Games to develop logical thinking. Games for the development of logical thinking. Game "Green Sun"

Can be performed during various games. These can be games of a didactic nature or games in which the child needs to think in order to find the right solution. Such games include word games and games with objects.

Game "Danetki"

Additional materials: You can use ready-made cards that are sold in stores. But if there are no cards, then you can do without everything: you just need to use your imagination.

Game process. The presenter thinks of a word. Players must guess what the word is. To do this, they ask a lot of questions. The peculiarity of the game is that the presenter has the right to answer questions with only five phrases:

- Yes;

- Yes and no;

— there is no information about this;

- this is unimportant;

In this case, the presenter gives a small hint at the very beginning of the game. For example, he may say: “I wished for a character from a famous cartoon. Try to guess it in 10 questions.”

The game has no age restrictions. It is fun for children and adults to play together. At the same time, you can always adjust the difficulty by choosing the right hidden words that are suitable for the audience.

The benefits of the game "Danetki". This game has a very positive effect on the development of a child's thinking. Children learn to correctly select questions, analyze answers and find solutions through logical thinking. Thanks to this game, a child already at preschool age develops the ability to classify objects and phenomena of the surrounding world according to their characteristics and general features.

Game "Situational Danets"

Additional materials not required for this game.

Game process. Situational danets differ from classic ones in that it is not a word that is being asked, but a specific life situation. Children should try to understand the reasons for what happened, understand how to solve a problem, or explain a person’s behavior that is strange at first glance.

For example, let the guys try to explain:

1. Why did the boy eat an apple and the old man scold him for it?
2. What if mom doesn’t want to buy ice cream?
3. Why did the janitor, who likes to drive a car, come on foot?

Situations and questions can be very strange and unexpected and do not have a single correct answer. The main task is for children to be able to generate as many possible answers as possible that logically explain the situation.

If it is difficult for an adult to come up with interesting enough tasks, then this can be entrusted to the children themselves. As a rule, children manage to come up with many unusual situations and find even more unusual solutions for them.

Benefits of the game. The game develops the ability to think logically, find cause-and-effect relationships, and think abstractly and abstractly.

Game "Third Man"

Additional materials: you can prepare cards with images of various animals, objects and people. Or you can do without additional materials: just gather the children around you and sit them down.

Game process. The presenter names three words, and the children must guess which of these words is superfluous. If there are cards, then we work with them in the same way. Here are some examples that can be used during the game:

- snow, water, stone;
- autumn, winter, morning;
- boots, hat, galoshes;
- ice cream, window, door;
- candy, gas water, radish;
- kindergarten, school, parsley;
- day, night, 48;
- pen, pastry, cake;
- goat, cow, grapes;
- yellow, red, delicious;
- computer, T-shirt, phone;
- circle, flower, tree;
- circle, flower, square;
— slippers, robe, snow;
- wolf, hare, computer;

You can instruct children to come up with such groups of words themselves after they have thoroughly mastered the basic rules of the game.

The benefits of the game "Third Man". The game teaches children to classify objects according to their characteristics.

Game "Put into groups"

Additional materials: many cards of the same size with pictures.

Game process. The presenter lays out on the table as many cards as possible with images of animals, people, transport, nature, whatever. The main thing is that there really are a lot of pictures. The task for the children is to figure out for themselves what groups all these cards can be divided into. For example, groups: plants, professions, cars, animals, etc. Then you need to sort all these cards into invented groups so that not a single picture remains.

The benefits of the game “Sort into groups.” The game develops children's ability to classify objects according to their characteristics and features of use. In addition, when working in a team, the game develops children’s communication skills - it helps them learn to explain their point of view with reasoning and give reasons in favor of the decision made (children will have to explain to each other why they chose this or that group if others do not agree with this decision ).

Game "It happens, it doesn't happen"

Additional materials: small ball

Game process. This simple game requires imagination and one small ball that is easy to catch and hold in the hands of a six-year-old child. The essence of the game is that the presenter comes up with various situations. Some of them happen often in life and there is nothing unusual about them. Other situations are impossible in principle.

