Features of the imagination of younger students. The development of the imagination of a primary school student Imagination in children of primary school

18.11.2020

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Introduction

The relevance of this term paper consists in the fact that research on the problem of studying the features of the development of creative abilities, in particular, imagination, in children of primary school age lies in the fact that in modern sociocultural conditions, when there is a process of continuous reform, a fundamental change in all social institutions, the ability to think extraordinary, creatively solve tasks, design the intended end result, acquire special significance.

A creatively thinking person is able to solve the tasks assigned to him faster and more economically, to overcome difficulties more effectively, to set new goals, to provide himself with greater freedom of choice and action, that is, in the final analysis, to most effectively organize his activities in solving the tasks set for him by society. It is a creative approach to business that is one of the conditions for educating an active life position of a person.

Prerequisites for further creative development and self-development of the individual are laid in childhood. In this regard, increased demands are placed on the initial stages of the formation of a child's personality, especially on the primary school stage, which largely determines its further development.

The problems of creativity and imagination have been widely developed in Russian psychology. Currently, researchers are searching for an integral indicator that characterizes a creative person. Great contribution to the development of ability problems, creative thinking psychologists like B.M. Teplov, S.L. Rubinstein, B.G. Ananiev, N.S. Leites, V.A. Krutetsky, A.G. Kovalev, K.K. Platonov, A.M. Matyushkin, V.D. Shadrikov, Yu.D. Babaeva, V.N. Druzhinin, I.I. Ilyasov, V.I. Panov, I.V. Kalish, M.A. Cold, N.B. Shumakova, V.S. Yurkevich and others.

The object of research is imagination as the highest mental function.

The subject of the study is the development of the imagination of children of primary school age.

The purpose of the study is to study the development of the imagination of children of primary school age.

Hypothesis: we assume that primary school students have specific features of imagination: for each child, reproductive imagination will prevail over productive one.

Conduct an analytical review of the literature on the research topic,

To reveal the concept of imagination and study the patterns of its development,

To study the dynamics of the development of the imagination of children of primary school age,

To analyze the results of the study of the features of the imagination of younger students.

Research methods:

Theoretical methods: analysis of scientific literature on the problem. Empirical methods: observation, testing, analysis of products of activity (creativity). Data processing method: qualitative and quantitative analysis research results. Presentation of research results: figures, tables.

Research base. State Educational Institution "Yanovskaya Children's School named after. N, L, Tsurana, Senno district. Number of participants - 21 people (2 - 4 classes).

Chapter I Theoretical basis features of the imagination of younger students

1.1 Imagination as the highest mental function

The experimental study of imagination has been a subject of interest for Western psychologists since the 1950s. The function of imagination - the construction and creation of images - has been recognized as the most important human ability. Its role in the creative process was equated with the role of knowledge and judgment. In the 1950s, J. Guilford and his followers developed the theory of creative (creative) intelligence.

The definition of imagination and the identification of the specifics of its development is one of the most difficult problems in psychology. According to A.Ya. Dudetsky (1974), there are about 40 different definitions of imagination, but the question of its essence and difference from other mental processes is still debatable. So, A.V. Brushlinsky (1969) rightly notes the difficulties in defining imagination, the vagueness of the boundaries of this concept. He believes that "Traditional definitions of imagination as the ability to create new images actually reduce this process to creative thinking, to operating with ideas, and concludes that this concept is generally still redundant - at least in modern science."

S.L. Rubinstein emphasized: "Imagination is a special form of the psyche that only a person can have. It is continuously connected with the human ability to change the world, transform reality and create something new."

With a rich imagination, a person can live in different times, which no other living being in the world can afford. The past is fixed in memory images, and the future is presented in dreams and fantasies. S.L. Rubinstein writes: "Imagination is a departure from past experience, it is a transformation of the given and the generation of new images on this basis."

L.S. Vygotsky believes that “Imagination does not repeat impressions that have been accumulated before, but builds some new rows from previously accumulated impressions. Thus, bringing something new into our impressions and changing these impressions so that as a result a new, previously non-existent image arises, forms the basis of the activity that we call imagination.”

Imagination is a special form of the human psyche, standing apart from other mental processes and at the same time occupying an intermediate position between perception, thinking and memory. The specificity of this form of mental process lies in the fact that imagination is probably characteristic only of a person and is strangely connected with the activity of the organism, being at the same time the most "mental" of all mental processes and states.

In the textbook "General Psychology" A.G. Maklakov gives the following definition of imagination: “Imagination is the process of transforming ideas that reflect reality, and creating new ideas on this basis.

In the textbook "General Psychology" V.M. Kozubovsky contains the following definition. Imagination is the mental process of a person creating in his mind an image of an object (object, phenomenon) that does not exist in real life. Imagination can be:

The image of the final result of real objective activity;

a picture of one's own behavior in conditions of complete informational uncertainty;

image of a situation that resolves issues relevant to this person problems, the real overcoming of which is not possible in the near future.

Imagination is included in the cognitive activity of the subject, which necessarily has its own object. A.N. Leontiev wrote that "The object of activity acts in two ways: firstly - in its independent existence, as subordinating and transforming the activity of the subject, secondarily - as an image of the object, as a product of the mental reflection of its property, which is carried out as a result of the activity of the subject and cannot be realized otherwise." .

The selection in the subject of its specific properties necessary for solving the problem determines such a characteristic of the image as its partiality, i.e. dependence of perception, ideas, thinking, on what a person needs - on his needs, motives, attitudes, emotions. “It is very important to emphasize here that such “partiality” is itself objectively determined and is expressed not in the adequacy of the image (although it can be expressed in it), but that it allows one to actively penetrate into reality.”

The combination in the imagination of the subject contents of the images of two objects is associated, as a rule, with a change in the forms of representation of reality. Starting from the properties of reality, the imagination cognizes them, reveals their essential characteristics through their transfer to other objects, which fix the work of the productive imagination. This is expressed in metaphor, symbolism, characterizing the imagination.

According to E.V. Ilyenkov, "The essence of imagination lies in the ability to "grasp" the whole before the part, in the ability to build a complete image on the basis of a single hint, the tendency to build a complete image." " Distinctive feature imagination is a kind of departure from reality, when, on the basis of a separate sign of reality, new image rather than simply reconstructing existing ideas, which is typical for the functioning of the internal plan of action.

Imagination is a necessary element of human creative activity, which is expressed in the construction of an image of the products of labor, and ensures the creation of a program of behavior in cases where the problem situation is also characterized by uncertainty. Depending on the various circumstances that characterize the problem situation, the same task can be solved both with the help of imagination and with the help of thinking.

From this we can conclude that the imagination works at that stage of cognition, when the uncertainty of the situation is very high. Fantasy allows you to "jump" through some stages of thinking and still imagine the final result.

Imagination processes have an analytic-synthetic character. Its main tendency is the transformation of representations (images), which ultimately ensures the creation of a model of a situation that is obviously new, that has not arisen before. Analyzing the mechanism of imagination, it must be emphasized that its essence is the process of transforming ideas, creating new images based on existing ones. Imagination, fantasy is a reflection of reality in new, unexpected, unusual combinations and connections.

So, imagination in psychology is considered as one of the forms of reflective activity of consciousness. Since all cognitive processes are reflective in nature, it is necessary, first of all, to determine the qualitative originality and specificity inherent in the imagination.

Imagination and thinking are intertwined in such a way that it can be difficult to distinguish between them; both of these processes are involved in any creative activity, creativity is always subordinated to the creation of something new, unknown. Operating with existing knowledge in the process of fantasizing implies their mandatory inclusion in the system of new relationships, as a result of which new knowledge may arise. This shows: "... the circle closes... Cognition (thinking) stimulates the imagination (creating a transformation model), which (the model) is then verified and refined by thinking," writes A.D. Dudetsky.

According to L.D. Stolyarenko, several types of imagination can be distinguished, the main ones being passive and active. The passive, in turn, is divided into voluntary (dreaming, dreams) and involuntary (hypnotic state, fantasy in dreams). Active imagination includes artistic, creative, critical, recreative, and anticipatory.

Imagination can be of four main types:

Active imagination is a sign of a creative type of personality that constantly tests its inner capabilities, its knowledge is not static, but continuously recombines, leads to new results, giving the individual emotional reinforcement for new searches, the creation of new material and spiritual values. Her mental activity is supraconscious, intuitive.

Passive imagination lies in the fact that its images arise spontaneously, in addition to the will and desire of a person. Passive imagination can be unintentional and intentional. Unintentional passive imagination occurs with a weakening of consciousness, psychosis, disorganization of mental activity, in a semi-drowsy and sleepy state. With deliberate passive imagination, a person arbitrarily forms images of escape from reality-dreams.

The unreal world created by the individual is an attempt to replace unfulfilled hopes, make up for heavy losses, and ease mental trauma. This type of imagination indicates a deep intrapersonal conflict.

The task of reproductive imagination is to reproduce reality as it is, and although there is also an element of fantasy, such imagination is more like perception or memory than creativity. Thus, a direction in art called naturalism, as well as partly realism, can be correlated with reproductive imagination.

Productive imagination is distinguished by the fact that in it reality is consciously constructed by a person, and not just mechanically copied or recreated, although at the same time it is still creatively transformed in the image.

Imagination has a subjective side associated with the individual personality characteristics of a person (in particular, with his dominant hemisphere of the brain, type nervous system, features of thinking, etc.). In this regard, people differ in:

brightness of images (from the phenomena of a clear "vision" of images to the poverty of ideas);

by the depth of processing of images of reality in the imagination (from complete unrecognizability of the imaginary image to primitive differences from the real original);

by the type of the dominant channel of imagination (for example, by the predominance of auditory or visual images of the imagination).

1.2 Psychological features junior schoolchildren

Primary school age (from 6-7 to 9-10 years old) is determined by an important external circumstance in a child's life - admission to school.

A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Close adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age. The new social situation of development introduces the child into a strictly normalized world of relations and requires him to organize arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of skills in educational activities, as well as for mental development. Thus, the new social situation of schooling toughens the child's living conditions and acts as a stressful one for him. Every child who enters school has increased mental tension. This is reflected not only in physical health, but also in the behavior of the child [Davydov 13., 1973].

Before school, the individual characteristics of the child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. The school standardizes the conditions of a child's life. The child will have to overcome the trials that have piled on him. In most cases, the child adapts himself to standard conditions. Education becomes the leading activity. In addition to assimilating special mental actions and actions serving writing, reading, drawing, labor, etc., the child, under the guidance of a teacher, begins to master the content of the basic forms of human consciousness (science, art, morality, etc.) and learns to act in accordance with the traditions and new social expectations of people.

