Peculiarities of thinking of children of senior preschool age

Development of thinking in preschool children. How a person will grow up, what character qualities he will have, how active his thought process will be - is laid down in childhood. The preschool period is especially important. At this time, the body is undergoing intensive development, physical and mental, and the foundation of the individual is being laid.

Features of the development of thinking in a preschool child

Development of thinking in preschool children. During the preschool period, different types of thinking arise, and one becomes the basis for the emergence of another. The peculiarities of thinking depend on the acquired experience and knowledge that the child acquires on the path of growing up.

Thus, the prerequisites for thinking and understanding are laid from the very first months of life. The first rattle in a child’s life, the first actions with objects surrounding the baby - everything matters in establishing connections between a person and an object. Random actions can generate interest and attempts to repeat these actions again. For example, after hearing a rattle make sounds, your baby will shake it again to repeat the process.

In a small child, thinking cannot be conscious; it simply occurs as a consequence of the perception of reality. And only when the child begins to walk, gains motor activity, and thinking also actively develops. This stage begins when the child turns two years old. Moreover, initially thinking becomes a consequence of practical action. Without conscious brain function. Intelligence begins to develop when a child gets the opportunity to create something through games and educational, cognitive activities. As the child gains more and more knowledge, he learns to perform mental operations, and by the age of five he can analyze, compare, and generalize.

Exercises to develop logical thinking

How to quickly develop logical thinking? We ask this question when we have limited time, but there is an interest in development. The most suitable option is to use exercises to develop logical thinking. Such problems can be solved on the way to work, in transport, in queues.

Here are examples of simple exercises with numbers:

1. First, practice naming a sequence of increasing numbers by adding two: 2, 4.6...100
2. Write the numbers in descending order, decreasing by two: 100, 98, 96...2.
3. You can also practice doing it in 4 steps - increasing and decreasing.
4. List the sequence in pairs by 2: 2-100, 4-98, 6-96…
5. Now the challenge is to find out how to quickly calculate the sequence of numbers: 1+2+3+4+5+6+7+8+9+10?

Exercises to develop abstract thinking skills

1. Imagine images of sequences of numbers, without naming them, drawing them in your imagination. To make it more complicated, there are several different rows of numbers and patterns.
2. A more complex option is to name the numbers of one number series and write the numbers of another.
3. Another option is to list one group of numbers in order, and present another.
4. We multiply the number by 2, create a series of sequences - out loud or mentally (2,4,8,16...)

Exercises using words

1. Create new words from known words, trying to spend a minimum of time: For example: cat-tok. You can work with the following words: herd; bazooka; ash; murmur; bug; mouse; jar.
2. Set a task with a specific letter and word length. For example, the letter “b” should be in second place, the length should be 6 letters. The answer is apricot. You don’t have to limit the length, but just make a game with the letter to begin with.
3. Find pairs of words that are read in two directions: mor-rum, house-mod.
4. Write words or sentences backwards and let the other player try to read and understand the meaning of what was written.

The technology for developing logical thinking also includes solving logical problems.

Here are examples of possible problems, try to find the answer

1. 7 girls were relaxing in the village, each found something to do: the first was reading, the second was sweeping, the third was playing chess, the fourth was weeding a garden bed, the fifth was solving a puzzle, the sixth was watering the flower beds, and what was the seventh sister doing?
2. There is a river and two people came up to swim across it, there is a boat, but it is designed for 1 person. Under what conditions will they be able to swim to the other side, how is this possible?
3. One person approached the portrait and looked attentively, they asked whose portrait it was and the answer was: “I grew up alone, no brothers or sisters, but the father of the man in the portrait is the son of my father.”
4. This man shaved his beard 10 times a day, but was still bearded. How can this be?
5. Three boys walked and carried pears, of which there were equal numbers, then they met nine girls, and each gave them a treat, in the end they all had the same number of pears, how many pears did each boy have?
6. The man was walking along the road, dressed in black clothes, there was no moon in the sky, and the lanterns were not shining. A car was driving behind, and the headlights were not on, how did the driver notice the pedestrian and manage to swerve?

Developing thinking is the same job as working in an office

The formation and development of logical thinking means constant work on oneself, solving problems, puzzles, and in childhood - joint activities to develop logic and intelligence. There is an assumption that our capabilities are determined by nature and are at a certain level. This is a false statement; these factors are not static and can be improved if a person wishes.