The presenter calls the situation out loud and throws the ball to the child. The child catches this ball and immediately throws it back. At the same time, he must say loudly during the throw either “it happens” or “it doesn’t happen.”

Thus, there is no time to carefully think about the situation and the child and you need to make a decision almost instantly. Here are some examples of situations:

- Mom cooks porridge;
— the chicken plays football;
- the tree went for a walk;
— it snowed in the morning;
- the house floats across the sky;
— the pen is on the table;
— the dog eats meat;
— the cat flies in the clouds;
— watermelon speaks English.

Benefits of the game. The game teaches the child to quickly evaluate the adequacy of the spoken phrase and its correspondence to reality. Develops the ability to think while simultaneously coordinating your movements (you also need to catch the ball and throw it correctly at the moment of thinking).

Game "We answer quickly"

Additional materials: ball

Game process. The presenter names any noun familiar to the child and throws the ball to him at that moment. It is necessary for the child to catch the ball, throw it back, but at the same time, during the throw, name an adjective that characterizes the object chosen by the leader.

For example, the presenter says: “watermelon.” Then the child can say “round” or “green” or “delicious.” If the adjective really corresponds to the subject, then the child answered correctly, even if the leader’s version is slightly different.

If some children find it difficult to come up with a suitable adjective so quickly, then you can simplify the task a little. Specify in advance the property that the child will describe. For example, color, shape, size, etc.

If the game is too easy for someone, then you can complicate it. Tell your child not only nouns, but also adjectives. And let him select the appropriate object for the adjectives. For example, the presenter says: “round.” And the child can answer: “orange” or “ball” or “sun”.

Benefits of the game. The game develops the thinking abilities of children of senior preschool age. Helps build associative connections between objects and their properties. Develops the speed of making the right decisions.

Game "Tell me the other way around"

Game process. The presenter names any adjective word. The child must name the antonym. For example, fast - slow, tall - short, fat - thin, cowardly - courageous, funny - sad, tasty - tasteless, soft - hard, white - black.

Then, when the children have learned the rules and can easily begin to select words with opposite meanings, begin to pronounce words for which it is not so easy to come up with an antonym: fluffy, smooth, round, etc.

Let the children try to think of as many words as possible that they think are the opposite of this.

Benefits of the game. The game “Tell Me Vice Versa” builds children’s vocabulary and helps them develop logical thinking.

Game "Tell me..."

Game process. The presenter names several characters from different cartoons: it is very important that these heroes are from different cartoons. For example, a wolf and a kitten “woof”. Or Winnie the Pooh and Cheburashka. Or Luntik and the Bear.

If children are not familiar with these cartoons, you can show them to them first. Next, come up with some interesting introduction.

For example: “Once Winnie the Pooh and Cheburashka went to buy new toys...” And then invite the children to tell themselves what happened next.

The game will become even more interesting if you ask the children to take turns coming up with a continuation of the story. For example, the first sentence is pronounced by the presenter, the second sentence by one player, and the second continues after him. And so on until everyone has spoken.

If you have toys depicting selected cartoon characters, you can accompany the game process with a visual demonstration of what is happening.

Benefits of the game. The “Tell Me...” game develops creative thinking in children. They enjoy coming up with various stories in their imagination and learn to formulate their thoughts into sentences that others can understand.

Game “Say it in one word”

Additional materials: not required

Game process. The presenter names a series of words for which the player must come up with one common name. Examples of word chains:

- spruce, birch, pine, aspen, oak, larch (trees);
- bunny, bear, wolf, fox, cow (animals);
- apple, orange, lemon, tangerine, banana (fruit);
- potatoes, beets, carrots, cabbage, onions (vegetables);
- construction set, barbie, car, ball (toys);
- butterfly, fly, mosquito, beetle, dragonfly (insects);
— computer, printer, telephone, TV (technology);
- porridge, soup, cake, bread, pie, pancakes (more).

