaning are taken at random, for example, “lake”, “pencil” and “bear”. You need to make as many sentences as possible that would necessarily include these three words (you can change their case and use other words). Answers can be banal (“The bear dropped a pencil into the lake”), complex, with going beyond the situation indicated by three words, and introducing new objects (“The boy took a pencil and drew a bear swimming in the lake”), and creative, including these objects in non-standard connections (“A boy, thin as a pencil, stood near a lake that roared like a bear”).
In this game, as in others, it is important for the presenter to establish, and for the players to find, a “golden” mean between the quantity and quality of answers. On the one hand, it is necessary to stimulate large number any variety of answers, and on the other hand, to encourage original, creative answers.
A prerequisite for the effectiveness of these games is the comparison and discussion by the players of all the proposed answers and a detailed justification for why they liked or did not like this or that answer.
This task is aimed at establishing connections, generalization, and creating holistic images.
5.Search for connecting links
Time: 10 min
Two objects are specified, for example, “shovel” and “car”. It is necessary to name objects that are, as it were, a “transition bridge” from the first to the second. The named objects must have a clear logical connection with both given objects. For example, in this case it could be an “excavator” (similar in function to a shovel, but with a car it is included in the same group - vehicles), a “worker” (he digs with a shovel and at the same time is the owner of the car). It is also possible to use two or three connecting links (“shovel” - “wheelbarrow” - “trailer” - “car”). Particular attention is paid to a clear justification and disclosure of the content of each connection between neighboring elements of the chain. The winner is the one who gave the most reasoned solutions.
The task makes it easy to establish connections between objects and phenomena.
6.List of possible reasons
Time: 10 min
Some unusual situation is described, for example: “Having returned from the store, you discovered that the door of your apartment was open.” We need to call you as quickly as possible more reasons this fact and its possible explanations. The reasons may be banal (“I forgot to close the door”, “Thieves broke in”), but we should not discard the unlikely ones (“The Arrival of the Martians”). The winner is the one who named the most diverse reasons.
The task is aimed at breadth of thinking and comprehensive analysis.
Exercises to develop flexibility of thinking:
Time: 15 min
I. Changing habitual time connections
1. A technique for separating one phenomenon from another in a time series familiar to a person (for example, imagine thunder without lightning, etc. and describe what this means - “shot”).
2. The technique of replacing the usual time order with the exact opposite (reverse, for example, thunder - lightning).
3. The technique of rare reduction of time intervals between certain events (for example, reduce the period from birth to death to one day and compose a plot of this day, describe the dialogue between Aristotle and Newton, a man of the present and a man of the future).
4. The technique of moving along the entire time axis of the existence of a certain object (for example, a TV - its role in the present, change in the future, prototypes in the past).
II. Changing habitual spatial connections
1. The technique of replacing familiar spatial connections with unusual ones (for example, a car - on / under - a road).
2. A technique for combining various objects that are usually separated in space (a blade of grass - a fountain pen, a berry - a picture, etc.).
3. The technique of separating facts that are usually connected in space (a fish without water, a store without money).
III. Changing the usual community connections
1. The method of logical subtraction of a general attribute from objects (from the objects “earth” and “ball” the attribute “roundness” is logically subtracted - a flat earth and what happens on it).
2. The technique of strengthening connections by commonality (or action) between initially heterogeneous objects. It is necessary to bring them to mutual transformation, to find ways of rapprochement: “rain” and “rocket” - fall to the ground; decompose water into oxygen and hydrogen -> rocket fuel.
3. The technique of replacing habitual relationships with the exact opposite (for example: smoke is healthier than clean air).
IV. Changing habitual action transformation connections
1. Method of separating actions: depriving an object of the ability to perform habitual actions, transformations (a car that does not transport anything, a load that weighs nothing, food that is not satiated).
2. A technique for obtaining some result without the usual source of action (a house was built without builders, a concert without artists).
3. The technique of blocking the “expected result in the usual structure of action” (the car transports a person, but he remains in the same place).
4. Technique of changing the usual direction of action (smoke is poisonous to a person, a person is poisonous to smoke, or the cold is hiding from a person).
5. Strengthening some property of an object an unlimited number of times to an unusual scale (a bus that carries not 50, but 100,000 people).
6. The technique of changing the main property of an object in the direction of strengthening or weakening (house - tent - hut - awning).
7. Technique for composing plots based on pre-selected objects: a group of related objects is taken, roles are given to participants who must act out the plot in order to express their capabilities as clearly as possible (airplane, passenger, flight attendant).
8. Technique for forming new objects from existing ones (build a new synthetic object).
Exercises to develop perception:
1. Telegram
Time: 3 min
The following letter combinations are often found in telegrams: ZPT, TChK, KVCH. This is how comma, period, and quotation marks are written in abbreviation. The technique that is used here is omitting vowels.
Letters are also missing in the phrases below. Enter them into the text to make it clear:
Kshk ducked behind his mouse. Tsly day t brdl p ls. What a wonderful color! VVK nstpl n klchk. Sklk here chlk. In ksms pltt sml. Khrshnek comes to him. Did you cry? V vgn bl ng ldy.
2. Cipher
Time: 3 min
If you take any sentence, for example, “Victor was asked to return the book,” and arrange the spaces in it differently, you will get an interesting cipher: “In Victor Apopros or return the books from.”
Encrypt several sentences in this way and ask a friend to unravel what is written.
3. "read it backwards"
Time: 3 min
Read the following sentences: “Etya Dulbos will humiliate”; Mechaz yv ilaleds ote?" "Amiz lanjens and yaatul alshirp in ishan yaark"; "Tsup adgesv tedub etsnlos!".
4. Missing letters
Time: 10 min
If some letter, say "l", disappeared from the Russian language alphabet, a mass of unusual words, for example: koba (flask), pasch (cloak), baon (balloon), sovo (word).
Determine which letter is missing in the following words and read them correctly: cat, put, sweat, koido, ing, shtoa, pata, kishka.
Compose a short story in this way and ask “to translate it into Russian.”
Let us now remove not one, but two letters from our alphabet. Determine which letters are removed in the following words and read them correctly: ovo, he, oido, eza, hellish, aty, ledviye, it, payen, ponayshke, komomosky.
Write another story using words from. Offer to translate it to your comrades on the condition of who is faster.
5. What words are these?
Time: 5 min
The letters are missing from the nouns: .ur.al, ts.eto., l.st.a, .blok., .erev., ig.a, k.ut, .omoshch.ik, t..va, ..opka .
6. Next letter
Time: 3 min
Each letter of the alphabet can be designated by the letter following it, for example: a-b, b-c, c-d..., z-a. Word Brother will look like this: B s b y. Based on this principle, draw up new cipher
7. Find the solution.
Time: 5 min
But the code is more complicated: “You basu yamo, yasiros.” "And didozh, and gasne, and eroz etygus nisi, sew and svetras, shidyakhou behind the ryam..."
8. Cities and rivers
Time: 5 min
Which of the cities and rivers encrypted here are in Asia?
Cities: Garap, Dirmad, Veki.