According to the theory of L.S. Vygotsky, school age, like all ages, opens with a critical, or turning point, period, which was described in the literature earlier than others as a crisis of seven years. It has long been noted that in the transition from preschool to school age a child changes very sharply and becomes more difficult to educate than before. This is some kind of transitional stage - no longer a preschooler and not yet a schoolboy [Vygotsky L.S., 1998; p.5].

Recently, a number of studies devoted to this age have appeared. The results of the study can be schematically expressed as follows: a 7-year-old child is distinguished, first of all, by the loss of childish spontaneity. The immediate cause of childish immediacy is the lack of differentiation between inner and outer life. The child's experiences, desires and expression of desires, i.e. behavior and activity usually represent an insufficiently differentiated whole in the preschooler. The most significant feature of the crisis of seven years is usually called the beginning of differentiation of internal and outside child's personality.

The loss of immediacy means the introduction into our actions of an intellectual moment that wedged between experience and immediate action, which is in direct contrast to the naive and direct action characteristic of the child. This does not mean that the crisis of seven years leads from a direct, naive, undifferentiated experience to the extreme pole, but, indeed, in each experience, in each of its manifestations, a certain intellectual moment arises.

At the age of 7, we are dealing with the beginning of the emergence of such an experience structure, when the child begins to understand what it means "I am happy", "I am upset", "I am angry", "I am kind", "I am evil", i.e. he has a meaningful orientation in his own experiences. Just as a three-year-old child discovers his relationship with other people, so a seven-year-old discovers the very fact of his experiences. Thanks to this, some of the features that characterize the crisis of seven years come to the fore.

Experiences acquire meaning (an angry child understands that he is angry), thanks to this, the child develops such new relationships with himself that were impossible before the generalization of experiences. As on a chessboard, when with each move completely new connections between the pieces arise, so here completely new connections between experiences arise when they acquire a certain meaning. Consequently, the whole character of the child's experiences is rebuilt by the age of 7, just as a chessboard is rebuilt when the child has learned to play chess.

By the time of the crisis of seven years, for the first time, a generalization of experiences, or an affective generalization, the logic of feelings, arises. There are deeply retarded children who experience failure at every turn: ordinary children play, an abnormal child tries to join them, but he is refused, he walks down the street and is laughed at. In a word, he loses at every step. In every separate case he has a reaction to his own insufficiency, and in a minute you look - he is completely satisfied with himself. Thousands of individual failures, but no general feeling of low value, he does not generalize what has happened many times already. A generalization of feelings arises in a child of school age, i.e., if some situation has happened to him many times, he develops an affective formation, the nature of which also relates to a single experience, or affect, as a concept relates to a single perception or memory. For example, a child of preschool age does not have real self-esteem, pride. The level of our requests to ourselves, to our success, to our position arises precisely in connection with the crisis of seven years.

A child of preschool age loves himself, but self-love as a generalized attitude towards himself, which remains the same in different situations, but self-esteem as such, but a child of this age does not have a generalized relationship to others and an understanding of his value. Consequently, by the age of 7, a number of complex formations arise, which lead to the fact that the difficulties of behavior change dramatically and radically, they are fundamentally different from the difficulties of preschool age.

Such neoplasms as pride, self-esteem remain, but the symptoms of the crisis (manipulation, antics) are transient. In the crisis of seven years, due to the fact that differentiation of the internal and external arises, that for the first time a meaningful experience arises, an acute struggle of experiences also arises. A child who does not know whether to take bigger or sweeter candies is not in a state of internal struggle, although he hesitates. Internal struggle (contradictions of experiences and choice of one's own experiences) becomes possible only now [Davydov V., 1973].

A characteristic feature of primary school age is emotional impressionability, responsiveness to everything bright, unusual, colorful. Monotonous, boring classes sharply reduce cognitive interest at this age and give rise to a negative attitude towards learning. Going to school makes a big difference in a child's life. A new period begins with new duties, with the systematic activity of teaching. The life position of the child has changed, which makes changes in the nature of his relations with others. The new circumstances of the life of a small schoolboy become the basis for such experiences that he did not have before.

Self-esteem, high or low, gives rise to a certain emotional well-being, causes self-confidence or disbelief in one's own strength, a feeling of anxiety, an experience of superiority over others, a state of sadness, sometimes envy. Self-esteem is not only high or low, but also adequate (corresponding to the true state of affairs) or inadequate. In the course of solving life problems (educational, everyday, gaming), under the influence of achievements and failures in the activities performed, the student may experience inadequate self-esteem - increased or decreased. It causes not only a certain emotional reaction, but often a long-term negatively colored emotional well-being.

Communicating, the child simultaneously reflects in the mind the qualities and properties of a communication partner, and also cognizes himself. However, now in pedagogical and social psychology there are no developed methodological foundations the process of formation of younger schoolchildren as subjects of communication. By this age, the basic block is structured psychological problems personality and there is a change in the mechanism of development of the subject of communication from imitative to reflexive [Lioznova E.V., 2002].

An important prerequisite for the development of a younger student as a subject of communication is the emergence in him, along with business communication, of a new extra-situational-personal form of communication. According to M.I. Lisina, this form begins to develop from the age of 6. The subject of such communication is a person [Lisina M.I., 1978]. The child asks the adult about his feelings and emotional states, and also tries to tell him about his relationships with peers, demanding from the adult an emotional response, empathy with his interpersonal problems.

1.3 Features of the imagination of younger students

The first images of the child's imagination are associated with the processes of perception and his play activity. A one and a half year old child is still not interested in listening to stories (fairy tales) of adults, since he still lacks the experience that generates perception processes. At the same time, one can observe how, in the imagination of a playing child, a suitcase, for example, turns into a train, a silent doll, indifferent to everything that happens, into a crying little man offended by someone, a pillow into an affectionate friend. During the period of speech formation, the child uses his imagination even more actively in his games, because his life observations are sharply expanded. However, all this happens as if by itself, unintentionally.

Arbitrary forms of imagination "grow up" from 3 to 5 years. Imagination images can appear either as a reaction to an external stimulus (for example, at the request of others), or initiated by the child himself, while imaginary situations are often purposeful, with an ultimate goal and a pre-thought-out scenario.

The school period is characterized by the rapid development of the imagination, due to the intensive process of acquiring versatile knowledge and using it in practice.

Individual features of the imagination are clearly manifested in the process of creativity. In this sphere of human activity, imagination about significance is placed on a par with thinking. It is important that for the development of imagination it is necessary to create conditions for a person under which freedom of action, independence, initiative, and looseness are manifested.

It has been proven that imagination is closely connected with other mental processes (memory, thinking, attention, perception) that serve learning activities. Thus, not paying enough attention to the development of imagination, primary teachers reduce the quality of education.

In general, primary schoolchildren usually do not have any problems associated with the development of children's imagination, so almost all children who play a lot and in a variety of ways in preschool childhood have a well-developed and rich imagination. The main questions that in this area may still arise before the child and the teacher at the beginning of training relate to the connection between imagination and attention, the ability to regulate figurative representations through voluntary attention, as well as the assimilation of abstract concepts that are difficult to imagine and present to a child, like an adult.

Senior preschool and junior school age are qualified as the most favorable, sensitive for the development of creative imagination, fantasies. Games, conversations of children reflect the power of their imagination, one might even say, a riot of fantasy. In their stories and conversations, reality and fantasy are often mixed, and the images of the imagination can, by virtue of the law of the emotional reality of the imagination, be experienced by children as quite real. The experience is so strong that the child feels the need to talk about it. Such fantasies (they are also found in adolescents) are often perceived by others as lies. IN psychological consultations Parents and teachers often apply, alarmed by such manifestations of fantasy in children, which they regard as deceit. In such cases, the psychologist usually recommends that you analyze whether the child is pursuing any benefit with his story. If not (and most often it happens so), then we are dealing with fantasizing, inventing stories, and not with lies. This kind of storytelling is normal for kids. In these cases, it is useful for adults to join the children's game, to show that they like these stories, but precisely as manifestations of fantasy, a kind of game. Participating in such a game, sympathizing and empathizing with the child, an adult must clearly designate and show him the line between the game, fantasy and reality.

At primary school age, in addition, there is an active development of the recreative imagination.

In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan).

The main trend that arises in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality, the transition from a simple arbitrary combination of ideas to a logically reasoned combination. If a child of 3-4 years old is satisfied with two sticks laid crosswise for the image of an airplane, then at 7-8 years old he already needs an external resemblance to an airplane ("so that there are wings and a propeller"). A schoolboy at the age of 11-12 often designs a model himself and demands from it an even more complete resemblance to a real aircraft ("so that it would be just like a real one and would fly").

The question of the realism of children's imagination is connected with the question of the relation of the images that arise in children to reality. The realism of the child's imagination is manifested in all forms of activity available to him: in play, in visual activity, when listening to fairy tales, etc. In play, for example, a child's demands for credibility in a play situation increase with age.

Observations show that the child strives to depict well-known events truthfully, as happens in life. In many cases, the change in reality is caused by ignorance, the inability to coherently, consistently portray the events of life. The realism of the younger schoolchild's imagination is especially evident in the selection of game attributes. For a younger preschooler in the game, everything can be everything. Older preschoolers are already selecting material for the game according to the principles of external similarity.

The younger student also makes a strict selection of material suitable for play. This selection is carried out according to the principle of maximum closeness, from the point of view of the child, of this material to real objects, according to the principle of the possibility of performing real actions with it.

The obligatory and main protagonist of the game for schoolchildren in grades 1-2 is a doll. With it, you can perform any necessary "real" actions. She can be fed, dressed, she can express her feelings. It is even better to use a live kitten for this purpose, since you can already really feed it, put it to bed, etc.

The corrections to the situation and images made during the game by children of primary school age give the game and the images themselves imaginary features, bringing them closer and closer to reality.

A.G. Ruzskaya notes that children of primary school age are not deprived of fantasizing, which is at odds with reality, which is even more typical for schoolchildren (cases of children's lies, etc.). "Fantasying of this kind still plays a significant role and occupies a certain place in the life of a younger student. But, nevertheless, it is no longer a simple continuation of the fantasizing of a preschooler who himself believes in his fantasy as in reality. A 9-10 year old schoolboy already understands the "conditionality" of his fantasizing, its inconsistency with reality."

