Question 5 on the general laws of thinking development in preschool children

(1) From the perspective of the change of thinking tools, from mainly relying on perception and action, to mainly relying on appearances, and then transitioning to relying on concepts;

2) From the perspective of the change of thinking mode, from intuitive action thinking, to concrete image thinking, and then to abstract logical thinking;

3) From the perspective of the content of thinking, from reflecting the external connection and phenomenon of things to reflecting the internal connection and essence of things; From reflecting the present to reflecting the future.

This is a short-answer question for the written examination for teacher qualification, and the answers are as follows:

The trend of preschool children's thinking development is manifested in the following aspects.

1. Changes in the way of thinking.

Intuitive action thinking changes, which is the lowest level of thinking, and this kind of thinking is inseparable from the child's own perception of objects, and it is inseparable from the child's own movements. Before the age of two, babies have little representation and experience in their minds. They also do not engage in logical reasoning, they must and can only discover the inner connections between things through their own actions.

Therefore. Early thinking in early childhood is intuitive action thinking.

The change of concrete image thinking, relying on the association of appearances, that is, the specific images of things in the mind, is a typical way of children's thinking, which is formed and developed on the basis of intuitive action. It is generally believed that the age is the key age for children to transform from intuitive action thinking to concrete image thinking.

The change of abstract logical thinking, the thinking that reflects the essential attributes and regular connections of things, is the thinking that uses concepts and is based on the logical relationship of things. It is thinking through language, and it is a way of thinking that is unique to human beings. Abstract thinking in early childhood is only beginning to sprout.

2. Changes in thinking tools.

In the process of thinking development, the role of action and language is constantly changing: the role of action in it is from large to small, and the role of language is from small to large, which can be divided into three stages:

Thinking activities mainly rely on perception and action, and language is only a summary of action. Thinking mainly uses appearances as tools, speaking while doing, and language and action are not separated. Thinking relies on language. Language precedes action and plays the role of planning action.

1. From the perspective of the BAI change of thinking tools, from the main du

To rely on perception and action, to mainly with the help of the table.

DAO image, and then transition to the help of the inner concept.

2. From the way of thinking.

From intuitive action thinking, to concrete image thinking, and then to abstract logical thinking.

3. From the perspective of the content of thinking reactions, from reflecting the external connection and phenomenon of things to reflecting the internal connection and essence of things; From reflecting the present to reflecting the future.

Summary. Characteristics of the development of preschool children's logical thinking (1) The development of preschool children's logical thinking depends on actions (2) The development of preschool children's logical thinking depends on concrete things (3) The development of preschool children's logical thinking depends on social interaction (4) The development of preschool children's logical thinking depends on daily life situations.

Characteristics of the development of preschool children's logical thinking (1) The development of preschool children's logical thinking depends on actions (2) The development of preschool children's logical thinking depends on concrete things (3) The development of preschool children's logical thinking depends on social interaction (4) The development of preschool children's logical thinking depends on daily life.

Preschool children's thinking is mainly perceptual and operational thinking and concrete image thinking, and they need to think with the help of concrete objects. At the age of 5, preschool children begin to be able to think with the help of language and symbols, and there is an obvious feature that is self-centeredness, and the table is now a preschool child's self-talk in language, and the ability to cooperate in activities is poor, but this ability has improved after the age of 5, and the ability to empathize with each other has improved step by step, and they begin to understand other people's ideas.

After the age of 1, children begin to think, before the age of 3, only the most regretful search for the primary image thinking, after the age of 3 began to have a preliminary abstract thinking, 6 After the age of 11, children gradually learn to comprehensively analyze, classify and compare abstract thinking methods, with Bili has the ability to further independent thinking.

The general trends in the development of preschool children's thinking are as follows:

1. From the perspective of changes in thinking tools. From mainly relying on perception and action, to mainly relying on appearances, and then prematurely digging to relying on concepts;

2. From the perspective of changes in the way of thinking. From intuitive and action-oriented thinking, to concrete and figurative thinking, and then to abstract logical thinking;

3. In terms of the content reflected by thinking. From reflecting the external connection and phenomenon of things to reflecting the internal connection and essence of things; From reflecting the present to reflecting the future.

From the perspective of the way of thinking development, children's thinking is initially intuitive action, then concrete images, and finally abstract logical thinking. In the following, we will analyze the three different levels of thinking processes: intuitive action thinking, concrete image thinking, and abstract logical thinking, to gain a better understanding of the general trend in the development of children's thinking.