After the children have played enough, you can change the rules a little. Now the presenter names generalizing words, and the children must name everything that relates to them.

Benefits of the game. The “Name One Word” game is useful because it not only forms children’s vocabulary, but also develops their logical thinking, helps organize words and objects into groups in accordance with common features or method of use.

Game "Find something similar"

Additional materials: cards with pictures. Or you can do without additional materials.

Game process. Children are shown two cards that initially show not very similar pictures. For example, one card shows a fly, and the second a butterfly.

Let the children think and find similarities between these two insects. Over time, you can complicate the game by picking up cards of objects that are completely different at first glance. For example, you can ask children what a fly and a desk have in common. Let them think.

Creative answers like “a fly crawls on the table”, “the fly has legs and the table also has legs” and the like are encouraged.

The benefits of the game “Find something similar.” The game develops non-standard thinking in children, expands their perception of the world and teaches them to see what ordinary people do not notice.

Game "Riddles"

Additional materials: not required.

Game process. The well-known activity of guessing riddles has a very powerful effect on the development of logical thinking in children of senior preschool age. It is very important that the riddles correspond to the developmental level of the children and are not too difficult for them.

You can play with one child, but you can also play in a group. You can also organize team competitions: each team discusses the correct answer and the team captain names it. The team that is the first to name the correct answer the most times wins.

You can change the rules of the game and teach children to come up with riddles themselves. To do this, the presenter chooses a word familiar to the children. And asks them what this object looks like. For example, what does a light bulb look like?

Let's say the children say that it's a big drop. Then one might ask, what is the difference between a light bulb and a drop? Children can say that it shines and the room becomes light. Then you can make up a riddle: “There is a large drop hanging, but it does not drip, but shines so that it is light in the room.”

Benefits of the game. The game engages areas of the brain that are responsible for children’s logical thinking.

Game “We won’t tell you where we were, but we’ll show you what we did”

Additional materials: not required.

Game process. This game is original in that children and adults will play without words. The presenter thinks of any simple objective action: ironing, reading a book, working at the computer, playing ball, etc.

He, without uttering a sound, demonstrates this action with the help of gestures and facial expressions. The child must guess what the leader is doing.

The game is organized as follows. First, the role of the leader is played by the teacher. He approaches the first child in line and demonstrates to him the desired action. If the child does not guess, then the leader moves on to the next one.

So until one of the children guesses what was planned. Then the one who guessed becomes the leader himself and guesses the situation for the next child in order.

Benefits of the game. The game not only allows you to have fun, but also develops children's thinking.

Game "Find the cache"

Additional materials: piece of paper, pencil and ruler, toy.

Game process. The presenter hides a toy somewhere in the room. Then he draws a diagram of the room on a piece of paper, detailing where everything is. On this diagram he marks with a red cross the place where the hidden thing is located. The child’s task is to find this toy.

You can complicate the task by adding several new links to it. Let the first card show the location of the next clue. The hint will help you find the next clue. And she will already indicate where the toy is.

Another variation of this game is that the child himself hides the object and draws a map, while the adult does the searching.

Benefits of the game. Children develop spatial orientation, logical thinking, and the ability to act according to a specified plan.

Game "Guess the description"

Additional materials: not required.

Game process. The presenter thinks of a word, but does not tell it to the player. Instead, he begins to describe the hidden object. For example, if the word “light bulb” is in your mind, then you can begin to describe it like this: “it looks like a drop, hangs under the ceiling, it is not noticeable during the day, but at night it makes the room bright.”

The player’s task is to guess the hidden word as quickly as possible. If a group of guys takes part in the game, then the process can be diversified. For example, whoever first guessed what they were talking about becomes the leader and guesses the word.

This game can be varied by discussing the category of words with the players in advance. For example, you can immediately agree that various professions will be considered. Or let it be animals. Or plants.

Benefits of the game. The game develops children's creative and logical thinking. Helps to consolidate the meanings of words and the properties of various objects and phenomena.

Game "Nonsense"

Additional material: For this game you will need absurd drawings. The following files can be organized into a slideshow to save space on your site.