Rivers: Esan, Mura, Nahuhe, Op, Naida, Brit, Zizemba.
9.Decipherer
Time: 5 min
Decipher the mysterious text: "Ldak in tas khachsha to vyi, sile tidi an gyu. Pako an 1 term."
10.Chaos
Time: 5 min
In the words given below, the letters are presented chaotically, as you like. You need to read the sentences - confusion:
1. Aon ylba, akk vetskot, tipiryb demisod and mrotev to lemza.
2. But ly zeb ryem dlymua ad mynzoor.
11.Numbers and letters
Time: 3 min
Here is one of the most difficult and at the same time one of the simplest ciphers, for example: the number 275 can be written like this: chipboard.
Read the encrypted series: odtchpshsvdd.
Answer: the numbers are encrypted with the first letters of their names - now the letter series turns into numbers: 1,2,3,4,5,6,7,8,9,10.
Exercises to develop attention:
1. “disturbing” and “attentive”
Time: 15 min
Participants are divided into two groups: “interfering” and “attentive”. “Attentive” ones are placed by the leader along the perimeter of the hall, facing the center, and receive distinctive insignia (armbands, ties, etc.). They are given instructions:
“Your task is to portray, to play like an actor, to enter into the role of a person completely focused on some internal work and not noticing the surroundings (the presenter shows the facial expression of a person with an empty, absent look). You must get used to this role and, standing with with open eyes and without closing your ears, not noticing what others are doing. To make it easier for you to cope with the task, try to vividly imagine that you are watching an exciting movie or taking part in a dangerous journey. Be consistent in your role: when the exercise ends (at the command “stop”) and you are questioned, assert and convince others that you were really absorbed in your thoughts and did not see or hear anything. Clear? Those who interfere will receive a task during the exercise. Are you ready? Let's start!
The exercise lasts 5-15 minutes. During this time, the leader, together with the “interferers,” organize a series of provocative actions. They chant slogans, appeals, act out skits, tell jokes, stage the end of classes and leaving the hall, pretend to be animals, ask the “attentive” for alms, and so on. At the same time, the leader makes sure that the actions of the “interferers” do not turn out to be too effective. He forbids touching the “attentive” and at critical moments helps them maintain their role. Then the command “Stop” follows and the discussion begins. The exercise should be used in already established groups where there is an atmosphere of creative enthusiasm.
2.Exercise “My favorite fruit”
Time: 8 min
The exercise allows the facilitator to create a working mood in the group; memory is also developed and the ability to concentrate for a long time is developed.
Group members introduce themselves in a circle. Having identified themselves by name, each participant names their favorite fruit; the second - the name of the previous one and his favorite fruit, his name and his favorite fruit; the third - the names of the previous two and the names of their favorite fruits, and then your name and your favorite fruit, etc. The latter, therefore, must name the names of the favorite fruits of all group members.
3.Exercise “My Birthday”
Time: 10 min
The exercise will develop memory and the ability to concentrate for long periods of time.
The group members, as in the previous version, take turns saying their names, but each participant adds the date of their birthday to their name. The second is the name of the previous one and the date of his birthday, his name and the date of his birthday, the third is the names and birthdays of the two previous ones and his name and the date of his birthday, etc. The latter must therefore name the names and birthdays of all members of the group.
4. Exercise “I won’t get lost”
Time: 5 min
Exercise to develop concentration and distribution of attention
Tasks: count out loud from 1 to 31, but the test taker should not name numbers that include three or multiples of three. Instead of these numbers, he should say: “I won’t go astray.” For example: “One, two, I won’t get lost, four, five, I won’t get lost...”
Sample correct count: 1, 2, -, 4, 5, -, 7, 8, -, 10, 11, -, -, 14, -, 16, 17, -, 19, 20, -, 22, -, -, 25, 26, -, 28, 29, -, - _the line replaces numbers that cannot be pronounced).
5. Exercise “Observation”
Time: 10 min
Exercise to develop visual attention. This game reveals the connections between attention and visual memory.
They are asked to describe in detail the courtyard from memory, the path from one office to another - something that they have seen hundreds of times. Such descriptions are made orally, and their classmates fill in the missing details.
Exercises to develop imagination:
Time: 5 min
The poet V. Mayakovsky, like no one else, loved neologisms, which he himself loved to create:
"I love our plans hulk. Let's go, poet, we look, Let's sing. Party - hand million-fingered. But a strange thing flowed from the sun. Dark lead-nosed. Centangular"giant".
It is not difficult to see that the highlighted words come from well-known words: bulk - bulk, dawn - we gaze, a million fingers - million-fingered, clearly, leaden night - leaden night.
Take roots from already known words, come up with a dozen new words using the same pattern and make sentences with them.
2. "Burim"
Time: 5 min
"Burim"(translated from French) means a poem, usually of a humorous nature, with predetermined rhymes, which cannot be rearranged or changed and which must be connected by a meaningful text. This literary game originated in France in the seventeenth century. How is it played?
Let's say the poet is given the rhyme "silence - spring." After thinking a little, he immediately produces a couplet:
Suddenly the silence disappeared:
Spring has come across the earth!
Or this:
Everything fell silent. Silence.
Where are you, tell me, spring?
Come up with your own burimes to rhyme: “dew - heaven”; "dog - brought"; "fairy tale paints"; "wind-moths"; "near the river - deep"; “in the forest - I’ll bring it”, “sorcerers - not scary”, “cold - by the window”.
3. Limerick
Time: 5 min
- Limerick- This English version organized and legalized absurdity. E. Lear's limericks are famous. Here is one of them:
Once upon a time there was an old marsh man,
A cantankerous and burdensome grandfather,
He sat on the deck,
Sang songs to the little frog
Corrosive old man from the swamp.
According to this scheme (the first line is the choice of the hero, the second is an indication of his character trait manifested in the action, the third and fourth is the action itself, the fifth is the choice of the final epithet that parodies the content of the image). Create your own limericks.
4.What is it?
Time: 10 min
Show off your creativity. Come up with 3-5 various options descriptions of what is shown in the picture.
5. Miracles of technology
Time: 10 min
The presenter invites the participants to imagine that the group is at an exhibition of the latest technology. Wonderful everyday objects are displayed here - tangible, but almost invisible. The presenter defiantly rummages in his pockets and “finds” a box of matches. He then makes several expressive movements, moving the invisible box from one hand to the other, opening and closing it. The presenter lights a non-existent match and passes it to someone from the group. Then he asks someone to light the ultra-modern match himself. Gradually, all participants become involved in the game: someone sews a non-existent button onto a transparent shirt, someone sharpens an invisible pencil, etc. Participants guess who is doing what.
Memory development exercises:
1. Exercise “The most attentive”
Time: 10 min
Exercise to develop visual attention and memory.
Participants must stand in a semicircle and identify the driver. The driver tries to remember the order of the players for a few seconds. Then, on command, he turns away and names the order in which his comrades stand. All players in turn must take the place of the driver. It is worth awarding applause to those who do not make a mistake.
2. Exercise “Telephone”
Time: 10 min
Exercise to develop auditory attention and auditory memory.
