Development of thinking in children of different ages

The growing child in the family already at an early age reflects in his mind the attitudes and connections between the phenomena of social life and nature that are accessible to him. This ability develops and continuously grows along with the acquired life experience, upbringing in school and family. Stages of development of thought processes have the following features.

Development of thinking in preschool children

At the initial stages, the thinking of children has a visually-effective character. First of all, it is associated with a specific perception of external objects and actions of a practical nature. From the first year of life, the baby can touch a brilliant hot iron and feel a burn. As a result, next time the experience will awaken caution in him, and he will not touch the shiny objects. The basis of this behavior will be the thought formed in the mind of the baby, that touching the shiny objects can be painful. This will be an act of thinking, manifested in a visual-effective form. In the process of obtaining further life experience, the child will learn to more accurately determine the communication data. Having already touched a brilliant but cold object, he will realize that the resulting burn did not depend on the object itself, but on something else. Visual-efficient thinking in children of this age is primarily due to direct interaction with objects.

Development of thinking in children of lower grades

At this stage, the thinking activity of children in many ways repeats the thinking of the preschooler. The analysis of the educational material is carried out here mainly in a visual and effective plan. However, the child, beginning to attend school, acquires the practice of mediated thinking, in which speech is essential. Through speech, the original images of things (objects) in his mind are replaced by verbal designations. Children learn to use mental connections - not external images of objects, but specific concepts about them. With the help of speech, students can identify not only the objects themselves, but also the various relationships that exist between them. At this stage of the development of the child , an accurate verbal description of objects and a correct explanation of the relationships existing between them play a huge role.

The development of thinking in middle-class children

Studying at school, in the middle classes, gives a large amount of material for the development of thinking and speaking. These processes in the study of various subjects take place in different ways and have their own peculiarities in literature, history, Russian language or mathematics lessons. Due to this diversity, the development of creative thinking is perfected , and abilities for abstract perception are manifested. His subject is more generalized laws between the phenomena of social life and nature.

Development of thinking in high school students

Children of this age group, as a rule, already have a great experience of mental work and in their thinking begin to rely on previously acquired and expressed knowledge about the general rules of reality. In the upper grades of children, thinking works on the basis of scientific concepts acquired during the schooling process. Unlike students of lower grades, they no longer simply memorize, learn the proposed material, but strive to penetrate into the very essence of the phenomena they study. High school students learn to give their thought processes a logical, rigorous form, they develop the ability to analyze the received material, which they comprehend, making the necessary conclusions. At this stage of thinking, an important role is played by the ability of children to logically correctly and accurately express their thoughts in words.