Game process. Children are shown an absurd picture (it depicts something that does not happen in ordinary life. For example, mushrooms grow on the table, or candy falls in the form of precipitation). Children must find as many absurdities in the picture as possible.

In order to make the gameplay more exciting, you can organize team competitions. The same picture is shown to two teams. Each team dictates inconsistencies to their captain (an adult), who writes them down on a numbered list.

The team that finds the largest number of inconsistencies within a specified period of time wins.

In order to consolidate the result, at the end you can discuss with the children why exactly this or that element in the picture does not correspond to reality. For example, if the children notice that it is raining candy, let them explain why they think this is ridiculous.

If children find it difficult to answer this question or have not noticed anything unusual in some pictures, then the teacher can explain in simple language why certain events never happen in real life.

Benefits of the game. The game teaches children to think logically, be attentive to details and argue their positions using convincing arguments.

Game "What is he like?"

Preschool age is the period when the base is created, the foundation for the full mental development of a child at an older age. In order for the child to be interested in learning new things, not to be afraid of difficulties, and to be able to overcome them, it is necessary to take care of the all-round development of the preschooler. Particular attention should be paid to the development of a child’s logical thinking.

Development of logical thinking

Children already in early preschool age are faced with a variety of sizes, shapes, and colors of objects around them. The perception of the surrounding world occurs without special preparation. However, if assimilation occurs intuitively, it is most often incomplete and superficial.

The development of logic and thinking is an integral part of a child’s successful preparation for school and his harmonious development.

Senior preschool age is marked by the beginning of the emergence of the sign-symbolic function of consciousness. This period becomes important in general for mental development, for the formation of readiness for schooling.

It is customary to use symbolic symbols to designate objects, sequences, and sets, which is what children are introduced to in preparation for school. The kids actively accept it.

Especially if such models are invented together, focusing on the use of symbols not only in words, but also graphically (for example, not only rectangles, but also other shapes that have 4 corners fall into one group of objects, emphasis is placed on the number “4”) .

Each game has its own educational potential: they develop logic, attentiveness and quick thinking.

The best types of logic games for children 5-10 years old

Using the game format as the main method of developing logic and thinking is very effective, especially for students in grades 1-5. Among the many games that develop logic, memory and thinking in primary schoolchildren, we recommend the following:

• Chess, checkers. These games have long been recognized as the best trainers for abstract thinking, logic, mathematical and predictive abilities. By playing chess and checkers, children learn to analyze the actions of the enemy, think through options for possible behavior, build logical chains and make independent conclusions. In addition, chess requires the player to have a great concentration of attention, good memory and certain volitional efforts, while imaginative and strategic thinking actively works. Try fun tasks on the chess board.
• Non-standard tasks. When performing monotonous exercises, the child quickly gets tired and loses interest in the activity. To maintain a high level of mental activity, children need to be presented with unusual tasks. Solving tasks makes the child’s brain work more actively and be more attentive.
• Olympic tasks for children. Solving examples, problems, equations, algorithms, using a coordinate system, constructing projections and other mathematical actions are directly aimed at developing logic, spatial thinking, analytical abilities, and contribute to the formation of systems thinking and intellectual abilities in general.
• Numerical and other mathematical puzzles. Their use will make the learning process more exciting and varied. To develop logical thinking, it is necessary to gradually complicate tasks and avoid uniformity.
• Logic problems and logic riddles. By solving problems on logic, memory and thinking, the child learns to establish logical connections, analyze and compare data, classify objects, identify their common properties and features, generalize, and perform other logical actions. Children love to solve riddles, and the more they need to think and reflect, the more excitement and pleasure they get. The solution shouldn't be obvious.
• Tasks with matches. In children aged 5-7 years, visual-figurative thinking predominates, so they especially like tasks involving moving objects.
• Puzzles are a popular type of intellectual games for both children and adults. There are interesting puzzles in the format of logic problems,

Eco-friendly parenting. Children: While you are stuck in a traffic jam, you can get nervous or listen to music, or you can play games with your fellow travelers that develop variability of thought. In fact, these games are not just for traffic jams. They will come in handy in any forced waiting, on the road, idleness or mechanical work - a long trip, on the way home, in line, cleaning. This is a golden collection of games that will help out in any awkward moment, without requiring additional props or preparation.