The verbal message is whispered around the circle until it returns to the first player.
Fairy tale “Bubble, straw and bast shoe”
Once upon a time there was a bubble, a straw and a bast shoe. They went into the forest to chop wood; They reached the river and don’t know how to cross it. Lapotya says to the bubble: “Bubble, let’s swim across on you?” “No,” says the bubble, “it’s better to let the straw drag itself from bank to bank, and we will cross it!”
The straw was pulled; the bast shoe went over it, and it broke. The bast fell into the water, and the bubble began to laugh - it laughed and laughed and burst!
3.Remember a couple
Time: 10 min
The words are read out. Subjects should try to remember them in pairs. Then only the first words of each pair are read, and the subjects write down the second.
MATERIAL:
1. chicken- egg, scissors- cut, horse- hay, book- learn, butterfly- fly, brush- teeth, drum- pioneer, snow- winter, rooster- scream, ink- notebook, cow- milk, locomotive- drive, pear- compote, lamp- evening.
2. bug- armchair, feather- water, glasses- error, bell- memory, pigeon- father, watering can- tram, comb- wind, boots- boiler, lock- mother, match- sheep, grater- sea, sled- factory, fish- fire, axe- jelly.
4.Episode
Time: 10 min
Close your eyes and imagine the corresponding pictures, the names of which will be pronounced.
1. Lion attacking an antelope
2. Dog wagging its tail
3. There's a fly in your soup
4. Macaroons in a box
5. Lightning in the dark
6. A stain on your favorite clothes
7. Diamond sparkling in the sun
8. Cry of horror in the night
9. The joy of motherhood
10. A friend stealing money from your wallet
Now remember and write down the names of the visualized pictures. If you remember more than 8 images, the exercise is completed successfully.
5.Achieve it in 40 seconds
Time: 3 min
In 40 seconds, try to remember 20 suggested words and their serial numbers. Cover the text and write the words with their serial numbers on a piece of paper.
1. Ukrainian 11. Butter
2. Economics 12. Paper
3. Porridge 13. Cake
4. Tattoo 14. Logic
5. Neutron 15. Standard
6. Love 16. Verb
7. Scissors 17. Breakthrough
8. Conscience 18. Deserter
9. Clay 19. Candle
10. Vocabulary 20. Cherry
Memory productivity can be calculated using the formula:
Number of words correctly reproduced. 100 = %
Number of suggested words
6.Numerologist
Time: 3 min
The same can be done with numbers.
1. 43 6. 72 11. 37 16. 6
2. 57 7. 15 12. 18 17.78
3. 12 8. 44 13. 87 18. 61
4. 33 9. 96 14. 56 19. 83
5. 81 10. 7 15. 47 20. 73
7.Remember in order
Time: 3 min
Read out 10 words. You need to remember the words in the same order as they were presented.
Words: morning, silver, child, river, north, up, cabbage, glass, school, shoe.
8. Hear the error
Time: 3 min
Rows of numbers are read out. You need to write down the numbers you remember. After this, the rows of numbers are read again and numbers that are incorrectly reproduced in order and size are crossed out. Missing a number in a series is not considered an error.
Number series:
53 27 87 91 23 47
16 51 38 43 87 14 92
72 84 11 85 41 68 27 58
47 32 61 18 92 34 52 76 84
69 15 93 72 38 45 96 26 58 83
Exercises to develop spatial thinking:
1.Anti-time
Time: 10 min
Each participant is given a topic for a short story. For example: “Theater”, “Shop”, “Trip out of town”. The one who receives the topic must expand on it, describing all the events related to it “back to front” - as if in reverse side the film was scrolling.
2.Water in a glass
Time: 3 min
Two glasses are filled with water. How to change the contents of glasses?
Answer: use the third glass
3. Waterand kerosene
Time: 3 min
There is water in the decanter and kerosene in the pan. How can you change the contents of the containers without using a third vessel?
Answer: turn the carafe over and lower it into the pan.
4. Riddle with matches
Time: 3 min
Construct 4 triangles of the same size from 6 matches.
Answer: the figure is not flat, but three-dimensional.
5.Funny figures
Time: 3 min
Swap the pieces, moving forward one place or one place at a time; you can't go back. Start with triangles, 8 moves in total.
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Purpose of the course: development and improvement of the social intelligence of a leader.
Course objectives:
- Training in skills and abilities to establish contacts.
Training in business ethics.
Training in methods of predicting people's reactions in given circumstances.
Training in techniques to develop foresight in client relationships.
Help participants learn to assess a conflict situation impartially.
Help participants develop their organizational skills to the maximum.
Help participants analyze and choose ways to solve social problems.
Venue: The training room is a large free space.
The training is designed for 1 working day, lasting 8 hours.
Acquaintance, provision general information on the topic of the training, adoption of the training rules (20-25 minutes).
Social intelligence- a person’s ability to correctly understand his own behavior and the behavior of other people in society.
This ability is necessary for a person to have effective interpersonal interaction and successful social adaptation. Social intelligence implements cognitive processes associated with viewing a person as a partner in communication and activity.
The problem of social intelligence and increasing the level of its development acquires particular relevance among professional managers who manage people and teams. The level of development of a leader’s social intelligence largely determines the characteristics of a person’s interaction in a group and the formation of a team (team). According to many researchers, the acceptance of successful management decisions, management efficiency, success of the organization.
The term “social intelligence” was first used in psychology by E. Thorndike in 1920. He understood social intelligence as the ability to understand people, act or act wisely towards others. E. Thorndike considered social intelligence as a specific cognitive ability that ensures successful interaction with people and considered social intelligence a type of general intelligence, without defining the relationship between it and other types of intelligence. His main function of social intelligence is predicting behavior.
G. Allport believed that social intelligence is a “social gift necessary for the delicate balance in behavior that ensures smoothness in relationships with people. In order to speak and act tactfully, it is necessary to predict the most likely reactions of another person. Therefore, social intelligence is associated with the ability to make quick, almost automatic, judgments about people. At the same time, social intelligence has more to do with behavior than with operating concepts: its product is social adaptation, not depth of understanding."
In this definition, social intelligence is considered as a property necessary for successful interaction with people, which manifests itself in the ability to predict the behavior of another person.
In J. Guilford's concept social intelligence is an integral intellectual ability that determines the success of communication and social adaptation. Social intelligence combines and regulates cognitive processes associated with the reflection of social objects (a person as a communication partner, a group of people). The processes that form it include social sensitivity, social perception, social memory and social thinking.
Formed social intelligence acts as an indicative characteristic of a specific civilization, a specific type of culture, and in this capacity can be characterized as a subjective factor of historical processes in relation to the collective subject of history.