You can always find ways to develop logical thinking; try to devote at least a few minutes a day to such activities: in your free time, on the road, during a break, during rest. You can combine and solve problems together, it’s even more fun - whoever can make up more words from a long word, whoever solves the problem first, finds 10 differences, and the like.

Features of the development of logical thinking consist in constant training of attention, observation, studying the laws of logic, induction and deduction. Everything together contributes to improving logical abilities to a greater extent.

We wish you success in the development of logical thinking and only victories in all life situations!

Answers by task:

Number addition problem - you can add in pairs 1+10=11, 2+9=11 and so on 5 pairs, the answer is 55.

Logic problems:

1. The seventh girl also plays chess, because two people usually play;
2. You can cross the river if people are on opposite sides of the river;
3. In the portrait is the son of the man who is looking, and he himself is the son of his father;
4. A person's job is to shave others - a barber;
5. Each boy had 12 pears or a multiple of 12 (24, 36);
6. Attention, why there was no moon and no lanterns were shining - it was day.

Types of thinking: stages of child development

Development of thinking in preschool children. The following types of thinking dominate in a preschooler:

• objective-active, which develops spurred by the child’s imagination; typical for children aged 1 to 2 years.
• visual-figurative, which develops on the basis of the child’s existing knowledge; typical for children aged 3 to 4 years.
• verbal-logical, since speech begins to play an important role in achieving any goal of the child; typical for children of older preschool age - 5-7 years.

Subject-effective thinking

The youngest preschoolers love to break toys. They are not aggressors releasing negative energy, they are explorers. The objects that surround the child are interesting to him, he wants to touch them and take them apart. One action follows another. Speech is not important here, and the little ones do not yet have the ability to speak and explain their actions. The child thinks with his hands, exploring the properties of each object.

Visual-figurative type of thinking

When a child turns three or four years old, he already owns certain images that he actively uses in play. At the same time, objective-active thinking occurs; visual-figurative thinking simply becomes its continuation.

Verbal and logical thinking

At the age of five, preschoolers are already actively chatting, can analyze information, and give a detailed answer. They use speech in play and in everyday life; children remember that with the help of speech it is easier to achieve the desired result.

Abstract-symbolic

With this thinking, the child can separate the essential properties, signs of an object from the unimportant. The baby understands that a specific object can be replaced by another if it has the same characteristic features.

Creative thinking (creativity)

Creativity knows no boundaries or age differences. Whether at two or six years old, a child can enthusiastically build castles with blocks, knead plasticine, or move a brush with paint over a sheet of paper. At the same time, the child makes or draws what he wants, showing imagination. The child also sings, plays music, and dances with his soul.

Preview:

Features, types and properties of thinking in preschool children.

Thinking is the reflection of connections and relationships between objects and phenomena of reality, leading to the acquisition of new knowledge.

With the help of thinking, a person learns about the world around him in all its diversity, properties and relationships.

The first feature of thinking is its indirect nature. What a person cannot know directly, he knows indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas, and previously acquired theoretical knowledge. indirect knowledge is mediated knowledge.

The second feature of thinking is its generality. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, the concrete.

Currently, in Russian psychology, three main stages of the development of children's thinking are quite clearly characterized:

1.visual-effective (cognition through the manipulation of objects),

2.visual-figurative (cognition through representations of objects, phenomena),

3.verbal-logical (cognition with the help of concepts, words, reasoning). For the development of thinking in a child, targeted training and education by adults plays a decisive role.

Visual-effective thinking develops intensively in a child from 3 to 4 years of age: he comprehends the properties of objects, learns to operate objects, establish relationships between them. Features of objective-effective thinking are manifested in the fact that problems are solved with the help of a real, physical transformation of the situation, with the help direct contact with objects. This form of thinking is typical for children under 3 years of age. A child of this age compares objects, placing one on top of another or placing one next to another. That is, the child’s thought is directly related to his actions, while the action itself is ahead of thinking.