While you are stuck in a traffic jam, you can get nervous or listen to music, or you can play games with your fellow travelers that develop variability of thought.

In fact, these games are not just for traffic jams. They will come in handy in any forced waiting, on the road, idleness or mechanical work - a long trip, on the way home, in line, cleaning. This is a golden collection of games that will help out in any awkward moment, without requiring additional props or preparation.

Here are seven simple speaking games that will keep you and your kids busy, spark your imagination, and encourage lateral thinking.

1. Past and future

Game conditions: Name any object and ask the child the question: “What was this object in the past?” Then we begin to fantasize, “What could this item become in the future?”

Source: clipartpanda.com

For example: chair

What was this item in the past?

A tree/tree sprout/seed from a tree (depending on how deep you dig).

What could it become in the future?

Firewood/club from a leg/swing, if hung somewhere, etc.

In this game the child:

Penetrates into the essence of objects and phenomena. Children understand how long the path that each object can take before taking on its usual shape.

Trains your imagination and develops invention skills. The moment children begin to fantasize about the future, there is a high probability of creating something new, making something unusual out of the ordinary.

2. What does it consist of?

Game conditions: We introduce any object and name its components

Source: loveofdrawing.com

What do you teach your child by playing this game: For example: electric kettle (spout, lid, button, heater, light bulb, wire, stand, etc.)

Go to the root. Here children learn to look not superficially at a thing as a whole, but in depth. So that the child understands that objects do not appear by themselves and consist of other objects.

Find connections. Many of the surrounding objects are useful only in interaction with other things. The child gets acquainted with the concept of “subsystem” - its components. The kettle just won’t work; it needs to be plugged into an outlet; to do this, you need voltage in the outlet, etc.

Attentiveness. We often do not pay attention to the little things that are familiar to our eyes. We begin to delve into something only if it breaks down. But even then difficulties arise, because, having forgotten about one important detail, we are looking for the cause of the breakdown in the wrong place.

3. Include variability

Game conditions: We present any item. Let's figure out how it can be used, in addition to its direct purpose.

Source: sketches.com

1) put on the chair leg so as not to scratch the floor; For example: a plastic cup

2) make Aladdin’s hat with an elastic band;

3) cut out circles, paint them and make yourself colored glasses;

4) grow plants;

5) collect a lot of cups and make a costume...

What develops:

Overcoming psychological inertia. Psychological inertia is the way we are used to thinking, small patterns in our heads and stereotypes that prevent us from looking at things more broadly and finding the most unexpected solutions. We need to break down stereotypes and develop the ability to think outside the usual.

Understanding the supersystem. We already talked about subsystems in the previous game. And a supersystem is something from the outside that can change an object beyond recognition and make a supernova out of it. The child learns not to be limited by the functions of the object itself, he activates knowledge of what is around the object.

4. Useful/Harmful

Game conditions: We choose a situation and list one by one what is harmful and what is useful in it.

Source: drawingimage.com

For example:

Rain is beneficial because plants grow.

Rain is harmful because it can flood things.

Rain is beneficial because it can freshen the air in hot weather.

Rain is harmful because you can get wet and get sick...etc.

What develops: The ability to see both sides of the coin. Children learn not to despair if something doesn’t work out, and, conversely, not to be too naive, to be able to see the negative in the most beautiful things. The child trains not to take either side, learns to analyze both aspects, creating in his head the boundaries between them.

5. Yes/No

Game conditions: You make a wish for something (an object, a phenomenon, a person, a number, something magical, etc.). The child must guess what it is by asking questions that can only be answered “yes” or “no.”

Source: vectorstock.com

For example: house

Is it alive?

No.

Is this made by man?