Among the main functions of social intelligence it is necessary to highlight:
- epistemological (cognitive)- here social intelligence acts as a tool for understanding reality, both natural and social;
cumulative- implemented in the mechanisms of social memory;
communicative- this is one of essential functions social intelligence, ensuring mutual understanding both within the collective intelligence and between “thought groups”;
managerial- in this form, social intelligence acts as an essential component of the social management mechanism;
regulatory-coordinating- through this function, regulation and coordination of the efforts of social groups and collectives is carried out in the process of achieving goals (including coordination of integral thought processes): economic, political, social, etc.;
normative-value- through this function, the presentation to social groups (and individuals) of socially significant norms and values with which their activities relate is realized;
prognostic- the purpose of this function is effective social forecasting and foresight;
heuristic- its implementation ensures the introduction of innovations into the life of society;
problematic-constructive- in this case, social intelligence is presented as a means of analyzing and choosing ways to solve social problems;
social-reflexive (identification), through which self-reflection of a particular social community, its self-identification, rational understanding (intellectual development) of its interests is realized;
rationalization function, the task of which is to identify (and separate from each other) the rational and the irrational in consciousness, activity, society, environment and others based on the type of rationality characteristic of a given social community.
social inheritance function, ensuring intellectual continuity in the spiritual life of generations.
Learn to listen to each other- this means the need to look at the speaker and not interrupt him. When someone finishes speaking, the next speaker can briefly repeat what the previous speaker said before going on to express his thoughts. To attract attention to the speaker, an object (for example, a hand ball) can be used, which passes from hand to hand during the discussion. When someone speaks, everyone else remains silent.
Speak to the point– sometimes participants deviate from the topic under discussion. Instead of reprimanding the participant, the discussion leader might say, “I don’t quite understand how this relates to our topic. Could you explain what you mean?
Show respect– openness in statements appears only when the participants learn that it is possible to disagree with someone’s opinion, but it is unacceptable to express assessments of other people only on the basis of the thoughts they express. Compliance with safety is facilitated by following the rules: do not criticize, do not judge, do not interrupt; feedback should only be given in a friendly manner.
Law "zero-zero"(about punctuality) - all participants must gather before the set time.
Confidentiality– what happens in class remains between the participants.
Stop rule - If discussion If some of the participants' personal experiences become unpleasant or unsafe, the person whose experience is being discussed can close the topic by saying "stop."
Everyone speaks for themselves, on their own behalf– statements must be expressed in a personalized form. It is worth saying not “Everyone believes that...”, but “I believe that...”, etc.
- Exercises aimed at getting to know participants, uniting the group and relieving tension
"Snowball": 10 min, arr. contact 10 min.
Each participant in a circle calls sequentially the names of everyone who has already introduced himself before him, and the last one calls his name.
- "Three Questions": 20-25 min, arr. contact 15 min.
Stage 1. Participants sit in a general circle. Instructions: “Choose from the circle the person who is most interesting to you. Think about what you would like to know about him. Write three questions for him. Try to keep them bright and interesting.”
Stage 2. Instructions: “There is an assumption that these questions will also be interesting for their authors to answer. Introduce yourself using them as a story outline.”
Feedback is built around the question: “Has the atmosphere in the group changed after completing the exercise?”
- "Star": 10-15 min, arr. contact 15 min.
Stage 2. After time has passed, all participants gather in a common circle and introduce their partners as “stars,” focusing on the most striking positive qualities.
Feedback is built around the questions: “What did you feel when you were introduced?”, “What difficulties did you experience during the exercise?”
- "Greetings for today": 15 min, arr. contact 20 min.
Participants, sitting in a general circle, express wishes to each other for today. It should be short, preferably one word. You throw the ball to the person to whom you are addressing the wish and at the same time say it. The one to whom the ball was thrown, in turn, throws it to the next person, expressing his wishes for today. It is necessary to carefully ensure that everyone has the ball.
Feedback is built around the question: “Has the atmosphere in the group changed after completing the exercise?”
- "Our qualities": 15-20 min, arr. contact 15 min.
Participants sit in a common circle and throw the ball to each other. The thrower names the quality (positive or negative) of the person to whom the ball is flying. The catcher throws it to the next one if he agrees that this quality is inherent in him, or returns it back if he does not know this quality in himself.
Feedback is based on a discussion of the questions: “To whom was the ball thrown most often and why?”, “Which qualities were mentioned more often: positive or negative?”, “What is the reason for the cases of returning the ball?”, “Did you learn something new about yourself and others ?.
- "General story": 10-15 minutes, feedback 15 minutes.
The game can last more than one round, but it ends at a block of thoughts or the logical conclusion of the story.
Feedback is based on a discussion of the questions: “Did you like the resulting story?”, “Can we say that it is about our group?”, “Which of the participants determined the main plot twists?”, “How do you evaluate your contribution to the creation of the story (and development of the group?)".
- "Let those stand...": 10 minutes, arr. connection 10 minutes.
Feedback is built around the question: “Has the atmosphere in the group changed after completing the exercise?”
2. Exercise aimed at developing adequate reactions in various situations: replaying the situation of non-evaluative statements. 20-25 minutes, arr. connection 15 minutes.
Each group member is asked to demonstrate an insecure, confident and aggressive type of response in a given situation. Only one situation is used for each participant. The following situations can be suggested:
- A friend is talking to you and you want to leave.
Your friend arranged a meeting for you with stranger without warning you.
People sitting behind you in a movie theater disturb you by talking loudly.
Your neighbor distracts you from an interesting speech by asking what you think are stupid questions.
The teacher says that your hairstyle does not match the student's appearance.
A friend asks you to lend him some expensive item, and you consider him to be not a neat person, not entirely responsible.
3. An exercise aimed at the ability to organize a business discussion, development of active listening skills, development of the ability to express the essence of one’s argument - “switch roles”: 20-25 minutes, feedback 20 minutes.
Stage 1. A topic for discussion that is significant in this group is selected. Participants are divided into two microgroups that take opposing positions on the chosen issue. A discussion begins.
Stage 2. At the highest point of intensity, the presenter asks the participants to change their positions to the opposite ones. The discussion continues.
Possible topics for discussion:
- Manipulating others - pros and cons.
White lie.
Everything that happens to us happens not to us, but for us.
Money is the key to a happy life.
Altruism - strength or weakness.
Self-love and selfishness.
4. Exercise to develop skills for quickly responding to a conflict situation– “If…, I would…”: 20 minutes, feedback 15 minutes.
The exercise takes place in a circle: one participant sets a condition that specifies a certain conflict situation. For example: “If I were shortchanged in a store...”. The next person sitting next to him continues (finishes) the sentence. For example: “...I would demand a complaint book.”
It is advisable to carry out this exercise in several stages, each of which involves everyone present, followed by discussion.
The presenter notes that both conflict situations and ways out of them can be repeated.
Feedback is based on a discussion of the following questions: “How often do similar situations occur in your real life?”, “In what ways do you get out of them?”, “How do you feel?”, “Did you learn more?” effective ways exit from conflict situation?”, “Will you use them in real life?”
5. Exercise to develop assertive behavior(under assertiveness naturalness and independence from external influences and assessments, the ability to independently regulate one’s own behavior and be responsible for it) – “Technique of polite refusal”: 15 minutes, feedback 15 minutes.
Participants are divided into pairs. One in a pair is an advertising agent whose goal is to sell a product. The other is his potential client, whose task is not to allow himself to be manipulated and not to go beyond the bounds of polite intelligence.