Subject-based thinking is also found in adults. For example, when thinking about an upcoming renovation, we use this type of thinking. Subject-specific thinking is necessary when it is not possible to fully foresee the results of any actions

Based on visual-effective thinking, a more complex form of thinking is formed - visual-figurative. It is characterized by the fact that the child can already solve problems based on ideas, without the use of practical actions. This type of thinking is spoken of when a person, while solving a problem, analyzes, compares, generalizes various images, ideas about phenomena and objects. A visual-figurative solution most fully recreates the whole variety of different characteristics of an object, while the vision of an object can be simultaneously recorded from several points of view.

Thus, visual-figurative thinking is practically inseparable from imagination. Visual-figurative thinking plays an important role in developing children’s understanding of the processes of change and development of objects and phenomena.

By the age of 6–7 years, a more intensive formation of verbal and logical thinking begins, which is associated with the use and transformation of concepts. However, the leading one at this age is visual-figurative thinking. Verbal-logical thinking operates on the basis of linguistic means and represents the highest stage of development of thinking. Thanks to verbal-logical thinking, a person can establish the most general patterns, foresee the development of certain processes in nature and society, and generalize various visual materials.

Verbal-logical thinking is the highest type of human thinking, dealing with concepts about objects and phenomena, and not with the objects, phenomena or their images themselves. This type occurs entirely in the internal, mental plane.

The development of visually effective and visually figurative thinking is carried out in close connection with the formation of logical thinking. It is necessary to pay special attention to the development of the strengths of complex thinking, which is leading throughout a significant period of preschool childhood and is extremely important in the overall mental development of children. The correctness of solving a practical or cognitive problem that requires the participation of thinking depends on whether the child can identify and connect those aspects of the situation, the properties of objects and phenomena that are important and essential for its solution.

In fact, all types of thinking are closely interrelated. In practice, it can be difficult to determine what type of thinking is used by a person when solving a particular problem, since all types of thinking are intertwined with each other. We can only talk about the relative predominance of one or another type of thinking.

In practice, thinking as a separate mental process does not exist; it is invisibly present in all other cognitive processes: perception, attention, imagination, memory, speech. The highest forms of these processes are necessarily associated with thinking, and the degree of its participation in these cognitive processes determines their level of development.

The task of thinking is to reveal relationships between objects, identify connections and separate them from random coincidences.

Leontyev A.N. defines thinking as “the process of reflecting objective reality, constituting the highest level of human cognition.” According to Leontyev A.N., thinking provides knowledge about the essential properties, connections and relationships of objective reality, and carries out the transition “from phenomenon to essence” in the process of cognition.

One of the most famous theories of the formation and development of human thinking is the theory developed by J. Piaget. He came to the conclusion that in its development, children's thinking goes through the following four stages:

1. Stage of sensorimotor intelligence. It covers the period of life from birth to 2 years. At this stage, visual and effective thinking is presented in the most elementary forms. Thanks to this thinking, the child gets the opportunity to understand the world around him in its invariants, stable properties.

2. Stage of pre-operational thinking. At this stage there are children from 2 to 6 - 7 years old. At this time, children develop speech and the process of connecting it with thinking begins. Here there is an internalization of external actions with objects, that is, the transformation of any process or phenomenon from external, in relation to a person, into internal. For example, a joint activity shared between several people into an internal, psychological process. However, the child is not yet able to perform operations.

3. Stage of specific operations. At this stage there are children aged 7-8 years to 11-12 years. They can perform operations with specific objects, and the actions included in such operations become reversible. However, children of this age are not yet able to perform operations with abstract concepts.

4. Stage of formal operations. It includes children aged 11-12 years to 14-15 years. These children are able to perform full-fledged mental, reversible operations with concepts, acting according to the laws of logic. The mental operations of children at this stage represent a structurally organized, internally consistent system.

L. S. Vygotsky studied the process of concept development in children in approximately the same age range with which J. Piaget dealt.

L. S. Vygotsky identified the following four stages of concept formation in children:

1. Stage of syncretic thinking. Children at this stage cannot cope with the task of forming concepts, and instead of searching for essential signs of a concept, they select objects on a random basis (a syncret is a random, unordered set of objects).

2. Stage of complex thinking. Objects at this stage are combined by children into groups based on common objective features. However, these signs are random and insignificant for the items being compared. In addition, the features identified by children can vary randomly in the same experiment: first, the child selects objects based on one feature, then on another, etc.

3.Pseudo-concept stage. At this stage, children seem to act correctly, selecting objects according to their essential characteristics. It seems that they understand what the corresponding concept means. However, these definitions do not highlight the essential features of the relevant items.