Yes.

Is it bigger than you?

Yes.

Is it beneficial for humans?

Yes.

What develops:

Ask the right questions. It is quite difficult to choose a question so that it gives specific, necessary information that can get closer to the correct answer. Children often think hard before asking. That's what we need!

Classify. This game is a kind of mathematics: we divide the whole in half. The first questions are usually the most global: “Is it alive? Is it inanimate? Man made?" and then in descending order. The further you go, the more the classification narrows, the more difficult it is to divide it, but the more interesting and mysterious it becomes.

Remember. This is especially evident when something like this is made. When a lot of questions and answers to them have already accumulated, you have to keep in your memory a picture from the hints you have already received and not repeat the questions.

6. Foreteller

Game conditions: We take any object/action/phenomenon as a basis. We name what happened before instead of this object/action/phenomenon. What performed the same function, how it has improved over time and how it can be modernized in the future.

Thinking is one of the highest forms of human activity, and is also a socially determined, mental process inextricably linked with speech. In the process of mental activity of each person, certain techniques or operations are developed: analysis, synthesis, comparison, generalization, specification.

There are threekindthinking:

1) visual and effective (children learn about the world by manipulating objects);

2) visual-figurative (children can already imagine objects or phenomena in the environment);

3) verbal-logical (children use concepts and know how to reason).

Visual-effective thinking It develops with particular intensity in a child from 3 to 4 years of age. Children become familiar with the properties of objects, learn to operate objects, establish relationships between them, and also solve a variety of practical problems.

Based on visual-effective thinking, a more complex form of thinking is formed - visual-figurative . This is thinking in images, ideas, transforming a situation into a figurative form. It arises when the child has sufficient experience of practical actions and, instead of realities, he resorts to mental attempts to change the situation, imagining the necessary actions and the results obtained. Also, visual-figurative thinking allows the child, for example, to use schematic images or count in his head.

By the age of six to seven years, preschoolers begin to develop more intensively verbal-logical e thinkinge, which is associated with the use and transformation of concepts. Thinking now appears not only in the form of practical actions, and also not only in the form of visual images, but, above all, in the form of abstract concepts and reasoning. However, verbal-logical thinking is not the leading one in preschoolers.

All types of thinking are closely related to each other. When solving problems, verbal reasoning is based on vivid images, and at the same time, solving even the simplest, most specific problem requires verbal generalizations from the child.

Reading fiction, designing, various games, modeling, drawing, etc., that is, everything that a child does before school, develops such mental operations as generalization, comparison, abstraction, classification, establishing cause-and-effect relationships. , understanding of interdependencies, ability to reason.

In the development of thinking and other mental processes of preschoolers, play is of great importance, the process of which is associated with the properties of objects (their shape, weight, size, color, features), and the performance of various actions with them. This promotes a comprehensive study of these subjects and creates conditions for the simultaneous interaction of various senses.

Examples of games for developing the thinking of preschoolers.

1) “Gather a big family”

Pictures depicting animals, vegetables, fruits, transport, etc. are selected. These pictures are laid out in front of the children and the task is given to gather large families.”

2) “Favorite food”

Pictures depicting animals and food for these animals are selected. Pictures of animals and separate pictures of food are laid out in front of preschoolers; each animal is invited to lay out its favorite food.

3) “Find the baby’s mother”

Pictures of domestic animals are laid out in front of the children: dog, cat, pig, cow, etc. and separate pictures: kitten, puppy, piglet, calf, etc., it is suggested to find the baby’s mother.

4) “Call it in one word”

Pictures are laid out in front of preschoolers, and an adult asks them to look at them and name them in one word. For example: train, plane, car - transport; fox, hare, bear - wild animals; apple, pear, plum - fruits, etc.

5) “Magic bag”

Toys are selected in the bag: red, blue, green, yellow. Pictures depicting: a red apple, a blue cloud, a green grasshopper, a yellow chicken are laid out on the table; preschoolers are invited to choose friends for them by color by taking out the corresponding toys from the bag.

