DEVELOPMENT OF VISUAL AND IMAGING THINKING OF PRESCHOOLERS BY MEANS OF DIDACTIC GAMES: RESULTS OF EXPERIMENTAL AND EXPERIMENTAL ACTIVITIES OF THE PRESCHOOL EDUCATIONAL INSTITUTION

Abstract

The authors describe the organization of experimental activities of a preschool educational institution related to a specific request from educators and parents of older preschool children: unsatisfactory preparation for schooling. An analysis of the literature on the problem of the development of thinking in preschool age will allow the authors to conclude that it is visual-figurative thinking that is the basis for the formation of readiness for school. Also, on the basis of data from other studies, the idea arose that didactic games are most effective in the development of visual-figurative thinking, indirectly preparing children for mastering program material in primary school. In this regard, an experimental study is carried out, the results of which for a fairly short period of time demonstrated the effectiveness of this particular group of exercises.