Concrete knowledge and fascinating fantastic images built on their basis coexist peacefully in the mind of a junior schoolchild. With age, the role of fantasy, divorced from reality, weakens, and the realism of children's imagination increases. However, the realism of a child's imagination, in particular the imagination of a younger schoolchild, must be distinguished from its other feature, close, but fundamentally different.

The realism of the imagination involves the creation of images that do not contradict reality, but are not necessarily a direct reproduction of everything perceived in life.

The imagination of a younger schoolchild is also characterized by another feature: the presence of elements of reproductive, simple reproduction. This feature of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and situations that they observed in adults, play out stories that they experienced, which they saw in the cinema, reproducing the life of the school, family, etc. without changes. The theme of the game is the reproduction of impressions that took place in the lives of children; the storyline of the game is a reproduction of what was seen, experienced, and necessarily in the same sequence in which it took place in life.

However, with age, the elements of reproductive, simple reproduction in the imagination of a younger student become less and less, and more and more creative processing of ideas appears.

According to L.S. Vygotsky, a child of preschool and primary school age can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in the everyday, "cultural sense of the word, that is, something that is real, fictional, in a child, of course, is greater than in an adult. However, not only the material from which the imagination builds is poorer in a child than in an adult, but also the nature of the combinations that are attached to it material, their quality and variety are significantly inferior to the combinations of an adult.Of all the forms of connection with reality that we have listed above, the child’s imagination, to the same extent as the adult’s imagination, has only the first, namely, the reality of the elements from which it is built.

V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.

In the process of educational activity of schoolchildren, which goes in the primary grades from living contemplation, big role, as psychologists note, plays the level of development of cognitive processes: attention, memory, perception, observation, imagination, memory, thinking. The development and improvement of the imagination will be more effective with purposeful work in this direction, which will entail the expansion of the cognitive capabilities of children.

At primary school age, for the first time, there is a division of play and labor, that is, activities carried out for the sake of pleasure that the child will receive in the process of the activity itself and activities aimed at achieving an objectively significant and socially assessed result. This distinction between play and work, including educational work, is an important feature of school age.

The importance of imagination in primary school age is the highest and necessary human ability. However, it is this ability that needs special care in terms of development. And it develops especially intensively at the age of 5 to 15 years. And if this period of imagination is not specially developed, in the future there will be a rapid decrease in the activity of this function.

Along with a decrease in a person’s ability to fantasize, a person becomes impoverished, the possibilities of creative thinking decrease, interest in art, science, and so on goes out.

Younger students carry out most of their vigorous activity with the help of imagination. Their games are the fruit of the wild work of fantasy, they are enthusiastically engaged in creative activities. The psychological basis of the latter is also creative

imagination. When, in the process of learning, children are faced with the need to comprehend abstract material and they need analogies, support with a general lack of life experience, imagination also comes to the aid of the child. Thus, the significance of the function of imagination in mental development is great.

However, fantasy, like any form of mental reflection, must have a positive direction of development. It should contribute to a better knowledge of the surrounding world, self-disclosure and self-improvement of the individual, and not develop into passive daydreaming, replacing real life with dreams. To accomplish this task, it is necessary to help the child use his imagination in the direction of progressive self-development, to enhance the cognitive activity of schoolchildren, in particular the development of theoretical, abstract thinking, attention, speech and creativity in general. Children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world.

Thus, one cannot but agree with the conclusions of psychologists and researchers that imagination is one of the most important mental processes and the level of its development, especially in children of primary school age, largely depends on the success of mastering the school curriculum.

Conclusion for the chapter: so, we examined the concept of imagination, the types and features of its development in primary school age. In this regard, the following conclusions can be drawn:

The definition of imagination and the identification of the specifics of its development is one of the most difficult problems in psychology.

Imagination is a special form of the human psyche, standing apart from other mental processes and at the same time occupying an intermediate position between perception, thinking and memory.

Imagination can be of four main types:

Active imagination - is characterized by the fact that, using it, a person, at his own request, by an effort of will, causes appropriate images in himself.

Passive imagination lies in the fact that its images arise spontaneously, in addition to the will and desire of a person. Passive imagination can be unintentional and intentional.

There is also a distinction between the reproducing, or reproductive, and the transforming, or productive imagination.

Diagnostics of children of primary school age showed that the level of imagination development can be divided into three levels: high, medium and low.

Chapter II. Practical experimental work to identify the characteristics of the imagination of younger students

2.1 Study of the characteristics of the imagination of younger students

The purpose of the experimental study is to identify in a practical way the features of the development of the imagination of younger students.

The study involved younger schoolchildren - students of the 2nd, 3rd, 4th grades of the State Educational Institution "Yanovskaya Children's School named after. N, L, Tsurana, Senno district. Number of participants - 21 people. Among them, 10 boys and 11 girls, aged 7 to 9 years.

The following methods were involved in the study: observation, testing and analysis of children's creative activity products.

The following methods were used in the study.

Method #1. A technique for studying the features of imagination based on the Torrens test "Incomplete figures".

Purpose: diagnosis of the development of imagination in children.

This technique allows you to fully study the features of the creative imagination of children and trace the specifics of this process. From the point of view of E. Torrens, the activity of creative imagination begins with the emergence of sensitivity to problems, shortcomings, missing elements, disharmony, etc., i.e. in a deficit external information. IN this case figures for drawing and the corresponding instruction provoke the appearance of such sensitivity and create an opportunity for a multi-valued solution of the task. According to the terminology of E. Torrens, there is an identification of difficulties, the emergence of conjectures or the formation of hypotheses regarding the missing elements, the verification and re-verification of these hypotheses, their possible embodiment, which is manifested in the creation of diverse drawings. This technique activates the activity of the imagination, revealing one of its main properties - the vision of the whole before the parts. The child perceives the proposed test figures as parts of some integrity and completes, reconstructs them.

Method #2. "Test of divergence of thinking" (Gilford tasks).

Purpose: to determine the level of development of divergent thinking.

This test is aimed at studying creativity, creative thinking. Children are offered a task in which they need to find a use for an ordinary brick and a tin can. It is not just the total number of proposed options that is subject to evaluation, but only options that are fundamentally different in function or in the property used. For example, in the case of a brick - to build a residential building, a school, lay down a stove, build a fortress wall, close up a hole, and all similar answers, no matter how many there are, belong to the same category and receive one point. It is necessary that the answers use different properties of the brick. Brick is not only construction material. It has weight, can heat up and store heat or prevent heat, has coloring properties, and many others. All suggestions to use tin cans to carry water, store small items, feed cats, keep worms for fishing, etc., where the can is used as a container, also belong to the same function and are valued at one point. Points are awarded precisely for the variety of features and functions used.

Method #3. "Solving Unusual Problems".

Purpose: to determine the level of development of imagination.

This technique is aimed at activating intentional passive imagination, because. Children are asked to describe the proposed situation. imagination student thinking

Method No. 4. “Four paper clips” (O.I. Motkov)

Purpose: to determine the level of development of figurative imagination.

This technique is designed to study the processes of imagination. Children are offered a task in which they must use four paper clips to create a figure or some kind of composition, and then depict it on a blank sheet (A4). Each drawing must be signed.

2.2 Analysis of the results of the study of the characteristics of imagination in primary school age

Method #1. methodology for studying the individual characteristics of the imagination (according to Torrens). The data of diagnostics of younger schoolchildren according to the first method are given in Table No. 1. Next, we will analyze the results of diagnostics according to the first method, we will make a percentage distribution by levels of imagination development based on the results of the first method:

Table number 1. Percentage distribution of children by levels of imagination development based on the results of the first method.

According to table No. 1, a graph was constructed that clearly reflects the difference in the level of imagination development in this group of children.

Figure 1. Distribution of children in the group by levels of imagination development based on the results of methodology No. 1

So, according to the results of this technique, most of the subjects were assigned to the second (9 hours) and third (6 hours) levels of imagination development, which corresponds to 42.9% and 28.6%.

The works of children assigned to the 2nd level of development of the imagination are characterized by a less schematic image, the appearance of a greater number of details both inside the main contour and outside it. The drawings of children of the 3rd level are characterized by the appearance of a "field of things" around the main image, i.e. object design of the environment.

Two children or 19% are assigned to the 4th level of imagination development. In the works, a widely developed subject environment is noted, the children, having turned the test figure into some kind of object, add more and more new elements to the drawing, organizing a holistic composition according to an imaginary plot. And, finally, one subject was assigned to the 5th level; the work is characterized by the repeated use of a given figure in the construction of a single semantic composition. Not a single child was assigned to the first and sixth levels.

Technique No. 2 "Test of divergence of thinking" (Gilford tasks). The diagnostic data of younger schoolchildren according to the second method are given in Table No. 2. Next, we will analyze the results of diagnostics using the second method, and make up the percentage distribution by levels of development of creative thinking based on the results of the second method:

Table No. 2 Percentage distribution of children by levels of development of creative thinking based on the results of the second method.

According to table No. 2, a graph was constructed that clearly reflects the difference in the level of development of creative thinking in this group of children.

Figure 2. Distribution of children in the group by levels of development of creative thinking based on the results of methodology No. 2.

So, according to the results of this technique, most of the subjects (10 people) were classified as having a low level of development of creative thinking, which corresponds to 47.6%. 7 children or 33.4% belonged to the average level, and, accordingly, 4 students reached a high level of development of creative thinking (19%).

Technique No. 3 "Solving unusual problems"

The diagnostic data of younger schoolchildren according to the third method are given in Table No. 3. Next, we will analyze the results of diagnostics according to the third method, we will make a percentage distribution by levels of imagination development based on the results of the third method:

Table 3 Percentage distribution of children by levels of imagination development based on the results of the third method.

According to table No. 3, a graph was constructed that clearly reflects the difference in the level of imagination development in this group of children.

Figure 3. Distribution of children in the group by levels of imagination development based on the results of methodology No. 3.

So, according to the results of this technique, most of the subjects (15 people) were classified as having a high level of imagination development, which corresponds to 71.4%. 3 people each or 14.3% were classified as medium and low.

Method No. 4 “Four paper clips” (O.I. Motkov)

The diagnostic data of younger schoolchildren according to the fourth method are given in Table No. 4. Next, we will analyze the results of diagnostics according to the fourth method, we will make a percentage distribution by levels of imagination development based on the results:

Table No. 4 Percentage distribution of children by levels of imagination development based on the results of the fourth method.

According to table No. 4, a graph was constructed that clearly reflects the difference in the level of imagination development in this group of children.

Figure 4. Distribution of children in the group by levels of imagination development based on the results of methodology No. 4.