4. Stage of real concepts. At this stage, children not only act correctly, but also give correct verbal definitions of concepts, highlighting in them the most general and essential features of the corresponding objects.

P. Ya. Galperin proposed another theory of the development of thinking, which he called the theory of planned (stage-by-stage) development of mental actions. This theory represents and scientifically substantiates the process of gradual transformation of external, practical actions with material objects into internal, mental actions with concepts. This process naturally goes through the following stages:

1. The stage of forming an indicative basis for action. At this stage, the person who must form a new mental action becomes familiar with the action, its composition and the requirements for it, that is, he orients himself in it.

2. The stage of performing an action in an external, expanded form, with real material objects. At this stage, the corresponding action is practically performed in its entirety on real, material objects and is carefully practiced.

3. The stage of performing actions in terms of loud speech. Here the action worked out at the previous stage is spoken out loud from beginning to end, but is practically not performed.

4. The stage of performing the action in terms of speaking “to oneself”. At this stage, the action is spoken by the person to himself, that is, with the help of so-called silent speech. A person’s vocal cords are working, but people around him cannot hear him.

5. The stage of performing an action in terms of inner speech. This is the final stage of the formation of a mental action, at which it becomes completely internal, is associated with inner speech, is performed quickly and automatically, so that it seems that the person instantly, without hesitation, gives an answer to the question posed.

According to S.L. Rubinstein, as the main subject of psychological research, thinking acts as a process, as an activity.

M.N. Poddyakov systematically studied the development of visual-effective and visual-figurative thinking. The development of children's thinking is analyzed from the point of view of complication and improvement of means and methods of cognitive activity.

Bibliography

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2. Personality psychology in the works of foreign psychologists / Comp. and general editing by A.A. Reana. - St. Petersburg: Peter, 2000. - 320 pp.: ill. — (Series “Anthology on Psychology”). (Z. Freud, A. Adler, K.G. Jung, E. Fromm, E. Erikson, K. Horney, E. Tondike, J.B. Watson, A. Bandura, R. Walters, A. Maslow, K Rogers, W. Frankl, G.W. Allport, G.Y. Eysenck, K. Leonhard).

3. Personality psychology in the works of domestic psychologists / Comp. and general editing by L.V. Kulikova. - St. Petersburg: Peter, 2001. - 480 p. — (Series “Anthology on Psychology”). (Lazursky A.F., Teplov B.M., Myasishchev V.N., Ananyev B.G., Zeigarnik B.V., Rusalov V.M., Petrovsky A.V., Uznadze D.N., Dodonov B.I., Platonov K.K., Bratus B.S., etc.).

4. Reader on psychology. Textbook manual for pedagogical students. Inst. Ed. prof. A.V. Petrovsky. Comp. and ed. introduction.essays V.V. Mironenko. - M.: “Enlightenment”, 1977 (and 1987, 2nd ed.). — 528 p. (sections of general, developmental and educational psychology).

5. Bozhovich L.I. Personality and its formation in childhood. M., 1968.

6. Vallon A. Mental development of a child. M., 1967.

7. M Psychology of preschool children. Development of cognitive processes. — Ed. A.V. Zaporozhets, D.B. Elkonina. M., 1964.

8. Poddyakov N.N. Preschooler thinking. - M., 1977.

9. Vygotsky L.S. Thinking and speech. Collection cit.: In 6 volumes - M.: Pedagogy, 1982, T. 2. P. 6-361.

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16. Elkonin D.B. Child psychology. M., 1960.

Exercises and games to develop thinking in preschool children

In order for thinking to actively develop, you need to constantly work with your child. To help parents and educators there will be didactic, educational and entertainment classes, excursions, meetings with specialists, as well as regular games with children.

Development of imaginative thinking in a preschooler

To develop imaginative thinking, games that involve “gray cells” are suitable. For example, an adult invites a child to look at a picture that shows various objects, but they can all be called in one word. These can be dishes, various animals, items of clothing, furniture, and transport.

Another good option is puzzles. To assemble a picture from many elements, you need to present it as a whole, pay attention to individual details, look for common features in the illustration in order to obtain the integrity of the image.

You can offer to play the game “Everything on the shelves”. In this game, from a bunch of completely different objects, you need to find only those that correspond to specific characteristics.