6) “Gather friends”

Children are given a set of pictures depicting various objects. The adult asks to look at them and put them into groups, i.e. suitable with suitable.

7) “Lay out the pictures”

Ready-made series of plot-based sequential pictures are used. Preschoolers are given pictures and asked to look at them. They explain that the pictures should be arranged in the order in which events unfold. In conclusion, the children make up a story based on the pictures.

8) “What’s extra?”

Select a series of pictures, among which three pictures can be combined into a group according to some common characteristic (animals, transport, flies, jumps, soft, cold, etc.), and the fourth picture is extra. Invite the children to find the extra picture. Ask why they think this way and how the pictures they left are similar.

9) "Alternation"

Invite preschoolers to draw, color, or string beads. Please note that the beads must alternate in a certain sequence, for example, by color: red, blue, yellow, green, etc. In the same way, you can suggest drawing a multi-colored fence, or laying it out on the table from multi-colored sticks, etc.

10) “Find the extra word”

An adult reads a series of words, for example: animals, vegetables, fruits, etc. and invites preschoolers to clap their hands when they hear an extra word; you can also choose a child who will explain why the word is extra, to which group he would associate it.

11) “Who is faster”

An adult, throwing a ball to a child, names a color, and the child, returning the ball, must quickly name an object of this color. You can also name not only the color, but also the quality (for example: taste, shape) of an object.

12) "Professions"

An adult shows children pictures of people’s professions and asks them to name what people in a certain profession do. For example, a doctor treats people, a builder builds houses, a teacher teaches something to children at school, etc. Showing can be replaced with facial expressions and pantomime.

13) “Tell me the other way around”

Offer your preschoolers the game “I will say a word, and you will also say it to me, only in reverse, for example, big - small.” You can use the following pairs of words: cheerful - sad, fast - slow, empty - full, smart - stupid, hardworking - lazy, strong - weak, heavy - light, cowardly - brave, white - black, hard - soft, rough - smooth and etc.

14) "Guess"

An adult asks you to guess which animal, vegetable, fruit, vehicle, etc. He says. It is imperative to give children a specific, clear description of each item. For example: This is a fruit. It's red, round, juicy (Apple).

15) “Guessing riddles”

Invite children to guess descriptive riddles on various topics (flora and fauna, natural phenomena, vegetables/fruits, objects, etc.) For example: Long-eared, shy, loves to eat carrots and cabbage (Hare); Red-haired, she has a fluffy tail, she deftly jumps through the trees (Squirrel) etc.

16) “Migratory and winterwashing birds"

Preschoolers are presented with pictures depicting migratory and wintering birds, as well as two identical pictures depicting a tree. They need to put all the migratory birds on one tree, for example: swallow, starling, rook, cuckoo, lark, etc., and on another tree - wintering birds, for example: tit, sparrow, crow, bullfinch, etc.

17) “Flies, swims, crawls”

An adult gives children pictures depicting those who can fly, swim, crawl. Then he lays out pictures on the table depicting the sky, sea, grass and asks to match the animal, bird, insect, fish, etc. with the corresponding picture, asking the question: “What can he do...” (Bird, beetle... - fly; hare, grasshopper - jump...; snake, snail - crawl...)

18) “Find something similar”

Preschoolers are offered geometric shapes and various objects. The task is to form groups of objects based on their similarity to a certain geometric figure. For example, a circle is a ring, a lid..., a square is a box, a cube... etc.

19) "Domestic and wild animals"

Pictures depicting domestic and wild animals, as well as two pictures are laid out in front of the children: the first one shows a house, the second one shows a forest. They need to place domestic animals around the house and wild animals around the forest.

20) “Our favorite winter and favorite summer”

An adult lays out two pictures “Winter” and “Summer” on the table in front of the preschoolers, as well as pictures depicting various winter and summer clothes and accessories. Children need to relate to the season what people usually wear when it comes. (For example, “Winter” - fur coat, scarf, mittens..., “Summer” - shorts, T-shirt, hat...)