So, according to the results of this method, most of the subjects (15 people or 71.4%) are classified as having an average level of imagination development. Three students got into the first and third levels.

Conclusions from the results of the study

So, the features of the imagination of children of primary school age are as follows:

Based on the results of the E. Torrens test, we see that children of primary school age reach the 4th level of imagination development (4 people): a widely developed subject environment appears in the products of the creative activity of younger students, children add more and more new elements to the drawing, organizing a holistic composition according to an imaginary plot; as well as the 5th level of development of the imagination, 2 children reached: in the products of creative activity, the multiple use of a given figure when building a single semantic composition is already characteristic, and the possibility of repeated use of a test-figure as an external stimulus when creating an image of the imagination indicates the plasticity of the imagination, a higher level of formation of its operational components;

Based on the results of the Guilford test, we found that children in given age divergent thinking has not yet been formed - out of the total sample (21 people), 10 students did not cope with the task.

Based on the results obtained by the fourth method (4 paper clips), we found out that figurative imagination was developed at a high level in 3 people and in 3 people it was developed at a low level. Most of the sample, according to the results of the methodology, corresponds to the average level of development of figurative imagination.

Based on the results obtained by the results of the “solving unusual problems” methodology, we come to the conclusion that in children of this group, the level of imagination at a high level is developed in 15 people, which is 71.4% of the total sample.

Three people each belonged to the high and low levels.

Conclusion

The development of the imagination goes along the lines of improving the operations of substituting real objects with imaginary ones and recreating imagination. Imagination, due to the peculiarities of the physiological systems responsible for it, is to a certain extent connected with the regulation of organic processes and movement. Creative abilities are defined as the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.

The study of imagination as a creative process has been carried out. Imagination is a special form of the human psyche, standing apart from other mental processes and at the same time occupying an intermediate position between perception, thinking and memory. The specificity of this form of mental process lies in the fact that imagination is probably characteristic only of a person and is strangely connected with the activity of the organism, being at the same time the most "mental" of all mental processes and states. The latter means that the ideal and mysterious nature of the psyche is not manifested in anything other than imagination. It can be assumed that it was the imagination, the desire to understand and explain it, that drew attention to psychic phenomena in antiquity, supported and continues to stimulate it today. Imagination is a special form of reflection, which consists in creating new images and ideas by processing existing ideas and concepts. The development of the imagination goes along the lines of improving the operations of substituting real objects with imaginary ones and recreating imagination. Imagination, due to the peculiarities of the physiological systems responsible for it, is to a certain extent connected with the regulation of organic processes and movement.

The features of the imagination of younger schoolchildren are revealed. The school period is characterized by the rapid development of the imagination, due to the intensive process of acquiring versatile knowledge and using it in practice. Senior preschool and junior school age are qualified as the most favorable, sensitive for the development of creative imagination, fantasies. At primary school age, in addition, there is an active development of the recreative imagination. In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan). In the process of educational activity of schoolchildren, which starts from living contemplation in the primary grades, a large role, as psychologists note, is played by the level of development of cognitive processes: attention, memory, perception, observation, imagination, memory, thinking. The development and improvement of the imagination will be more effective with purposeful work in this direction, which will entail the expansion of the cognitive capabilities of children.

Based on the results of the study, the following conclusions were drawn about the features of the development of the imagination of children of primary school age:

The level of development of imagination in this group is at the average level of development.

Creative thinking (divergent) of junior schoolchildren has not yet been formed, because primary school age is not sensitive for this type of thinking.

As a result of the work carried out, its goals and objectives were achieved, the hypothesis was confirmed.

Bibliography

1. Brushlinsky A.V. Imagination and creativity // Scientific work. M., 1969.

There are several types of imagination:

1. Recreating is the representation of images according to a predetermined description, for example, when reading books, poems, notes, drawings, mathematical signs. Otherwise, this type of imagination is called reproductive, reproducing, remembering.

2. Creative is the independent creation of new images according to one's own design. Children call it "from the head." It is this kind of imagination that will be the subject of our study and development in children.

3. The unmanageable is what is called "violent fantasy", an absurdity, a set of unrelated absurdities.

How is fantasy and imagination different from serious problem solving?

When fantasizing, the child himself creates any kind of plot, including a fairy tale one, any situation he wants, any task he wants, and he solves it in any way he likes. Any solution is acceptable. And when solving real problems, the child is not looking for any, but a real, “adult”, serious, feasible solution. In both cases, he creates, but when fantasizing there is more freedom, since there are no prohibitions on the part of physical laws and no great knowledge is required. That is why it is better to start the development of children's thinking with the development of fantasy.

What is the difference between fantasy and stupidity?

When fantasy is harmful, it becomes stupidity. Stupidity is a stupid, absurd, unnecessary, unreasonable, wrong, harmful, inappropriate act or statement that does not honor the one who committed it. Of course, one must take into account the age of the person, the conditions and goals of the act.

Is all fantasy good? There is a general criterion for assessing the quality of all affairs on Earth - this is an increase in goodness in the world.

The classic carrier of fantasy is a fairy tale.

How is fairy tale different from science fiction? In science fiction, technically feasible situations, elements or processes are considered, and in a fairy tale any. It should be noted that there is no sharp boundary between fantastic and real solutions either. For example, what was considered a fantasy in the time of Jules Verne is now an everyday reality. G. A. Altshuller calculated that out of 108 (!) ideas-forecasts of J. Verne, 99 (90%) were implemented. H.G. Wells has 77 out of 86, Alexander Belyaev has 47 out of 50.

When a child selflessly tells fables with his participation, he does not lie, in our usual sense, he composes. He doesn't care if it's real or not real. And this should not be important to us, what is important is that the child's brain works, generates ideas. However, you should still pay attention to what the child dreams of. If he talks all the time about his non-existent friends, about tender parents or about toys, then maybe he suffers, dreams about it and thus pours out his soul? Help him immediately.

Why develop fantasy and imagination?

They say: "Without imagination, there is no consideration." A. Einstein considered the ability to imagine higher than knowledge, because he believed that without imagination it is impossible to make discoveries. K. E. Tsiolkovsky believed that a cold mathematical calculation is always preceded by imagination.

Sometimes in everyday life fantasy and imagination are understood as something empty, unnecessary, lightweight, having no practical application. In fact, as practice has shown, a well-developed, bold, controlled imagination is an invaluable property of original non-standard thinking.

It is difficult for children to think "according to the laws", but if they are taught to fantasize and not be criticized for it, then children fantasize easily and with pleasure, especially if they are also praised.

Apparently, this is how children subconsciously learn to think - in the game. This should be used and developed imagination and fantasy from early childhood. Let the children "reinvent their own bicycles". Who did not invent bicycles in childhood, he will not be able to invent anything at all.

How to develop fantasy and imagination in children?

There are three laws for the development of creative imagination:

1. Creative activity imagination is in direct proportion to the richness and diversity of the former personal experience person.

Indeed, every imagination is built from real elements; the richer the experience, the richer the imagination. Hence the consequence: we must help the child to accumulate experience, images and knowledge (erudition), if we want him to be a creative person.

2. You can imagine what you yourself have not seen, but what you have heard or read about, that is, you can fantasize based on someone else's experience. For example, you can imagine an earthquake or a tsunami, although you have never seen it. Without training, it is difficult, but possible.

Ways to develop fantasy and imagination

We list the main ways to develop fantasy and imagination, and then consider the methods for developing creative imagination. Ideally, if the child himself wants and will develop his imagination and imagination. How to achieve this?

1. Generate motivation!

2. Convince that fantasizing is not shameful, but very prestigious and useful for the child personally. They don't understand this yet. Need a game and vivid emotions. The logic of children is not yet strong.

3. Fantasizing should be interesting. Then, having fun, the child will quickly master the ability to fantasize, and then the ability to imagine, and then to think rationally. Preschoolers are not interested in reasoning, but in events.

4. Make children fall in love with you (attraction). On this “wave of love”, they trust you more and are more willing to obey.

5. By your own example. In early childhood, kids copy the behavior of adults, it’s a sin not to take advantage of this. You are an authority for a child.

at a tender age (2-6 years) - fairy tales, fantastic stories;
in adolescence (7-14) - adventure fantasy novels (Jules Verne, Belyaev, Conan Doyle, Wells);
in youth and in adulthood - solid science fiction literature (Efremov, Strugatsky, Azimov, etc.).

Teach children to admire a good fantasy.

7. Stimulate fantasy with questions. For example: “What happens if you grow wings. Where would you fly?

8. Put children in difficult situations. Let them think and find a way out. Here, for example, is a classic task: children ended up on a desert island, how to survive?

9. Throw interesting stories to children and ask them to make stories, fairy tales, stories based on them.

10. Teach the following techniques for developing imagination and fantasizing.

Using the techniques below does not eliminate the need to think. Techniques “not instead of”, but “to help” fantasy, techniques indicate the direction of thinking. Knowledge of fantasy techniques leads children to mastering "adult" methods of resolving contradictions and solving inventive problems.

Techniques for the development of fantasy and imagination

Children know quite a lot of phenomena and laws of nature (for example, that all objects fall down, that heavy objects sink, liquids spill and do not have their own shape, water freezes, wood, paper, a candle burn). This knowledge is quite enough to fruitfully fantasize, but children do not know how to fantasize, that is, they do not know the techniques of fantasizing.

Most of the techniques of fantasizing are associated with changing the laws or natural phenomena. Everything can be changed: any law is alive and inanimate nature, any social law, the law can act in reverse, completely new laws can be invented, some existing laws can be excluded, laws can be forced to act or not act at will, temporarily, periodically or unpredictably; you can change any living creature: people (all people have become honest!), animals, plants.

Below are 35 fantasy techniques:

1. Increase - decrease.

This is the simplest technique, it is widely used in fairy tales, epics, and fantasy. For example, Thumbelina, Thumb Boy, Gulliver, Lilliputians, Gargantua and Pantagruel. You can increase and decrease almost everything: geometric dimensions, weight, height, volume, wealth, distances, speeds.

It can be increased indefinitely from actual sizes to infinitely large and can be reduced from real to zero, that is, until complete destruction.

Here are conversation games for mastering the "increase - decrease" technique.

1.1. They say to the child: “Here is a magic wand for you, it can increase or decrease whatever you want. What would you like to increase and what would you like to decrease?

- I would like to reduce vocal lessons, and increase my free time.
I would like to reduce my homework.
I want to enlarge the candy to the size of a refrigerator so that I can cut off pieces with a knife.
— I want to increase the raindrops to the size of a watermelon.