Feedback is based on a discussion of the characteristics of assertive behavior.
Break 20 minutes.
6. Exercise to develop observation skills– “Detectives”: 5 minutes, feedback 15 minutes.
All group members are involved in some kind of activity, which is organized so that everyone is busy with something. Everyone has a card with an individual task, within which the participant can improvise. In this case, everyone must choose an object for discreet observation. In the process of performing the activity, each participant performs three tasks: 1) carefully but quietly monitors what the object he has chosen is doing, 2) tries to understand who is watching him, 3) determines who his object is watching.
Feedback is based on a discussion on the questions: “Is each participant satisfied with how he completed the task?”, “What was easier, what was more difficult, what helped and what hindered him in his work?”
- Exercise to develop skills to interpret expressive emotions– “Read the emotion”: 5 minutes, feedback 15 minutes.
Feedback discusses how to read expressive movements and the impact of stereotypes on the ability to reason reflectively for others.
- Exercise to acquire skills in reading non-verbal language– “Guess the meaning of the dialogue”: 7-10 minutes, feedback 15 minutes.
Feedback: The analysis of the situation is discussed.
- Exercise to acquire skills in reading non-verbal language -“Relay”: 5-7 minutes, feedback 10 minutes.
Feedback: The analysis of the situation and the feelings of the participants are discussed.
- An exercise to strengthen the feeling of the connection between emotions and their nonverbal manifestations– “What doesn’t happen in the world”: 10 minutes, feedback 15 minutes.
Feedback: Discussion of participants' feelings.
- Exercise to develop the ability to more accurately express your emotional state– “Depict an emotion”: 10 minutes, feedback 10 minutes.
When discussing feedback, questions are addressed: “What helped in working on the exercise?”, “What hindered its implementation?”
- – “Past, present and future”: 10 minutes, feedback 15 minutes.
Feedback: issues of achieving the goal are discussed.
- Exercise to increase the ability to intuition– “Who will behave how”: 10 minutes, feedback 15 minutes.
Feedback is based on a discussion on the questions: “What made the task easier?”, “What complicated it?”
- Exercise to develop intuition– “My portrait”: 10 minutes, feedback 15 minutes.
Feedback: Discusses ways that helped accomplish the task and aspects that hindered the goal.
- Exercise on increased sensitivity, development of intuition– “Space”: 10 minutes, feedback 15 minutes.
Feedback: discussion of participants' feelings and thoughts.
Break 15 minutes.
List of used literature:
- Gorbatova E.A. Theory and practice of psychological training. Tutorial. St. Petersburg: Rech, 2008.
Zakharov V.P., Khryashcheva N.Yu. Social-psychological training. L., 1990.
Workshop on socio-psychological training. Ed. B.D. Parygin. St. Petersburg, 1994.
etc.............
Methodological materials for the development of intellectual abilities of cadets in grades 7-9, used in working with cadets who have learning difficulties associated with poor development of intellectual and cognitive abilities. The exercises can be used when conducting classes with children both in group and individual form.
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for correction and development of intellectual abilities
cadet grades 7-9
Developed by: Teacher-psychologist KMKK
Afanasyeva N.V.
Relevance.
Modern educational programs place quite high demands on the level of students’ training. In this regard, the number of students experiencing problems of school maladaptation has recently increased.
The new Federal State Educational Standard of General Education is aimed at providing conditions for the effective implementation and mastery by students of the basic educational program of general secondary education, including providing conditions for individual development students. Students who have difficulty adapting to learning need psychological assistance from support service specialists in order to successfully master the main educational program and achieve successful personal development.
Personal development in the education system is ensured primarily by the formation of universal learning activities (ULAs), which serve as the basis of educational and educational process. In the Federal State Educational Standard, the term “universal learning activities” is defined as a set of methods of action of a student (as well as associated learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process. In addition, conducting the State Exam and Unified State Exam poses the task of forming mental processes, personal characteristics and behavioral skills needed to successful completion exams. Successful formation of the UUD is a necessary condition for successfully passing the State Examination and the Unified State Examination.
The main types of UUD are divided into four blocks: 1) personal, 2) regulatory, 3) cognitive, 4) communicative. Successful adaptation to learning is possible only if all listed types UUD. For most students, the process of forming a UUD successfully occurs during their studies in primary school.
However, a number of students, for various reasons, have difficulties in the cognitive sphere, in interpersonal communication, insufficiently formed self-regulation of behavior, personal problems. Successful development of learning skills in these students is possible only if they are provided with timely psychological assistance. In order to provide psychological assistance in the formation of learning skills for these students, methodological recommendations on the development of cognitive abilities for children with mental disabilities.
The use of these exercises involves the development of the following cognitive processes: attention, memory and thinking.
Exercises to develop attention span.
"Find the numbers"
Equipment: stopwatch, pointer, digital tables with numbers (the number of numbers changes as the amount of attention increases from lesson to lesson).
Instructions: “Now I will show tables with numbers. You need to find the numbers in ascending (descending) order as quickly as possible, starting from one. You have to point them out with a pointer and name them out loud.” (Appendix1,2)
"Button"
Two people play. Children have two identical sets of buttons in front of them, not a single button is repeated. Each player has a playing field - a square divided into cells. The beginner places 3 buttons on his field, the second player must look and remember where each button is. After this, the first player covers his playing field with a sheet of paper, and the second must place buttons on his playing field.
The more cells and buttons used in a game, the more difficult the game becomes.
Tasks to develop attention span using verbal material.
Equipment: cards with the following content:
Task 1
Sets of words containing from 3 to 9 consonants, for example:
DPV ShGS
RCBL KTCM
ZHKPRCH DZNTK
KPTNSD SHRVTBC
Task 2
Familiar words of your native language containing from 4 to 16 letters, for example:
TABLE, CUP, CAR, CANDY, PENCIL, TV, TAPE PLAYER, CONSTRUCTOR, CYCLIST.
Task 3
Offers. Containing from 5 to 16 letters, for example:
I'M RUNNING WHAT YOU ARE
LET ME FLOAT
SMOKE IS LAZY FOR ME
THE COURTYARD IS CLEAN ONE WARRIOR
WHAT TO DO THE BIRD IS SINGING
LEARNING – THE LIGHT OF WORK – TIME
Cards for each task are shown in ascending order of the number of letters. The child’s task is to remember and reproduce the presented letters, words or phrases.
Tasks for the development of attention distribution.
- Reading a short sentence.The child is asked to read a short sentence. Reading is accompanied by soft tapping of a pencil on the table. The child must remember the text and count the number of beats.
- Crossing out letters. The child is asked to cross out 1 or 2 letters in the text and at the same time they play a children's record with a fairy tale. Then they check how many letters the child missed when crossing out, and ask him to tell what he heard and understood from the fairy tale.
- Distribution of numbers in a certain order. The left table contains 25 numbers from 1 to 40. You need to rewrite them in ascending order into the empty table on the right, starting to fill it out from the upper left square.
- "Find the words".
Equipment: cards with letters, among which you need to find hidden words.
