Children will be better at discovering the order, internal logical relationship, causal relationship and so on during the logical sensitive period. In fact, we talked about the sensitive period of causality, which is a simple binary logic, and one cause leads to a direct result. In the children's logic sensitive period, children think about more complex logic.
From the age of 2, children should be guided to discover the order of things. A sense of order is the basis of a sense of logic, so that children can know the steps of things. You can start from three steps and guide children from simple two-dimensional logic to three steps, four steps and so on.
For example, when we go out, the three steps are: putting on shoes, opening the door and going out; The three steps we take from the box are: open, take out and close; There are four steps when we dress: grab the cuff inside, put it in, stretch it out from the cuff, and let go of the clothes inside. Then, every time we do these things, we should correspond the names and actions of each step well so that children can be familiar with and understand them. We can also draw or film everything we usually do step by step in the game, so that the children can sort it, or we can say a noun or verb, so that the children can find the corresponding picture. In this process, we concretize the sense of order from the abstract concept to every specific thing, which is easier for children to understand and digest.
In the logical sensitive period, we tell stories to children and consciously guide them when chatting. For example, if we tell our children how much I love you in this book and we get the cover of this book, we can ask them what they see.
The child may answer: a big rabbit, a little rabbit. At this time, we encourage children to observe more elements, such as trees or grass, and train their observation ability. These surrounding factors will lay the foundation for their next analysis and judgment.
We asked again: You can see two rabbits, trees and grass. Where do you think these two rabbits are? What are they doing? What do you know about rabbits? For example, rabbits have long ears. Does the rabbit have hair? Is the rabbit short tail or long tail? Have you heard the story of the race between the tortoise and the hare? Does this rabbit run fast or slow? Wait a minute. Through simple discussion, look at children's understanding of rabbits, try to help children get in touch with stories or characteristics about rabbits in a multidimensional and broad way, and increase the width of children's thinking.
Then ask the child: What do you think those two rabbits are doing? Will they play together? What are they talking about? Do you want to know what will happen to them?
Through such guidance, it will arouse children's curiosity about the story and increase their attention and understanding of the background. There may be guesses and guesses in the child's mind. When listening to a story with these questions, children will sort out the logic and opinions in the story.
Of course, we can also lead children to discover the essence of things in daily life: for example, we see a bird flying. We can ask the child first, what do you see? The child said, I saw a bird flying. Then we asked: Do you know why birds fly? What does a bird have? Feathers? Wings? Birds can jump? Birds can fly. Why? If you have wings, you can fly. So are chickens, airplanes and ostriches? Can you fly with feathers? Ducks have feathers, too. So the dimension we are discussing is: Do you have wings to fly? Whether you can only fly with wings. Then we can give very specific examples, such as: Do leaves have wings? Can you fly? Where is the dandelion? Under such leadership, children's logical thinking is triggered and children are allowed to think in all directions and dimensions.
The change of children is the process from asking what it is to asking why, that is, from discovering things to being curious about the reasons of things, which is the typical performance of children's logical sensitive period. How should parents guide their children at this stage? For example, children ask, what is this? We asked the child, what do you think this is? What do you see? Do you see the shape? What about the pattern? What do you think it will do? If parents know that their children have seen similar things, they can also guide their children to give examples. Have they seen anything similar in the past or anywhere? Then let the children verify it themselves. In this process, children have memories, inferences and summaries. Then, the parents will help the child sum up his point of view: what patterns and shapes did you see, and where did you see them last time? What do you think this is? The reasoning part and process are very good. Finally, what is the real thing? Tell the child what is reasonable and correct in his reasoning, what is wrong, and what is the final result, so that the child can verify this process. Children's thinking ability and logical ability can be significantly improved by practicing this way often.
Then, when children express their views, we can ask them to summarize their views in one sentence, then explain their views with reasons and give an example to illustrate their views. Then, we lead the children to study the facts, what are the reasons in fact and what are the examples. Then exercise the child's two abilities in this process. One is the process of putting forward opinions, discussing opinions and stating arguments, which is the basis of future argumentation; The other is to let children observe the differences and gaps between their own views and facts, and see where the gap is between what they really look like and what they think.
Finally, we need to lead children to discover the magic of everything, to observe and to think.
Let children discover the beauty of the world and find that there are so many interesting things. Many things are related and similar. This process is complicated, difficult and requires patience. For example, children may ask many questions, such as what we talked about before and why. Many parents will perfunctory their children and say, I'll take you to see it next time and I'll tell you when I have time. However, it often goes away.
Then, the correct way is that when we encounter a problem that cannot be solved immediately, we can set an alarm clock to tell our children when and how to consult, understand and understand. When parents often do this, children will obey their parents, know that everything can be solved, know that they can find an explanation, and know what to do if they can't find an answer. The process of leading children to find answers is actually the process of educating children how to plan, search, consult and verify what they don't understand. This knowledge is more important than what knowledge they have gained.
The key for us to guide our children lies in their interests and emotions, and stimulate their inner strength. This is what makes them feel self-worth. In the form of games, logic and thinking run through every bit of life, so that children can experience the fun of thinking and think naturally. Under such guidance, I believe that the child will become a child with excellent logic.