3-4 years old stage ~ sensitive period of thinking

Children of this age can't accurately carry out logical reasoning activities. They use some information they have seen and collected from past experiences to understand the world they live in. Their thinking characteristics are:

The understanding of the world is based on what they see, not any logic. Often due to lack of knowledge and experience, it leads to wrong inference. Professor Zhu Zhixian, a famous psychologist, once said an example: A four-year-old child asked his mother why there was wind when the car was driving. Mom said, why do you think? The child said, the wind comes from the wheel! Because in the eyes of children, there is wind when the wheel moves, and there is no wind when the wheel stops. Seeing is believing is the principle that children follow at this stage.

The perspective of looking at things is usually single. For example, if you give some building blocks of different sizes, colors and shapes, young children are likely to arrange the building blocks only according to their sizes. However, older children may combine building blocks through two attributes (first color, then shape or size).

The concept of numbers is very difficult for them. They haven't established a logical connection between the names of numbers and the quantities they represent.

Training focus: Grasp the sensitive period, actively answer the children's "why", and lay a good foundation for the establishment of logical thinking.

5-6 years old ~ thinking development period

At this stage, children have accumulated some knowledge and started to develop their logical thinking ability in an all-round way. Their thinking characteristics are:

Children begin to understand the application of some experiences/methods in daily experience. They will know that flashlights are used for lighting and they need umbrellas in rainy days.

They keep the information in their heads and then use it for comparison. I have five little red flowers and Xiaoming has six. He's not just me.

Began to cross the boundaries between concrete objects and abstract experience. They began to ask why, build their own thinking system and explain the world he saw.

Training focus: seize the sensitive period, training focus: start the enlightenment training of logical thinking and help children establish concrete and abstract connections. Actively answer the child's "why" and lay a good foundation for the establishment of logical thinking.

6 years old+stage ~ logical promotion period

Most children of this age enter primary schools for systematic knowledge learning, and their thinking characteristics are:

They constantly inject all kinds of knowledge into their minds and constantly break through the boundaries between concrete and abstract.

I entered another stage of thinking, that is, from learning to understanding to questioning and criticizing. At this time, most of the reasons they asked were because they had different views, and they wanted to say no.

Knowledge system and thinking system develop at the same time, but many times they are not synchronized.

Training focus: Do more question-and-answer exercises with children, and constantly improve logical thinking ability in thinking and collision.

Cultivate children's thinking logic

Do a good job in five aspects

1. sequence

When speaking at ordinary times, guide children to form the habit of using organized words, such as first, second, last, first and second. Let children speak clearly, methodically and logically, giving people the feeling of being "smart".

When doing things every day, we can consciously guide children to think in an orderly way, such as from big to small, from high to low; What to do in the first step, what to do in the second step, so that things can be orderly, step by step, orderly, and not in a mess. After a long time, children will form this way of thinking.

When reading, think more about whether the development result of the story is logical.

Find a pattern

Many IQ test questions have logical thinking questions, among which finding rules is the most common, in fact, it is also to test children's observation and reasoning ability.

For example, find the law of filling numbers and colors, and observe the pattern to see the law of change. Red, yellow, blue and green, red, yellow, blue and green, this is color reasoning, cube, cylinder, cuboid, cube, cylinder, cuboid, this is shape reasoning.

Usually children can feel the law, the law of all things in nature, such as this is the law of nature, the law of change in the morning, middle and evening of the day and so on.

Consciously let children do some regular questions to improve their judgment, reasoning and observation. Children have the idea of solving problems, but in fact they have strong logical thinking ability.

classify

Guide children to classify things at home according to shape, color, size and use.

For example, when collecting and lifting things with children, put books in one place, toys in one place and snacks in one place; When the children are older, they will tidy up their rooms, desks, etc.

In daily study and life, learning to classify can effectively manage your own supplies and time, work and study efficiently, and children will gradually become a self-reliant and self-disciplined person.

Step 4 be consistent

Before going to school, let children fully perceive the corresponding relationship in life and do relevant training. For example, how many people correspond to several pairs of chopsticks, the collocation of things, the collocation of pictures and word cards, and so on. And the concept of children's correspondence is gradually established.

Primary school mathematics textbooks contain a lot of thinking contents such as space, logical reasoning, graphics, Sudoku, etc., and are also the key contents of the exam.

To cultivate children's thinking ability from an early age, we can systematically train children's thinking with the help of special thinking training books, improve children's ability to analyze and solve problems, and improve their IQ level accordingly.

5. Dialogue

When parents communicate with their children in daily life, they should say more complete words. If there is complete logic, they should sharpen it.

For example, we don't say to wear an extra dress tomorrow. We said that because the weather forecast will cool down tomorrow, we should add an extra dress tomorrow.

For example, we can say that if we go to kindergarten late in the morning, we can't have breakfast, so we should go out on time. Let children get used to talking for one reason and one result.