1.2. Complicate this game with additional questions: “And what will come of this? Where it leads? Why do you want to increase or decrease?”

- Let your arms become so long for a while that you can get an apple from a branch, or say hello through the window, or get a ball from the roof, or, without getting up from the table, turn off the TV.
- If the trees in the forest are reduced to the size of grass, and the grass to the size of a match, then it will be easy to look for mushrooms.
- If it is difficult for a child to fantasize independently, offer to fantasize together, ask him auxiliary questions.

1.3. What will happen if our nose lengthens for a while?

- It will be possible to smell the flowers in the flower bed without leaving the house; it will be possible to determine what delicious dishes the neighbors are preparing;
"That's good, but what's wrong with that?"
- There will be nowhere a long nose to put it, it will interfere with walking, riding in transport, it will even be uncomfortable to sleep, and in winter it will freeze. No, I don't need that nose.

Invite the child to say what is good and what is bad if we increase or decrease something. Who will be good and who will be bad? This is a moral analysis of the situation.

1.4. Tell me, what will be good and what will be bad for you personally and others if the magician enlarges you 10 times? If the child finds it difficult to guess, help him with additional questions.

What size will you be then?
- How many kilograms will you weigh?

What will happen if your height decreases by 10 times?
- Agree, it would be great if you could change your height at will. For example, you are late for school: you increased the length of your legs or the frequency of your steps and quickly reached school, and then made your legs of normal length. Or another case. We have to cross the river, but there is no bridge nearby. No problem!
- I will be 15 m high! This is the height of a five-story building!

Regarding weight, this is a tricky question. Usually answer: 10 times more. In fact, if you keep all the proportions of the body, then the weight will increase 1000 times! If a person weighed 50 kg, he would weigh 50 tons! I will run faster than a car. I will be strong, and no one will dare to offend me, and I will be able to protect anyone. I can carry huge weights. I wonder what? Usually a person can lift half their weight. Then I can lift 25 tons! This is good. What will be bad?

I won't fit in the class. You will have to sew huge clothes and shoes. It will be very difficult to feed me. If we assume that a person eats 2% of his weight per day, then I need food weighing 1 ton. I won't fit on any bus. Even down the street I have to walk, bending under the wires. I will have nowhere to live.

2. Adding one or more fantastic properties to one person or many people (as fragments or blanks of future fantastic works).

The technique of this kind of fantasizing is similar to the method of focal objects:

a) select several arbitrary objects of animate and/or inanimate nature;
b) formulate their properties, qualities, features or character traits. You can come up with new properties "from the head";
c) the formulated properties and qualities endow a person.

For example, an eagle was chosen as an object (“property donor”). Eagle qualities: flies, excellent eyesight, feeds on rodents, lives in the mountains.

- Man can fly like an eagle. It can be added: it can fly in the stratosphere, in near and far space.
- A person has super-acute eagle vision, for example, he sees cells of living tissues without a microscope, crystal lattices of metals, even atoms, he sees without a telescope and better than through a telescope, the surface of stars and planets. He sees through walls, walks down the street and sees what is happening in the houses, and even penetrates through the walls himself, like an X-ray.
- Man eats eagle food - rodents, birds.
— The man is covered with feathers.

Continue fantasizing with this method, taking as an initial object: a light bulb, a fish (remember an amphibian man), a watch, glasses, a match, suspended animation (a sharp slowdown in life processes is very convenient: there is no money for food or nowhere to live - you fall into suspended animation) or reverse suspended animation (a sharp increase in vital processes, a person does not know fatigue, moves at incredible speed, such a person will make a wonderful illusionist, or runner, or invincible wrestler).

2.1. Come up with sense organs that a person does not have, but could be.
For example, it would not be bad to feel the presence of radiation in order to protect yourself from it. Generally speaking, we feel it if we suffer from radiation sickness.
It would not be bad to feel nitrides and nitrates and other contaminants. There is a wonderful and rare feeling - this is a sense of proportion, not everyone has it.
It would not be bad to feel when you make a mistake and when danger is approaching (figuratively speaking, the red light would light up in this case).

2.2. The time will come when it will be possible to change internal organs. What would it look like?

2.3. Make a “markup” of people with color according to their moral qualities. For example, all honest people turned pink, all dishonest people turned purple, and evil people turned blue. The more a person has done meanness, the darker the color. Describe what will happen to the world? Many people probably wouldn't leave the house.

3. Animated drawing.

You have received a wonderful gift, everything you draw comes to life! What would you draw?
Great people? Endangered animals?
New animals and plants?

4. Exclusion of some human qualities.

List the properties and qualities of a person, and then exclude one or two properties and see what happens.

The man is not sleeping.
The person does not feel pain.
- The person lost weight, sense of smell.

Name at least 10 vital qualities and properties of a person and think about the consequences of their loss.

5. Turning a person into any object.

A person turns into another person, into animals (birds, animals, insects, fish), into plants (into oak, rose, baobab), into objects of inanimate nature (stone, wind, pencil). This is the richest material for new fairy tales.

But the most important thing in this technique is the cultivation of empathy - the ability to transform into a different image and look at the world through his eyes.

Suggest at least 10 examples of human transformation, for example in fairy tales.

6. Anthropomorphism.

Anthropomorphism is the assimilation of a person, endowing with human properties (speech, thinking, the ability to feel) any objects - animate and inanimate: animals, plants, celestial bodies, mythical creatures.

Have you seen anywhere in the world
Are you a young princess?
I am her fiancé. - my brother,
- The clear moon answers, -
I did not see the red maiden ...

Here Pushkin endowed the month with the ability to see, recognize, condole and speak.

Recall 10 examples of anthropomorphism from fairy tales, myths and fables that you know and come up with at least 10 examples of possible anthropomorphism yourself.

7. Giving objects of inanimate nature the abilities and qualities of living beings.

Namely: the ability to move, think, feel, breathe, grow, rejoice, multiply, joke, smile.

The boy sits astride a stick and imagines her as a horse and himself as a rider.
What living creature would you turn into balloon?

Think of at least 10 examples of such transformations.

8. Giving extraordinary properties to objects of inanimate nature.

For example, stone. It glows, always warm (never cools down!), you can warm your hands in the cold, makes the water sweet and healing, but does not dissolve itself.

Contemplation of the stone inspires to write poetry and draw, etc.

Here is a good game for the development of fantasy. Children (or adults) stand in a circle. One is given a soft toy or a ball in his hands and asked to throw it to someone with warm words: “I give you a hare”, or “Yura, I give you a goat, his horns have not yet grown”, or “Hold, Masha, a big candy”, or “I give you a part of my heart”, “I give you a squirrel”, “This is a glass ball, do not break it”, “This is a cactus, do not prick.”

9. Revival of dead people, animals, plants.

For example:

What would happen if brontosaurs were resurrected?
What else would Pushkin have created if he had not passed away so early?
You can "revive" all kinds of extinct animals and people!

Suggest 10 options for such a game.

10. Revival of dead heroes of literary works, in particular, heroes of fairy tales.

- Did the character of the fairy tale die? It doesn't matter, you need to draw it and it will come to life.

Come up with continuations of fairy tales, provided that the heroes of the fairy tale did not die. The fox didn't eat the bun, Ruslan didn't cut off Chernomor's beard, The tin soldier didn't melt, Onegin didn't kill Lensky.

Suggest 10 options for such a game.

11. Revival of the heroes of art paintings and sculptures.

The characters of paintings by famous artists came to life - barge haulers, hunters, Cossacks, archers.

Name 10 paintings by famous artists and suggest a continuation of the plot, provided that the characters come to life.

12. Change in the usual relationship between the heroes of fairy tales.

Recall the following situations: a pike sings a lullaby (“Pike opens his mouth”); "The Gray Wolf serves her faithfully"; Brave Bunny; cowardly lion.

Come up with a fairy tale with such an incredible plot: the Fox has become the most rustic in the forest, and all the animals deceive her.

13. Metaphor.

Metaphor is the transfer of the properties of one object (phenomenon) to another on the basis of a feature common to both objects. For example, “talking waves”, “cold look”. Here is an excerpt composed of some metaphors:

On the thread of idle fun
He lowered with a cunning hand
Transparent flattery necklace
And the golden rosary of wisdom.
A. S. Pushkin

Name the metaphors and ask the children to explain which properties are transferred and to whom.
Soft character. Cheeks are burning. Drowned in twos. Keep in tight grip. Turned green with anger. Steel muscles. iron character. bronze body.

14. Give a new name to the painting.

The child is shown a lot of plot pictures, postcards or reproductions of famous artists and is asked to give them new names. Compare who named better: a child or an artist. The basis for the name can be a plot, mood, deep meaning, etc.

Give 10 new names of old famous paintings.

15. Fantastic association.

A fantastic, that is, an incredible idea, can be obtained by combining the properties or parts of two or three objects. For example, fish + man = mermaid, horse + man = centaur. Who are the sirens? The same pair of objects can give different ideas depending on the combined qualities.

Give 10 examples of combinations of unexpected qualities of various real creatures.

16. Fantastic crushing.

Remember the plot of the wonderful novel "The Twelve Chairs" or the plot of Svetlov's fairy tale about a man named Rubl, who fell from the fifteenth floor and broke into ten kopecks. Each penny has its own destiny. One hryvnia was exchanged for kopecks, another became a big boss and looked more important than the ruble, the third began to multiply.

Come up with a fairy tale on a similar plot. For example, an orange shattered into slices, a pomegranate crumbled into 365 seeds (exactly 365 seeds in any pomegranate, check), the fate of the pea sisters from one pod.

17. "How lucky I am."

How lucky I am, says the sunflower, I look like the sun.
How lucky I am, says the potato, I feed people.
How lucky I am, - says the birch, - they make fragrant brooms out of me.

Come up with 10 options for such a game.

18. Reception acceleration - deceleration.

You can speed up or slow down the speed of any process. To direct the fantasy in this direction, ask questions like: “What will happen if”, “What will happen if”.

- What will happen if the Earth begins to rotate 24 times faster? The day will last 1 hour. For 1 hour you need to have time to sleep, have breakfast, go to school (for 15 minutes), have lunch, do homework (for 3-4 minutes), take a walk, have dinner.

What will happen if the seasons last 100 years? (Then people who were born at the beginning of winter would never see green grass, flowers, river floods) Task. Suggest three or four plots related to the indicated technique.

19. Acceleration and deceleration of time.

Themes of fantasy stories.

Situation 1. You have invented a chronodyne - a device with which you can change the speed of time and the speed of processes in time at will. You can speed up any processes or slow them down.