Tasks for the development of attention switching.
- “Each hand has its own job.”
With your left hand, slowly leaf through a book with illustrations for one minute (memorizing them), and with your right hand, draw geometric figures or solve simple examples.
- "Red-black tables".
Equipment: tables with black and red numbers in different locations.
The lesson includes three stages:
Stage 1 – look at the table and find in order all the black numbers from 1 to 12;
Stage 2 – look at the table and find all the red numbers in reverse order;
Stage 3 – you need to alternately look for black numbers in direct order, and red numbers in reverse order.
After the child has satisfactory results in finding the number of numbers suggested above, their number can be increased to 16, then to 24, then to 40, etc.
- Proofreading taskswith alternating rules for crossing out letters.
- "Search non-stop".
The task is to see around you as many objects of the same color (or the same size, shape, material, etc.) within 10-15 seconds. At the teacher’s signal, one child begins the list, the others complement it.
YAFOUFSNKOTPHHAABTSRIGYMSCHYUSAEEMYACHLOIRGNMORE
ZHRLRAKGDZP SOAP AKMNPRSTURFRSHUBATVVGDIZHSIAIU
MAMATSPCHUSHMOZHBRPTYAETSBURANSGLKYUGBEIOPALCAF
SPTUCHAOSMTLAOUZHYELAVTOBUSIOKHPSDYAZVZHVVESNA
MEMORY DEVELOPMENT
Exercise “Logically unrelated text”
To memorize 20 words, 40 seconds are given, after which you should hang up what you memorized. The answer is considered correct if it is indicated correctly and serial number and the word itself. Multiplying the number of correct answers by 5, we get the memory efficiency as a percentage
Exercise "Numbers".
In 40 seconds you need to remember 20 numbers and their serial numbers.
Memorization efficiency is calculated in the same way as in the previous exercise.
Exercise “Logically connected text”.
The task is given to remember 10 main provisions highlighted in the following text. You need to read the exercise and after a minute reproduce the content of the main provisions in the given order. Multiply the number of correct answers by 10 and get the percentage of memorization efficiency.
Text: We take other people’s thoughts and titles for safekeeping (1), that’s all. You must, however, make them your own (2). We are likened to a man who, in need of fire, went to his neighbor to get it and, finding a beautiful, bright fire, began to warm himself at someone else’s fireplace (3), forgetting about his intention to light a fireplace at home. What is the use of filling our belly with beef if we do not digest it (4), if it is not transformed into the tissues of our body, if it does not add weight and strength to us? Or perhaps we think that Lucullus, who became acquainted with military affairs only from books and became such a prominent commander, despite the lack of personal experience, studied it in our way? We rely on other people's hands with such force that in the end we become weak (5). Do I want to overcome the fear of death? I do this at the expense of Seneca (6). Am I trying to console others? I draw from Cicero (7). Meanwhile, I could turn to myself for this (8) if I had been properly educated. No, I don’t like this very relative wealth collected from the world piece by piece. And if you can be a scientist by someone else’s learning (9), then we can only be wise by our own wisdom (10).
(Michel de Montaigne)
Development of verbal memory
To develop verbal memory in adolescents, you can use the following exercise:
Considering the fact that human memory is structured like a vessel, the amount of incoming information is limited. The number of words reproduced constitutes the most acquired knowledge, and, therefore, an increase in their number will increase the level of learning success.
The task of adults, teachers, and parents is to increase the vocabulary of teenagers,
related to certain areas of knowledge.
Exercise "Vocabulary"
instructions for a teenager:You should write down as many words as possible related to the topic:
1) school, 2) mathematics, (maybe chemistry, physics, biology, etc., 3) music 4) books, 5) art. 6) seasons, 7) ethics, 8) sports, 9) composers, 10) writers, 11) scientists, etc.
Each topic is given 5 minutes
These topics can not be given all at once, but 2-3 at a time.
If on the topic of music, students aged 8-9 years reproduce on average about 7 words, then 15-year-old teenagers - already 37 words, on the topic of literature this figure is respectively 3 and 28 words, on the topic of painting - 3.7 and 20.5 words.
Exercise “Remember words”
Participants are divided into pairs.
Conditions: each partner takes a piece of paper and writes any 20 words. While teenagers write, they need to remember them. There is a time limit of 1 minute.
After this, the participants exchange pieces of paper and check how well each of them remembers the words he wrote down.
The number of words that are reproduced is recorded. The presenter must determine who took 1st, 2nd and 3rd place.
Exercise "Objects"
Participants are divided into 2 teams. A driver is selected from each team. Members of each team place one item on the table. The driver looks and remembers who put what object. After this, each driver must answer the question: who put what object and in what order.
The presenter evaluates the results of the drivers' answers. Each team member must act as a driver.
Exercise “Memorize by drawing”
Participants sit at tables.
The presenter prepares 20 words in advance. Each participant in the game prepares a pen and a piece of paper in advance. The presenter calls the words sequentially. After each named word, he counts to 3. During this time, the participants in the game must have time to sketch this word using any drawing to remember. Let the drawing be incomprehensible to others, as long as the participant in the game can then name the words in order. Whoever remembers the most words wins.
Exercise "Snowball"
Participants in the game sit in a circle
conditions: The first participant names any word, for example, pencil, the next one must repeat this word and must name any of his own, for example, forest. The third participant repeats the two previous words: pencil and forest, names his own, etc.
Thus, at the end of the game there is a winner who has the most outstanding memory.
The game can be started several times.
Exercise “Familiar Terms”
This exercise will help you remember as many words as possible - terms belonging to one group.
Participants sit in a circle
conditions: The presenter explains that the participants will have to select terms. Moreover, the first one names the term and gives the topic: geometry. The first one is called a “parallelepiped”. The second one repeats “parallelepiped” and calls it “triangle”. The third one repeats “parallelepiped” and “triangle” and calls “straight line”, etc.
The teenager who forgets the words mentioned before him or does not name his own is eliminated from the game.
The last one standing wins.
Exercise “Poets and Writers”
This exercise develops the memory and thinking of adolescents, and also broadens their horizons.
Participants sit in a circle.
conditions: the presenter names a poet or writer, for example, Pushkin. The first participant in the game must remember the writer’s last name starting with the letter “N”. For example, he calls Nekrasov. The next person must remember the writer’s last name starting with the letter “B”, etc.
If one of the players names a word that ends with a letter that does not begin with the surname of any writer/poet, or cannot remember the required surname, he is eliminated from the game.
The last one standing wins.
Exercise “Objects in Action”
This
Participants sit in a circle.
conditions: The presenter suggests a noun, and each of the participants in the game takes turns calling one verb that goes with this noun. One of the participants who cannot name a verb that has a suitable meaning is eliminated from the game. You can't repeat yourself.
The last one standing wins.
Exercise "Antonyms"
The exercise develops the memory and thinking of teenagers.
Participants sit in a circle.
conditions: The presenter names an adjective, for example, “cold.” Players in a circle will have to name antonyms for this word. You can't repeat yourself. Anyone who cannot name the antonym is eliminated from the game.