Development of logical thinking in preschool children

Both oral games and the use of visual materials will help to develop logical thinking.

Good oral games such as:

• "Let's make up a fairy tale"

In this game, the adult starts the story, and the child’s task is to finish it.

• "Yes and no"

A game with leading questions to which the second player answers: “Yes” or “No.” The task is to eventually guess the item conceived by the first player.

• "Association"

In this exercise you are asked to select words by association: Dress - summer, fur coat... (winter);

squirrel - hollow, bear... (den), etc.

Using visual materials:

• Make shapes from counting sticks.
• Play the “labyrinth” in the picture, helping the character along the path.
• Use the illustrations to create a story.

Development of creative thinking

Creative thinking is impossible without the child’s imagination and ability to operate with images. You can offer your child the following games and exercises:

• find familiar images in the blot,
• create an object from several different parts,
• find the same signs in different pictures,
• guess what an object is based on an oral description.
• draw using unconventional drawing.

Development of spatial thinking

In order for a child to navigate the world around him, he needs to develop spatial skills. Games suitable for this:

• with matches, when you need to build new ones from created figures,
• with drawings, when the child is invited, for example, to play a pirate and find a treasure, following the plan,
• exercise “Farther - Closer”, when the child is asked to move objects to close and far distances at the request of a parent or teacher,
• With your eyes closed, following the teacher’s instructions, you need to draw a line on a piece of paper.

Basic forms of thinking of preschoolers

The famous researcher of child intelligence, Jean Piaget, defined the entire preschool age as a stage of specific operations. However, this stage does not end with the child entering school, but continues until the age of 11.

While living through this stage, children first gain the ability to build mental representations of objects and phenomena through actions. Then they discover the ability to imagine images and act with them internally. And almost on the threshold of school, they discover the ability to think logically.

Accordingly, from an early age until entering school, one can observe how the types of thinking in preschoolers consistently develop with the dominance of the most characteristic of their age:

• Visually effective
• Visual-figurative
• Verbal-logical

Each subsequent form of thinking does not displace the previous one. At each age level, the child thinks both in the way he is accustomed to and adds new approaches.

Visual-effective thinking

Once again, we emphasize that the development of a child’s thinking is triggered by action. “I do - I observe what I do - I begin to understand something” - this is how the mechanism of the simplest thought processes works. Therefore, it is called visual-effective thinking.

The baby’s mental attempts are tied to visual situations and reflect direct relationships between objects. For example, when scooping porridge with a spoon, almost every child intentionally or accidentally turns the spoon over so that the contents fall onto the table. This simple experiment allows him to understand how to use such cutlery.

The next discovery will be the shape of the spoon. It turns out that you can’t do without the concavity of this tool if you want to eat soup.

Thinking for a 3-4 year old child means performing certain actions and observing what is happening, and not remembering and reflecting.

Thus, gradually, visually effective thinking is formed as the discovery of subject connections - between the components and characteristics of one object, between different objects, etc. Thanks to the accumulated experience, the child’s type of thinking acquires important characteristics:

• abstraction
• generality

Distraction is manifested in the fact that the child identifies an important feature and begins to use objects variably. For example, a plastic disk has just served as the steering wheel of an imaginary car, and now a preschooler is using it as a plate from which he feeds a doll. In this case, the shape of the object tells the child how to use it.

Generalization of thinking lies in the use of the same object for different purposes. For example, a younger preschooler can put small toys in a bucket, and then shake everything out and try it on as a headdress or use it as a chair.

Visual-figurative form

Experience in practical actions is an indispensable step for the development of the next type - visually imaginative thinking.

Productive activities are especially useful for developing creative thinking. When intending to build, sculpt or draw something, a child at least vaguely imagines the result. This already contains an intellectual task: “I want to do it... But how can I implement it?”

What features should you focus on to draw an apple? Probably on its round shape. And to make it even more similar to the original, you should add a ponytail with a leaf.

The preschooler draws models of the objects he sees around him. And this is only possible if he notices important characteristics of objects, analyzes, establishes differences and similarities with other objects.

An important feature of visual figurative thinking is that a child can imagine a certain object and come up with its image using memories and using imagination.