Situation 2. It was not you who invented the chronodyne, but someone else, and this other, unexpectedly for you, at will, changes the speed of the processes in which you participate.

The lesson lasts either 40 minutes, or 4 minutes, or 4 hours, and all this is unpredictable for the teacher and students. Started eating cake, and time sped up 1000 times! It's a shame! How to live in such a world?

Situation 3. You have invented a chrono tour (a tour is a movement in a circle) - a device with which you can repeat events, rejuvenate and age many times people, animals, objects, machines.

Who would you rejuvenate and by how many years?
What period of your life would you like to live again?

Exercise. Suggest some stories using the given techniques.

20. Time machine.

You have a time machine! You get into it and you can travel to the near and far past of any country, to the near and far future of any country, and be there at any time. But you can't change anything there, you can only look. While you are in the past or in the future, life on Earth proceeds according to its usual laws.

“Home option”: sitting at home, you look into the “Mirror of Time” or mentally take pictures with the “Camera of Time” or “Cinema Camera of Time” or “Magic Eye”. Name the place and time and, please, the image is ready.

What would you like to see in the past?
- What were your mother and grandmother like when they were the same age as I am now?
How did dinosaurs live?
- I would like to meet and talk with Pushkin, with Napoleon, with Socrates, with Magellan.
- What would you like to see in the future?
— Who will I be? How many children will I have?
- Talk to your future son.

Here is an incredible situation. A message was sent from Earth to a distant star. Intelligent beings live on this star, they have a time machine. They sent a reply, but they made a mistake, and the reply came to Earth before the message was sent.

Exercise. Suggest 10 stories related to the time machine effect.

21. Chronoclasm.

This is a paradox caused by interference with a previous life. Someone moved into the past and changed something there, and then returned, but on Earth everything is different. To encourage fantasizing in this direction, questions such as:

What would happen now if something had happened differently in the past, or if something had not happened at all?
- What would have to be changed in the past so that what happened did not happen?

For example:

- I lost my keys. It doesn't matter, I return to the past and do not take the keys with me.
- What would have happened if there had not been a coup in 1917?

What can be changed in the past? Everything can be changed in the past! The actions of people, the phenomena of animate and inanimate nature, the surroundings.

Chronoclasm, time machine, chrono-tour, chronodyne are wonderful devices for fantasizing, they provide an inexhaustible number of plots.

Exercise. Suggest some crazy stories for these techniques.
(I went to look for a bride in the past. I found out why the brontosaurs became extinct.)

22. The method of L. N. Tolstoy.

They write that L. N. Tolstoy regularly used the following method every morning as morning exercises of the mind.

Take the most common object: a chair, a table, a pillow, a book. Describe this object in the words of a person who has never seen it before and does not know what it is and why.

For example, what would an Australian native say about watches?

Exercise. Write some item descriptions for the Aboriginal.

23. Free fantasy.

Children are offered to fantasize uncontrollably on a given topic, using any fantasy techniques and any combination of them. Unlike solving some serious problem, you can offer any ideas, even the most crazy ones.

Come up with a fantastic plant.

- All known fruits grow simultaneously on one plant: apples, pears, oranges, avocados, pineapples, mangoes, coconuts.

- All known fruits and vegetables grow on one plant (tomatoes and potatoes, tobacco can be made from leaves, painkillers and “beauty products” can be obtained. In principle, this is possible, since tomatoes, potatoes, tobacco, belladonna (in Italian - “beautiful lady”) belong to the same family - nightshade.

— Known and unknown fruits, vegetables and nuts grow on the same plant.

- Amazing watermelon: marmalade inside, and instead of seeds - candy. This is also possible, only you need to water it with sweet water and honey.

- Objects of animate and inanimate nature grow on the same tree.

The flower is made of chocolate and never fades no matter how much you eat it.

24. Come up with a fantastic building.

The building of the future: everything is visible from the inside to the outside, but nothing is visible from the outside to the inside. A creature (a person, a dog ..) with intentions harmful to the owner of the house cannot enter the building.

What qualities should a house have if the weight and size of the owner changes 10 times every hour?

25. Come up with a new mode of transport.

Invention Ideas:

- A meson-gravitational-electromagnetic beam is directed at a person, which splits a person into atoms, remember their mutual position, transfer it by atom to the right place and collect it there in the same order. (Think about the situation: the program for assembling a person went bad, but they didn’t notice it! How did they assemble a person? And what if they mixed up the atoms of several people?)

- Synthetic transport, combining the advantages of all known modes of transport: the speed of a rocket, the luxury of a high-class cabin of an ocean liner, the all-weather aircraft for lightning research, the uselessness of helicopter landing and take-off areas, the healthfulness of horse transport.

- The road surface is wavy or triangular in shape. Invent a wheel so that it does not shake on such a road. It will also be an invention!

26. Come up with a new holiday or contest.

- Festival of flowers. All have flowers painted on their cheeks. On this day, you can only speak the Chinese language of flowers.

- The festival of the arrival of swallows.

- Feast of the first mosquito.

Fantasy Contest. Two teams are participating. Each team offers different tasks to the other team: a) a topic for a humorous story of 5 phrases; b) an object for composing a riddle (a table, a fork, a TV set); c) the beginning of the story. For example. "My friend Keith invited me on a trip around the world"; d) some method of fantasizing is offered. It is necessary, using this technique, to come up with an incredible story.

27. Come up with a dramatic plot.

- Mom spoiled her daughter beyond measure. What happened to mother and daughter?

- A man got lost, accidentally found a house abandoned by hunters and lived there for 7 years. How did he live there? What did he eat, what did he wear? .. (After five years, he forgot how to speak, etc.)

28. Come up with a new fantasy game.

To come up with a new unprecedented game, you need to come up with incredible conditions and rules for this game.

— Chess pieces are made of chocolate; won an opponent's piece and you can immediately eat it.

- The game "Edible Checkers". They do become edible, but only after they have been fairly won. Think about what special properties a won king and a locked checker will have?

— Cylindrical drafts and chess. The board is folded into a cylinder so that the fields a1, a2, a3, etc. are next to the fields h1, h2, h3, respectively. The verticals become the generators of the cylinder.

- Checkers Lobachevsky. The board is mentally folded into a fantastic figure - at the same time, both the sides and the sides facing the players are closed. The generators are verticals and horizontals at the same time.

- Super chess. Instead of chess pieces - cubes. On the faces of each die there are images of six figures, except for the king. Once per game, you can change the status of the piece (turn the die), unexpectedly for the opponent.

29. Magical fulfillment of one's own desires and materialization of thoughts.

You have become a powerful wizard. It is enough to think - and any, but only good, your desire is fulfilled. You, for example, can make anyone happy. But if you have planned something bad for another, then it will happen to you.

Here's a goodwill test.

Tell the children that for an hour they can do anything, good or bad, to people. Check out what the kids want to do? Good or evil?

The robbers caught a worthy man and want to kill him. Suggest at least 10 ways to save him (make him invisible, freeze robbers).

30. You began to have the gift of telepathy.

Telepathy is the transmission of thoughts and feelings over a distance without the mediation of the senses. You can even not only read the thoughts of other people, but also mentally force people to do what you want. How are you using this gift?

31. Method of Nadya Rusheva.

Here is another wonderful way to develop imagination and drawing skills. This is a well-known universal method, which was owned by the brilliant girl Nadya Rusheva.

By the age of 16, she had read with a felt-tip pen or a pen in her hand the books of more than fifty writers, from ancient to modern: Homer, Shakespeare, Pushkin, Lermontov, Tolstoy, Turgenev, Exupery, Bulgakov and painted, painted, painted. Reading, fantasizing and drawing. This helped her to achieve lightness, sophistication and "soaring" lines in her drawings. In her seventeen years of life, she created ten thousand wonderful drawings! Being engaged in ballet as a child, she knew how much work this “lightness of soaring” is achieved. This wonderful, but not popular way is called: diligence and perseverance!

32. Method "RVS".

RVS is an abbreviation of three words: size, weight, cost.

It should be noted that the RVS method is a special case of the more general “decrease-increase” method, when any characteristics of the system can be changed from zero to infinity, and not just dimensions, weight or cost. For example, speed, quantity, quality, force of friction, force of thinking, force of memory, firm profit, number, salaries. Such thought experiments “blur” the usual idea of the system being improved, make it “soft”, changeable, and provide an opportunity to look at the problem from an unusual angle.

The RVS method is based on the dialectical principle of the transition of quantitative changes into qualitative ones. This method is also called the “monster test method”, or the “limiting transition method”, or the “contradiction amplification method”.

The RVS method develops fantasy and imagination very well, and also allows you to overcome the mental inertia of thinking. It must be remembered that we are conducting a thought experiment, where everything is possible, and not a practical one, when the inexorable laws of nature operate.

There is also the “super-RVS” method, when limit transitions of several characteristics are viewed simultaneously. Such "hit on the subcortex" can carve something non-standard. For example, what will happen to the system if the system has a minimum cost, but maximum size and weight, etc. Of course, the use of the RVS method must be learned.

33. Method of transferring properties.

Let us consider a very cheerful, mischievous and very simple (for those who know how to fantasize) method of endowing ordinary objects with properties that are completely unusual for them, taken, however, from ordinary objects. In science, this method is called the method of focal objects.

The algorithm is very simple.

The first step: some object is selected that they want to improve or give it completely unusual properties. For children, it can be a toy, a doll, a ball, a notebook, a textbook, a class magazine, an animal, a plant, or a person. This will be the so-called focal object. For example, let's choose a Barbie doll as the focal object. It seems that she is already the limit of fiction in the class of dolls. Let's see what happens.

Second step: choose some random objects. For example: an electric light bulb, a balloon, a TV set.

The third step: for these random objects, a list of their characteristic properties, functions and features is compiled.

Light bulb - glows, warm, transparent, burns out, turns on the power grid.
Balloon - flies, inflates, does not sink, bounces.
TV - shows, speaks, sings, has control knobs.

Fourth step: the formulated properties are transferred to the focal object.
So what will happen? Let's fantasize and especially not care about the real possibility of realizing what we have imagined. Go:

The doll glows from the inside with a matte milky pink light. The room is dark, but it glows. It's good: you won't lose it and you can even read it!

The doll is always pleasantly warm, as if alive. You can take it outside and warm your hands. You can put bird eggs next to a warm doll and chicks or chickens will hatch from them. You can lean against the aquarium - and the doll will heat the water for the fish.

She is transparent. You can see how her heart beats, blood flows through the vessels, you can study anatomy.

