What are the main characteristics of children s thinking development, and what are the characteristi

Characteristics of young children's thinking development.

Children's thinking is the transition from children's intuitive action thinking to abstract logical thinking, showing concrete imagery.

1. The development of intuitive thinking and action.

Early childhood thinking still has a certain degree of intuitive action. Their thinking activities are inseparable from the direct perception of things and rely on their own actions, especially in the early years of the kindergarten in the drawing and play activities.

2. The specific image of thinking.

Concrete image thinking is the use of existing intuitive image to solve the problem thinking, which is characterized by concreteness, image, the content of thinking is concrete, relying on the image to think.

3. The abstract logic of thinking begins to sprout.

With the increase of life experience, children begin to think about problems in an abstract way, which is manifested in the development of basic thinking processes such as analysis, synthesis, comparison, and generalization, the mastery of concepts, the formation of judgment and reasoning, and the development of comprehension ability.

Trends in the development of children's thinking.

Children's initial thinking is intuitive, then concrete images appear, and finally abstract and logical thinking.

Intuitive action thinking, which is mainly carried out in an intuitive, action-oriented way. The main features are: Thinking takes place in direct perception; Thinking is carried out in practical action; The typical pattern is trial and error, with no predetermined purpose and no plan of action.

Concrete image thinking relies on appearances, that is, relying on the association of specific images in the mind, which is a typical way of thinking for young children, which is formed and developed on the basis of intuitive action.

Abstract logical thinking is the thinking that reflects the essential attributes and regular connections of things, and is carried out through generalization, judgment and reasoning, and is a high-level way of thinking. Strictly speaking, there is only the germ of this way in the preschool period.

The main feature of children's thinking is specific imagery, and specific image thinking is the main way of children's thinking, that is, relying on the association of specific images of things, and specific image thinking is mainly manifested in the preschool period.

Characteristics of young children's thinking.

Concrete image thinking and.

Specific image thinking is carried out by relying on appearances, that is, relying on the association of specific images of things, and concrete image thinking is mainly manifested in the preschool period, which is mainly carried out by relying on the specific images or appearances of things, rather than relying on the understanding of things, that is, not by relying on concepts, judgments, and reasoning.

Abstract logical thinking.

Abstract and generalized logical thinking is carried out with concepts, judgments, and reasoning, so that thinking has a certain purpose, direction, and flexibility. Therefore, thinking is produced on the basis of processes such as sensation, perception, memory, etc., and far exceeds these processes, it reflects the essential characteristics of things, and is the internal connection between things.

The main characteristics of children's thinking development are as follows:

1.Intuitive Action Thinking.

This is the initial stage of thinking development, which is generally to have intuitive materials, do first and then think, without purpose and without planning.

2.Concrete thinking.

This is a stage in which children are able to grasp concepts that represent actual objects, but not abstract concepts. For example, the teacher holds an apple in his hand and asks the child:

Is this a fruit? Young children often don't come up, saying: "I don't know the road."

If the teacher asks the child directly, "What is this?" The toddler will say

It's an apple", abstract set concepts and theorems cannot be understood, this kind of thinking in the process of solving problems Appearance replaces all action, and at the same time, the position of appearance in thinking is becoming more and more prominent.

3.Figurative thinking.

It is mainly manifested in the fact that children rely on the image of real objects in their minds to think, and their minds are full of vivid images such as colors, sounds, and shapes. For example, describe whether an apple is a big apple, or a big red apple, or a big red, round apple.

4.Anthropomorphic thinking.

Children tend to think of objects and animals as human beings. For example, a child may talk to his doll, and a pen will hurt if it falls to the ground.

5.Empirical thinking.

Children think based on their own life experiences, for example, when a child hears a grandmother complaining that the chicks don't like to grow, then buries the chicks in the soil, leaks their heads and waters, and proudly tells their grandmothers that the chicks will grow up soon.

6.Superficial thinking.

The main emphasis is on understanding things that are not deep enough and essential and can only rely on superficial phenomena. For example, a 3-year-old child hears her mother say, "This child is the sweetest," and asks her mother, "Have you ever licked her mouth?"

And children's understanding of sweetness is only a superficial sense of taste, not a sweet appearance and a beautiful appearance.

7.One-sided thinking.

The main emphasis is that the problem is not comprehensive enough, and generally can only see individual aspects, but cannot think comprehensively from multiple dimensions. For example, in a child's world, there are only good people and bad people.