The last one standing wins.
Exercise “Antonyms and synonyms”
The exercise develops memory, thinking and attention of adolescents.
conditions: The presenter names the adjective - hot. The first participant names a synonym for this word, and the second is an antonym, the third is a synonym, the fourth is an antonym, etc. If someone cannot find an antonym or synonym, then he drops out of the circle. And the game starts again. The last one standing wins.
Exercise “Retelling in a circle”
The exercise develops the memory and thinking of teenagers.
Participants sit in a circle.
conditions: The presenter reads the text (a logical excerpt from a paragraph on history, biology, etc.). Participants listen carefully. The retelling begins with any of the players. Further clockwise. Each person speaks one sentence. Then everyone listens to the text together again, completes the retelling and corrects any mistakes made.
Exercise “Memorize the text”
The exercise develops the memory and thinking of teenagers.
Participants are divided into 2 teams.
conditions: the presenter reads the text. Participants listen carefully, and everyone must record as much information as possible on a piece of paper.
The teams then restore the texts. After this, everyone discusses the texts reproduced by both teams. Compare the results.
The team that reproduces the text more accurately wins.
Exercise “Learning text by heart”
Exercise develops memory.
Participants are divided into 2 teams.
Conditions: Each participant is given a printed text. Everyone is invited to look at the text and then reproduce it by heart. You are given 2 minutes to work with the text.
Next, each team needs to identify everyone who wants to compete. First, the 1st participant from team No. 1 comes out. Retells the text by heart until the first mistake. "Stop". Then the 1st participant from team No. 2 leaves, etc.
The player with the best memory is determined.
Exercise "Shapes"
Exercise for training visual memory.
Participants are divided into pairs. First, one in a pair lays out the matches on the table and covers them with a sheet of paper, then, lifting it for 1-2 seconds, shows the resulting figure to his friend. After looking, the second player closes his eyes and tries to count the number of matches used. Then he opens his eyes and puts out a “photographed” figure from his matches. After this, the first player picks up the sheet and checks the number and correctness of the matches with the original. Then the players change roles. As you practice, color is added to the quantity and location for memorization. You can move on to the next exercise if the participant can freely hold at least 10 matches in his imagination.
Exercises aimed at the ability to establish connections between elements of the material
Exercise "Double memory stimulation"
The exercise develops the memory and thinking of teenagers.
15-20 cards with images of individual objects are laid out in front of the teenager (for example, an apple, a trolleybus, a teapot, an airplane, a pen, a shirt, a car, a horse, a flag, a rooster, etc.). The child is told: “Now I’ll tell you a few words. Look at these pictures, choose the one from them thatwill help you remember each word, and put it aside." Then the first word is read. After the teenager puts the picture aside, the second word is read, etc. Next, he must reproduce the words presented. To do this, he takes the queue of pictures put aside and with their help he recalls the words that were mentioned to him.
An approximate set of words: “fire”, “factory”, “cow”, “chair”, “water”, “father”, “jelly”, “sit”, “mistake”, “kindness”, etc.
Exercise "Analysis/synthesis"
The exercise develops the analytical and synthetic thinking abilities of adolescents.
The presenter gives the teenagers a few words; they need to be regrouped, combining them according to some characteristic to make it easier to memorize; and then come up with a story that would bring them together.
Air Vase Cat Hypotenuse Lynx Sun Water Triangle Bear Jug
Exercise "Concretization of the abstract"
Exercise develops associative thinking and the imagination of adolescents.
The presenter gives specific visual images that can be associated with each of the words below, for example, love/heart, friendship/smile, quarrel/mornia, etc. Next, he invites teenagers to try to find associations that would connect these words. Let them record the first associations that come to mind. It is important to give space to their imagination without limiting them to logical associations. The result should be a short story. Using this exercise often, you can develop a stable skill in children.
Exercise "A special way of cramming"
The exercise is aimed at developing long-term memory.
1. Repeating a word or phrase you need to remember to yourself.
2. Wait 1 second and repeat again.
3. Wait 2 seconds and repeat again.
4. Wait 4 seconds and repeat again.
Waiting is an emotionally loaded state. Holding information in this state does not allow it to jump out; it beats and makes connections with other concepts.
5. Repeat after 10 minutes (necessary for imprinting).
6. For confident transfer into long-term memory, repeat after 2-3 hours.
7. If necessary, after 1-2 months; in 1 year.
Corrective exercises, exercises aimed at developing abstract logical thinking
Exercise "Important Signs"
Purpose of the exercise: to develop the ability to identify essential features to maintain logical judgments when making decisions long row similar tasks. This exercise allows you to direct the search for a solution, activate thinking, and create a certain level of abstraction.
Teenagers are given instructions: “Now I will read you a series of words. From these words you will have to choose only two, denoting the main features of the main word, i.e., something without which this subject cannot exist. Other words are also related to the main word , but they are not the main ones. You need to find the most important words. For example, garden... Which of these words do you think are the main ones: plants, gardener, dog, fence, earth, i.e., without which a garden cannot exist. maybe? Can there be a garden without plants? Why?.. Without a gardener... a dog... a fence... land?.. Why?
Each of the suggested words is analyzed in detail. The main thing is for teenagers to understand why this or that word is the main, essential feature of a given concept.
Sample tasks:
a) Boots (laces, sole, heel, zipper, shaft)
b) River (shore, fish, fisherman, mud, water)
c) City (car, building, crowd, street, bicycle)
d) Barn (hayloft, horses, roof, livestock, walls)
e) Cube (corners, drawing, side, stone, wood)
f) Division (class, dividend, pencil, divider, paper)
g) Game (cards, players, fines, penalties, rules)
h) Reading (eyes, book, picture, print, word)
i) War (plane, guns, battles, guns, soldiers)
The teacher’s work is to develop in children the ability to identify essential features of concepts, to establish different relationships prepare favorable soil for the development of abilities to form judgments, as a higher stage in the development of abstract logical thinking. The purposefulness of judgments and the degree of their depth depend on skill.
Exercise “Understanding Proverbs”
Purpose of the exercise: to develop the ability to operate with meaning.
Instructions: “Now I’ll read you a proverb, and you try to find a suitable phrase for it that reflects general meaning proverbs, for example:
Measure seven times and cut once
a) If you cut it incorrectly, you shouldn’t blame the scissors
b) Before you do, you need to think carefully
c) The seller measured seven meters of fabric and cut it
The correct choice here is “Before you do, you need to think carefully,” and the scissors or the seller are only details and do not reflect the main meaning.”
There's no point in blaming the mirror if your face is crooked
a) You shouldn’t blame the circumstances if it’s your fault
b) Good quality mirrors depend not on the frame, but on the glass itself
c) The mirror hangs crookedly
You can’t eat only pies, you also have to eat rye bread
b) A case is judged by its results
c) One delicious pie is worth ten tasteless ones
a) If you have done the job well, you can rest
b) The boy went for a walk
a) Pyotr Ivanovich is never bored
b) A master of his craft loves and knows how to work
a) If you don’t know the business, don’t take it on.
b) In winter they ride on a sleigh, and in summer on a cart
c) Ride only your own sleigh
Sample tasks
1. Less is more
A) It is more useful to read one good book than seven bad ones.