Burns out. Clearly, she needs to have spare parts: a set of arms, legs, heads, dresses. Doll constructor.

Now let's see what ideas the balloon will give us.

Flying doll. Angel doll with wings. Swan doll, dragonfly, parachutist, flying squirrel or bat, she has beautiful transparent membranes from the tips of her fingers to the tips of her toes.

Inflatable doll. You can make a slim or fat Barbie, you can make a flat one for carrying. When the head is inflated separately, the facial expression changes. With an inflated doll, you can play in the bath, learn to swim.

What does the comparison with the TV give.

Let the doll show morning exercises, aerobics, yoga asanas every morning.
Let her scream indignantly when they begin to break her or quarrel in front of her.

You can use a combination of properties. As a rule, among the absurdities come across original ideas that the trial and error method will not give.

The Focal Object Method is an excellent method for developing imagination, associative thinking, and serious invention.

Proposals developing the method.

Children really like it when they put themselves in focus. It is a lot of fun to improve clothes, such as stockings, tights, boots.
You can pre-define the feature class in the second step.
The method can be used to come up with the design of shops, exhibitions, gifts.

Before starting the idea generation session, you can think with the children what is good and bad for the chosen focal object, who is good and who is bad, why it is good and why it is bad, etc. And then start fantasizing.

The best ideas are to be commended.

34. A combination of techniques.

The "aerobatics" of fantasizing is the use of many techniques simultaneously or sequentially. They used one technique and to what happened, they add a new technique. This leads very far from the initial object and where it will lead is completely unknown. Very interesting, try it. But this is only possible for a boldly thinking person.

Exercise. Take some fabulous object (Pinocchio, Kolobok) and apply 5-10 fantasy tricks to it in sequence. What will happen?

35. Beautiful ancient fantasies with transformations.

As examples of magnificent fantasy, let us recall the myths of the ancient Greeks and Romans, in which people turn into plants.

The beautiful young man Cypress accidentally killed his pet deer. He begged the silver-bowed Apollo to let him be sad forever, and Apollo turned him into a slender cypress tree. Since then, cypress has been considered a sad grave tree.

Another beautiful young man, Narcissus, had a different fate. According to one version, Narcissus saw his reflection in the river, fell in love with him and died of self-love. The gods turned it into a fragrant flower. According to another version, Narcissus dared not to return the love of a woman, and, at the request of other women rejected by men, he was turned into a flower. According to another version of this myth, Narcissus had a dearly beloved twin sister. The sister died unexpectedly. The yearning Narcissus saw his reflection in the stream, thought that it was his sister, looked at his reflection for a long time and died of grief. According to the fourth version, seeing his reflection in the river and falling in love with him, Narcissus realized the hopelessness of this love and stabbed himself. From the drops of Narcissus' blood grew flowers named after him.

Great examples of fantasy. One version is prettier than the other. Try and you offer your no less dramatic or touching versions of Narcissus.

Legend of Daphne. Pursued by Apollo in love with her, the young nymph Daphne prayed for help to the gods and was turned into a laurel, which became the sacred tree of Apollo. Since then, the winners of musical (musical) competitions in honor of Apollo have been awarded a laurel wreath. In ancient art, Daphne (Daphnia) was depicted at the moment when, overtaken by Apollo, she turns (sprouts) into a laurel.

The desperate young man Phaeton was unable to cope with the horses of the solar team of his father, the sun god Helios, for which he was struck by Zeus's lightning. The Heliades, Phaethon's sisters, mourned the death of their brother so bitterly that the gods turned them into poplars, whose leaves always make a sad noise. Heliad's tears became amber.

DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF SHAKHTERSK

MINING EDUCATIONAL SCHOOL I-III STAGES № 14

"Training

cognitive abilities

younger students"

(a collection of exercises for the development of cognitive processes)

Compiled

Kostyuchenko L. L.,

elementary teacher

classes

Shakhtersk-2015

INTRODUCTION

“Pupils can only learn successfully

when they can observe, think,

V. A. Sukhomlinsky

Since 2012, I, L. L. Kostyuchenko, have been working on the problem of developing the cognitive qualities of younger students through the use of exercises to develop cognitive abilities in my teaching activities. aimof this work is the systematization of forms and methods for the development of cognitive qualities and abilities of younger students in the learning process.

Learning is a pedagogical interaction between a student and a teacher, during which the cognitive qualities of the student develop. In the process of education, the student acquires knowledge about the objects and objects of the surrounding world, creates a subjectively new or objectively new product.

Cognitive qualities include:

Physical and physiological qualities: the ability to see, hear, touch, feel the object under study with the help of smell, taste; developed working capacity, energy;

Intellectual qualities: curiosity, erudition, thoughtfulness, ingenuity, logic, "intelligence quotient", meaningfulness, validity, reasoning, ability to analyze and synthesize, ability to find analogies, use various forms evidence.

The cognitive development of a child is directly related to the development of his cognitive abilities.In the psychological and pedagogical literature there is no unity in the understanding of "cognitive abilities", and, consequently, there is no unity in terminology. In different sources, synonyms are the concepts of "cognitive abilities" - "general abilities" - "mental abilities" - "mental abilities" - "cognitive abilities", depending on what kind of content the authors put into the concept of "cognitive abilities". Either way, cognitive ability refers to general ability. The successful mastering of any kind of activity, including learning, depends on cognitive abilities. They cover sensory, intellectual, creative abilities. Cognitive abilities are used and developed in the process of mastering knowledge in various sections educational programs. The formation of cognitive abilities is included in the formation figurative forms knowledge of reality: perception, figurative memory, visual-figurative thinking, imagination, i.e., in the creation of a figurative foundation of the intellect. Thus, by developing and training the cognitive processes of younger students in the learning process, we, teachers, develop the cognitive abilities of students: the ability to see, imagine, remember, think. For the development of cognitive qualities and abilities in my work I use: didactic games, intellectual games and exercises for the development of cognitive abilities.

In this manual, I systematized exercises aimed at developing and training the cognitive processes of younger students: perception, thinking, memory, imagination. Tutorial can be used during classes as a didactic material, as well as after hours for home independent work.

Imagination Exercises

1. Exercise "Perform a drawing"

Children are given a sheet with the image of simple geometric shapes: square, circle, triangle, rhombus, etc. - and lines of various shapes: straight lines, broken lines, in the form of an arrow, zigzags, etc. It is proposed to supplement each figure or line so that meaningful images are obtained. You can draw outside, inside the contour of the figure, you can turn the sheet in any direction.

2. Exercise "Wizards" (drawing emotions, feelings)

The student is invited to draw a torso for each pictogram, color the man's clothes with pencils, the color of which (according to the child) matches the emotional state of this pictogram.

3. Exercise "Fold the picture"

4. Exercise "Associations"

The teacher invites the student to find specific visual images that can be associated with each of the words below, for example, love-heart, winter-snow, happiness-mother, etc.

The teacher offers three different words to make one sentence. Word examples: apple, giraffe, book; rain, TV, girl, etc.

The teacher offers the children a few words that are logically unrelated:Book Flower Sausage Soap. Invites them to try to find associations that would connect these words and make sentences. The result should be a short story.

The teacher proposes to combine in the imagination two objects that have nothing in common with each other, i.e. not connected by natural associations: "Try to create in your mind an image of each object. Now mentally combine both objects in one clear picture."

Approximate pairs of words: grass - pen, tree - sky, nail - hat, etc.

5. Exercise "Composing a fairy tale"

The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.). Children are invited to come up with a fairy tale from the pictures, following their sequence.

The teacher invites the children to change and compose their own end of familiar fairy tales.

"Kolobok did not sit on the fox's tongue, but rolled on and met ...".

“The wolf failed to eat the goats because…” and so on.

The teacher suggests changing either the hero or the fairy-tale object, spell, etc. in a certain fairy tale. For example:

Fairy tale "Sister Alyonushka and brother Ivanushka" - think up a fairy tale spell, with the help of which brother Ivanushka, turned into a kid, will take on a human form. The fairy tale “Ivan Tsarevich and the Gray Wolf” - imagine that the wolf fell ill and could not help Ivan Tsarevich, think of a fabulous type of transport that Ivan Tsarevich would use.

Exercises for the development of perception and observation

Overlay Image Exercise

The student is presented with 3-5 contour images of objects superimposed on each other. All images must be named.

The student needs to name which letters are hidden in the picture.

Exercise "Hidden Images"

The student is invited to find in the picture all the animals that hid

Exercise "Unfinished Images"

The student is presented with images on which only a part of the object (or its characteristic detail) is drawn, it is required to restore the entire image.

The student needs to complete the letters, numbers

Bitmaps exercise

The student is presented with images of objects, geometric shapes, letters, numbers, made in the form of dots. You need to name them.

Exercise "Inverted Images"

The student is presented with schematic images of objects, letters, numbers, rotated by 180 °. Need to name them

Exercise "Paired Images"

The student is presented with two subject images, outwardly very similar to each other, but having up to 5-7 minor differences. It is required to find these differences.

The student is offered to consider paired plot pictures with distinctive features and find these signs of difference, similarity.

Sliced Image Exercise

The student is presented with parts of 2-3 images (for example, vegetables of different colors or different sizes, etc.). It is required to assemble whole images from these parts.

Options: they offer pictures with images of various objects, cut in different ways (vertically, horizontally, diagonally into 4, 6, 7 parts, curved lines).

Exercise "Geometric shapes"

The student is offered cards with drawings consisting of geometric shapes. You need to determine how many triangles, squares, circles, rhombuses, rectangles, etc. are on the cards.

The student needs to determine the number of triangles

9. Table exercises

The student is offered a table with geometric shapes. You need to count: how many times a circle, a rectangle, etc. occurs.

The student is offered a Schulte table in which you need to show and name the numbers in order.

The student is given a table with letters. Task examples:

Say all the letters in the column as quickly as possible. (Knowledge of letters is fixed)

Name and show all the letters on the 1st line, on the 2nd line. (In addition to knowing the letters, the concept of “line” or “column” is fixed)

Name and show all the letters below the letter M. (In addition to knowing the letters, the ability to navigate on a sheet of paper is fixed)

Name and show all vowels or all consonants, all voiced consonants or voiceless consonants. (Knowledge of vowels and consonants is consolidated)

The student is invited to show a certain letter in the table and count its number (you can cross out the letters)

The student is invited to think about how the right and left tables are connected, and decipher the phrase.

10. Exercise "Messed up lines"

The student is invited to trace each line with his eyes from left to right and put its number at the end.

The student is asked to determine the road, path, line from one object to another.