This implies the main properties of the figurative form of thinking:

• mobility
• structural organization

Thanks to the mobility of thinking, a preschooler is able to supplement his ideas. It is enough to show the baby the long ears of the toy, and he will immediately recognize the hare. This property extends to the child’s recognition of any objects familiar to him by visible elements.

The structural organization of mental activity is clearly manifested in design. To build a model from structural parts, the child thinks about the relative position of the parts and determines the sequence of connections. Thinking, he looks for ways to create an image that would correspond to the plan.

Role-playing games effectively develop children's imaginative thinking. It is in such games that preschoolers try to create typical images, analyze and mentally imagine situations that truthfully reflect real life or correspond to fantastic plots.

Visual-effective and visual-figurative thinking are closely intertwined. The child is driven by cognitive activity. He experiments, and thanks to actions and images, he discovers relationships, signs, characteristics, features in the world around him. These types of thinking bring the preschooler closer to understanding objective logical laws.

Development of abstract logical thinking

Logical thinking is considered the highest form of the thought process, although this can be argued, since creativity is not associated with it, but with imaginative thinking. But, one way or another, logic is necessary for an adult to solve a wide variety of problems: from everyday, everyday, to professional and scientific.

What to develop

Logical thinking is based on several mental operations:

• Analysis is the division of a single whole into separate significant elements, understanding the structure of things and phenomena, their systemic organization.
• Comparison is a comparison of individual elements of a system, individual things and phenomena in order to determine their similarities and differences.
• Synthesis is a transition from individual elements to the whole, a unification of parts, often associated with their combination in a new combination.
• Abstraction is a distraction from the unimportant or a transition from objective thinking to thinking using abstract concepts (numbers, formulas), replacing specific images with abstract concepts.

The first three basic operations can be illustrated by the common children's game of color pyramid. A child disassembles an already assembled pyramid and examines its rings - this is an analysis. Then, during the assembly process, he compares the rings by size, sometimes by color and shape - this is a comparison. Then he assembles a pyramid of individual elements - synthesis. This is how the thought process proceeds at the level of visual and effective thinking accessible to the baby. And we want to develop the logical, so we will perform operations not with rings and cubes, but with concepts.

Logical thinking also requires developed speech, since this thinking occurs in a conceptual form. Moreover, this applies not only to oral, but also to written speech, which in itself is more logical and orderly.

How to develop

Logical thinking is based on strict laws and rules that were developed by ancient philosophers, and logic has always been considered the art of thinking. Theoretical knowledge, although useful, is not sufficient for development. If you don’t know them, then this is not an obstacle to development. Practice and mastering skills are more important here. And thinking skills, just like any other skills, are formed during training. And for those who want to develop logic skills, we can offer several exercises.

Ways to develop visually imaginative thinking

Depending on the age and preferences of the child himself, various methods are chosen, however, each is based on creating a result based on the presented image.

At the age of three, this is a game with a pyramid and similar collapsible toys. To begin with, the adult shows the process of disassembling and correctly assembling the toy, after which the child is asked to repeat the steps.

To complicate the task, you will need a pyramid with rings of various sizes. An additional effect of the toy is learning to highlight the essential properties of objects, distinguish between sizes, shapes, and shades. It can be stated that the process of developing imaginative thinking has begun when, before an action, the child is able to tell what he will now build or draw.

Basic methods applicable in older preschool age

In the future, the imaginative thinking of older preschoolers should be stimulated using the following methods and techniques:

• Observation of nature with subsequent descriptions and displays of what was seen;
• Comparative analysis of objects of various sizes and shapes;
• Collecting puzzles with gradual complication of the task;
• Drawing from memory;
• Creative work with plastic materials - modeling from clay, plasticine;
• Excursions to museums and exhibitions;
• Displaying on paper or canvas concepts that do not have visual signs: love, friendship, thought, sound, melody;
• Creating panels using natural materials, cardboard, colored paper.

The effectiveness of classes aimed at developing visual imaginative thinking in preschool age depends on the correct implementation of the stages of learning:

• Demonstration;
• Description or explanation;
• Cooperative activity;
• Independent work according to the sample;
• Creativity based on a generalization of ideas about a phenomenon, not limited by any framework.

Any activity should not tire the child

As soon as he feels tired, he needs to switch his attention to another activity

In addition, it is important to constantly encourage and motivate the child, cultivating in him a true passion for the process of drawing or constructive creativity