B) One delicious pie is worth ten bad ones
a) The clown makes people laugh
b) To do a job better, you need to think about it carefully
c) Haste can lead to absurd results
a) A blacksmith forges hot iron.
b) If there are favorable opportunities for business, you must immediately use them
c) A blacksmith who works slowly often accomplishes more than one who is in a hurry
5. The hut is not red in its corners, but red in its pies
2. If you hurry, you will make people laugh
6. Once you’ve done the job, go for a walk with confidence.
3. Strike while the iron is hot
7. Skillful hands know no boredom
8. Not on your sleigh
9. All that glitters is not gold
a) The copper bracelet shone like gold
b) External shine is not always combined with good quality
c) What seems good to us is not always really good.
Exercise “Identification of essential features”
Purpose of the exercise: development of mental operations of generalization (the ability to find the general) and abstraction (the ability to abstract from unimportant features and mentally highlight only the essential ones).
Teenagers are asked to identify a common essential feature between concepts:
a) 1 Rain - snow b) 1. Cucumber - cabbage - apple tree
2. Eye - ear 2. Hope - faith - love
3. Camera - glasses 3. Dress - table - dishes
4. Stomach - intestines 4. Dog - ant - worm
5. Sugar - diamond 5. Oak - rowan - spruce
6. Flag - cross 6. Gold - copper - mercury
7. Pistol - shotgun 7. Youth - youth - old age
8. Violet - elephant 8. Wine - water - juice
9. Earth - Mars 9. Bread - meat - tomato
10. Gas storage - briefcase 10. Lamp - candle - Sun
Development of flexibility of thinking.
Exercise "Sentences"
Purpose of the exercise: developTie flexibility of thinking of adolescents.
The presenter asks teenagers to answer the questions: “How many simple sentences will be in complex sentence, in which there are three commas? (2) How many commas will there be in a complex sentence that contains six simple sentences? (5)"
Exercise "Crow and Fox"
Purpose of the exercise: to develop the flexibility of thinking in adolescents.
The presenter tells the teenagers that an indicator of flexibility of thinking is the ability to quickly move from one way of reasoning to another. And, if he offers them a symbolic recording of two phrases with the following translation into Russian:
A I B, “A ate B.”
C: (A I B), “C specially made it so that A ate B.”
Instructions: “Write down the phrases below with these symbols (indicate nouns by the first letters, number 2 replace the word “see”, 3 - “have”).”
1) Vorona had cheese.
2) I noticed the Fox cheese.
3) The Fox tried to catch the Crow’s eye.
4) The Crow boasted about the cheese to the Fox.
5) The Fox ended up with the cheese.
Appendix 3.
Memo for teenagers.
How to develop thinking
The ability to think is absolutely necessary for all people of all professions, although, of course, the requirements for the level of development of various thinking skills for various professions not the same. Is it possible to develop your thinking? And if so, then how to become smart and quick-witted?
1. The most general principle is known: “If you want to be smart, learn to ask intelligently, listen carefully, answer calmly and stop talking when there is nothing more to say.”
2. The mind determines the unity of knowledge and action. Knowledge cannot be acquired without the efforts of thought, without mental labor, but thinking itself is impossible without knowledge.
Developing thinking means saturating your mind with knowledge. Sources of knowledge can be very diverse: school, books, magazines, radio and television, etc. They introduce the phenomena of the surrounding world, various aspects of human activity.
3. Thinking begins with a question. Questions “why?” and “how?” humanity owes most of the discoveries. Learn to pose questions to every event and phenomenon you encounter. And be sure to search and find answers to them. Thinking is activated when ready-made, stereotyped solutions do not make it possible to achieve the desired result. Therefore, for the development of thinking, it is important to develop in oneself such a quality as the ability to see an object or phenomenon from different sides, the ability to notice something new in the familiar.
4. The ability to notice in an object or phenomenon somewhat more obvious signs- a general property of the mind. But some people notice some signs, some others. The greater the number of signs and sides of an object a person sees, the more flexible and perfect his thinking. This ability to see can be trained in games of intelligence, in solving various kinds logic problems, puzzles.
5. Comparing concepts that are close in meaning is one of the techniques for developing thinking.
6. Thinking and language, thinking and speech are inseparable. Each of you knows that every thought has a verbal form. Therefore, to develop thinking, you can use this technique: what you don’t fully understand yourself, try to explain to someone else.
7. Active use of written language (composition, journaling, letters) also contributes to the development of thinking.
8. An indispensable condition for the development of thinking is a free presentation of what has been read, participation in discussions, and the solution of creative, non-standard, paradoxical problems. Thinking is the most difficult job for a person. To perform it, you need organization, well-developed attention and memory, observation, and efficiency.
9. Thinking develops solving problems and puzzles. Here are exercises for its development:
a) Try to balance the candle on the scales in such a way that the balance is disrupted by itself after some time.
b) Two people met - childhood friends and the following dialogue took place between them:
“- How many years have I not seen you and heard nothing about you!
And I already have a daughter!
What's her name?
Just like her mother.
How old is Lenochka?”
How did the interlocutor find out his daughter’s name?
c) Two approached the river. There was a boat near the shore that could fit one person. Both of them crossed the river on this boat and continued on their way. How did they do it?
d) Compare the concepts: curiosity and inquisitiveness, persistence and stubbornness, pride and vanity, selfishness and pride.
e) Eliminate unnecessary words:
Dog, cow, sheep, elk, cat;
Dog, cow, sheep, elk, horse;
Football, hockey, handball, basketball, water polo;
Yenisei, Ob, Pechora, Lena, Indigirka.
References:
- Pankov D.D., Rumyantsev A.G., Trostanetskaya G.N. Medical and psychological problems of teenage schoolchildren, Moscow 2002
- Zakharov A.I. Childhood neuroses. St. Petersburg, 1990
- Somova N.L. In fifth grade - for the first time, St. Petersburg, 2001
- Derekleeva N.I. Motor games, trainings and health lessons, Moscow, 2004
- Order. Development of intellectual abilities, Moscow, 1996
- Kandibur G.R., Games and puzzles for children, Moscow, 2003
- Ziganov M., Kozarenko V. Mnemonics, Moscow, 2002
- Memory training. M., 1979
- Garbuzov V.I. Practical psychotherapy, or how to restore self-confidence, true dignity and health to a child and adolescent. St. Petersburg: JSC "Sfera", 1994
- Korchuganova I.P. Siyalova I.A. Psychology of cognition and creativity. Educational and methodological manual. SPb., LOIRO, 2002
- Lapp Daniel Incredible possibilities of your memory., St. Petersburg “Peter”, 2003. (Series “Your own psychologist”)
- Panfilova M.A. Game therapy of communication. M., Publishing House GNOM and D, 2001
- Khukhlaeva O., Kirilina T., Fedorova O. Happy teenager. Program for the prevention of psychological health disorders. M., April Press., EKSMO-Press, 2000
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