The development of children's thinking is divided into three stages: action thinking, concrete image thinking, and abstract logical thinking. 1. There is an apple on the table in the action thinking stage, and the baby is short and out of reach, so he finds that there is a stool next to him, so he moves the stool over, climbs up by himself, and successfully gets the apple in his hand.

Children learn to use other things to achieve their own ends. Children under the age of three are mainly active thinkers, and thinking is carried out in action. 2. In the stage of concrete image thinking, children aged 3-6 years old have the advantage of specific image thinking, and they lack a sense of three-dimensional and space.

At this time, parents can help children understand the relationship between plane and three-dimensional when disassembling toys or building blocks, and play classification and comparison games with children, so that children can learn to induct and abstract from concrete, use children's curiosity, often ask them various questions, and guide them to observe things and phenomena. 3. Abstract logical thinking ability6-11 years old is a critical period for cultivating children's abstract logical thinking ability. A dog has 4 legs, two dogs have 8 legs, how many legs does three dogs have?

This kind of question belongs to the abstract logical thinking ability question. Parents should pay attention to let children learn to think independently, and do not give children ready-made answers.

1. Intuitive action thinking, thinking with the help of action. In the early years of childhood, that is, around the age of 3, the thinking still retains a great deal of intuitive action. Their mental activity is inseparable from the direct perception of things and depends on their own actions.

2. Thinking with specific images, thinking with the help of images or appearances. Entering the middle stage of early childhood, under certain living environment and educational conditions, children's thinking has further developed on the basis of the previous stage, from intuitive action thinking to concrete image thinking. It is characterized mainly by concreteness; imagery; empirical; anthropomorphism; superficiality; Fixity.

3. Abstract logical thinking, thinking with the help of words and concepts. In late childhood, many children begin to have a preliminary understanding of some essential characteristics of things. The main manifestations are that young children begin to acquire reversible thinking; Young children's thinking begins to be able to become self-centered; Young children begin to be able to focus their attention on several properties of an object at the same time and begin to recognize the relationship between these properties; Young children begin to use the principles of logic.

The general characteristics of children's thinking development are: mainly on the surface of thinking, abstract thinking begins to sprout. Children's apparent thinking has the characteristics of symbolic, experiential, anthropomorphic, superficial and fixed.

1) Symbolic. For example, a toddler stretches out his thumb and forefinger to draw the shape of a pistol and sends it out"Sudden protrusions"The sound of the voice, so that the fingers imitate the gun, is symbolic.

2) Experiential. Young children's thinking is based on their own life experiences.

3) Anthropomorphism. Young children tend to think of unconscious, inanimate things as conscious and animate things.

4) Superficiality. Young children's thinking is based on superficial phenomena that they are specifically exposed to, so thinking often only reflects the superficial connections of things.

5) Fixity. Young children's thinking is inflexible, so it is more difficult for them to grasp the relativity of things, which is often shown"Admit death"phenomenon.

Concrete image thinking. Specific image thinking is mainly manifested in the early school period, that is, through the perception of objects, gradually understand the properties of things; Creative thinking. Non-conformist, bizarre, change-seeking, and able to ask questions creatively are the characteristics of children's thinking, and parents should guide and cultivate them; Imitative thinking.

It is natural for children to like to imitate, they will closely observe and imitate their parents, teachers, and use their behavior as an example.

What are the characteristics of children's thinking.

1. Specific image thinking. This is the main form of thinking for children aged three to six, with concrete imagery, that is, without the concrete image of things, they cannot carry out thinking activities, through the perception of objects, and gradually recognize the properties of things.

2. Creative thinking. Non-conformist, bizarre, change-seeking, and able to ask questions creatively are the characteristics of children's thinking, and parents should guide and cultivate them, and protect their children's curiosity.

3. Imitative thinking. Children like to imitate this is natural, they will closely observe and imitate parents, teachers, and take their behavior as an example, so parents must pay more attention to their words and deeds at home to set a good example for their children.

There is a certain law in the development of children's thinking, from concrete to abstract. Therefore, young children cannot be asked to think like adults. However, proper education and training can promote the development of children's thinking from concrete to abstract, and can also cultivate good thinking qualities, such as profundity, flexibility and creativity of thinking, so as to improve children's thinking ability.