Without moving your hand along the lines, but only tracing them with your eyes, you need to find the letters corresponding to the numbers, write them out in order and read the words.

Exercise "Puzzles"

The student is asked to put the whole picture together.

You need to add a picture of strips with numbers in order

Exercises for the development of thinking

Exercise "Exclusion of excess"

The teacher offers a series of words that are united in meaning. The student, after reading the row, must determine what common feature unites most of the words, and find one extra. Then he must explain his choice.

Word options:

Pot, frying pan, ball, plate.

Pen, doll, notebook, ruler.

Shirt, shoes, dress, sweater.

Chair, sofa, stool, wardrobe.

Cheerful, bold, joyful, happy.

Red, green, dark, blue, orange.

Bus, wheel, trolleybus, tram, bicycle.

The teacher offers a number of words that are not united by meaning, but by formal features (for example, they start with one letter, with a vowel, there is the same prefix, the same number of syllables, one part of speech, etc.). When compiling such a series, you need to make sure that only one sign matches.

Word options:

Phone, fog, port, tourist. (Three words begin with the letter "T".)

April, performance, teacher, snow, rain. (Four words end in "b".)

Wall, paste, notebook, legs, arrows. (In four words, the stress falls on the first syllable.)

Drawing, power, wind, life, minute. (In four words, the second letter is "I".)

Dog, tomato, sun, plate. (The dog is not round)

2. Exercise "Establishing connections"

The student is asked to choose a logical pair for each word:

feather - ..... (chicken, pillow, etc.)

leaf - ... (tree, book, etc.)

spoon - ... (fork, plate, etc.)

The student needs to identify the fourth word. There is a certain connection between the first two, and the same between the third and fourth. Having established this logical connection, we can name the fourth word.

Tasks:

Monday - Tuesday, March - ? Light - darkness, cold - ?
Rose - flower, closet - ? The term is the sum, the multiplier is ?
Grief - tears, heat -? Age - century, food -?
Eye - sight, ear -? North - south, precipitation - ?

Possible student responses: April, hot, furniture, work, thirst, food, hearing, drought.

The student is called an object or phenomenon, for example, a “helicopter”. It is necessary to write out as many analogues as possible, i.e. other objects similar to it in various essential features. It is also necessary to systematize these analogues into groups, depending on what property of a given object they were selected for. For example, in this case, they can be named: “bird”, “butterfly” (they fly and sit down); “bus”, “train” (vehicles); “corkscrew” (important parts rotate), etc.

3. Exercise "Invisible words"

The teacher asks to restore the order of letters in words:

Dubrzha, kluka, balnok, leon, gona, sug.

Selnots, imza, chenite, tarm, myase.

Pmisyo, kroilk, bubaksha, stovefor, bomeget.

Kovora, kirutsa, shakok, sakob.

The teacher suggests finding another in one word by rearranging the letters.

1. Find the invisible animals by swapping the letters in the words.

Strength, salt, jar, peony.

2. Find the invisible game in the word.

Cone.

3. Find an invisible tree in the word.

Pump.

4. Find an item of invisible clothing in the word.

Bast shoes.

5. Find the invisible flower in the word.

Midge.

The teacher asks to find as many invisible words as possible in the words:pillow, keyboard, rocket, shop, gift, parents.

The teacher offers to make a word, excluding one letter.

Word options:

PLOW -
SCARF -
FEED -

MOLE -

WINDOW -

DYE -

COLLECTION -

4. Exercise "Another letter"

The teacher suggests replacing one letter in a word to make a new word. The number of letters in words cannot be changed. For example:oak - tooth, sleep - catfish, steam - feast.

Words with one missing letter are given. It is necessary to form as many words as possible, substituting one letter for the gap, as in the sample. Sample: ... ol - role, salt, mole, pain, zero.

Word options:

Ro... -

...glasses -

Ba... -

...ar -

...ara -

...aika -

... day -

...om -

The teacher gives the task: get from one word another through a chain of words by replacing one letter at each stage. For example, how to get the word "goal" from the word "smoke"? It is necessary to make several transformations: smoke - house - com - count - goal. Only nouns can be used in the chain, only one letter changes each time. Task options: get the word “steam” from the word “moment”, the word “mouth” from the word “cheese”, the word “ball” from the word “house”, the word “hour” from the word “moment”.

5. Exercise "Addition and subtraction"

The teacher offers fascinating examples of addition and subtraction, which use not the numbers familiar to the student, but words. With them, you need to perform mathematical operations, after guessing the original word and writing the answers in brackets.

A sample solution for such an addition example:

Given: boo + shade = unopened flower

Solution: bu + tone = bud

A sample solution for such an example for subtraction:

Given: mode of transport - o = unit of measurement Solution: metro - o = meter

Addition task options:

b + food = bad luck

k + insect = girl's hairstyle

y + bad weather with rain = danger

y + Vacation home= success

o + opponent = long hole

y + child-girl = angler's tackle

o + tool = edge of the forest

c + animal hair = distributed during fun

y + one = done to the patient

m + fish soup = insect

y + ball in goal = in triangle

for + country house = needs a decision

ka + reward = whim

o + locality= piece of land

av + tomato = weapon

ba + shade = White bread

ob + for scooping up food = on a notebook and on a book

ku + for nails \u003d hand with fingers pressed to the palms

ko + played by actor = monarch

by + misfortune = success in battle

at + pine forest = apparatus

at + battle = waves near the shore

Answers: misfortune, scythe, threat, luck, ravine, fishing rod, edge, laughter, prick, fly, angle, task, whim, vegetable garden, automatic machine, loaf, cover, fist, king, victory, device, surf.

Subtraction options:

vessel - a \u003d money is stored there

moralizing poem - nya = deep voice

underwear - s = afraid of everything

tomato - at = separate book

shallow place in the river - b \u003d they are written on the blackboard

strong fear - great master = snake

bird - pronoun = criminal

military unit - k \u003d we walk on it at home

facial hair of a man - solemn verse = pine forest

bird - eye = garbage

flower - with = game

fantasy - ta = knight's weapon

you can cook in it - ate = pet

on the neck in winter - f = geometric figure

young plant - oc = human height

the goalkeeper is standing in them - a = on clothes around the neck

sport - c = body has right and left

Answers: bank, bass, coward, volume, chalk, already, thief, floor, boron, rubbish, lotto, sword, cat, ball, growth, gate, side.

The student needs to come up with words - overlays to make a funny or original word, explaining why he thinks so.

Task options:

mosquito + brand = mosquito;

zebra + shell = zebrafish;

tree + crow = tree-crow, etc.

6. Exercise "Patterns"

The student needs to find a pattern within a series of numbers and continue it following the same logic:

3, 5, 7, 9 ... . (Row of odd numbers, next number 11.)

16, 22, 28, 34 ... . (Each next number is 6 more than the previous one, the next number is 40.)

55, 48, 41, 34 ... . (Each next number is less than the previous one by 7, the next number is 27.)

12, 21, 16, 61, 25 .... (In each pair of numbers, the numbers are reversed, the next number is 52.)

The student needs to determine the pattern of repetition of the sequence and draw this sequence: tree, bush, flower, tree, bush, flower ...

The student needs to find a pattern and complete the missing items:

7. Exercise "Definitions"

The student needs to come up with as many definitions as possible that characterize objects or phenomena.

Snow - cold, fluffy, light, white, lacy, iridescent, thick, beautiful, etc.

River -

Firework -

Clouds -

Kitty -

Rainbow -

The student is invited to think over the listed definitions and guess the object or phenomenon that they characterize.Gusty, hurricane, warm, piercing - wind.

Dark, quiet, moonlit, black - ... (night).

Long, asphalt, forest, broken - ... (road).

Kind, caring, beloved, beautiful - ... (mother).

Short, long, cut, shiny - ... (hair).

Magical, interesting, folk, kind - ... (fairy tale).

Strong, fragrant, sweet, hot - ... (tea).

Hot, cheerful, long-awaited, sunny - ... (summer).

Loyal, shaggy, noisy, beloved - ... (dog).

Round, bright, yellow, hot - ... (sun).

8. Exercise "Confusion"

The teacher gives the student a task: due to unforeseen circumstances, one word disappeared from the sentence, and its place was taken by an inappropriate, random word. Put things in order in each sentence: delete a random word and return the correct word.

I overslept this morning, I was in a hurry, but, unfortunately, I came to school earlier. (with delay)

I bought a loaf, showed it to the conductor and got on the train, (ticket)

It was hot outside, so Masha put on a fur coat. (sundress)

On the roof of my grandmother's house there was a stick from which smoke came out when the stove was heated. (pipe)

When dawn broke, we began to look into the night sky, looking at the stars and the moon. (it got dark)

I like to swim on the beach and roll on the pavement. (sand)

The teacher gives the student a task: in these sentences, the words have changed places, and it has become very difficult to understand what is being said. Restore the correct word order in the sentences.

My friends on the children's playground were playing.

I got a five in the Russian language in a lesson.

Aquarium fish are interesting to watch life.

All for the gifts I made to relatives.

It was quiet on the street after fresh and thunderstorms.

You can see stars in the falling night sky in August.

9. Exercise "Classification"

The student is asked to divide these words into groups according to the number of syllables:pencil case, vase, lamp, lampshade, feather, pencil, pumpkin, desk, ruler, notebook, table, floor, pen, hammer, root . How many groups did you get?

The student needs to enter these words in the appropriate columns of the table: doll, shoes, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, top, pencil, sneakers, pistol.

The student needs to determine in which row of the table the numbers are distributed into groups correctly. Children are given 16 cards with images of birds, fish, dishes, furniture - 4 for each group and are asked to divide all the cards into groups so that each has drawings that can be called one word. Then the students are asked to combine the resulting groups into two, as similar as possible, and explain why they did so.

10. Exercise "Comparison"

The student is offered logical tasks for comparison:

1. Sasha is sadder than Tolik. Tolik is sadder than Alik. Who is the funniest of all?
2. Ira is neater than Lisa. Lisa is neater than Natasha. Who is the most careful?
3. Misha is stronger than Oleg. Misha is weaker than Vova. Who is the strongest?
4. Katya is older than Seryozha. Katya is younger than Tanya. Who is the youngest?
5. A fox is slower than a turtle. The fox is faster than the deer. Who is the fastest?
6. The hare is weaker than the dragonfly. The hare is stronger than the bear. Who is the weakest?
7. Sasha is 10 years younger than Igor. Igor is 2 years older than Lesha. Who is the youngest?
8. Ira is 3 cm lower than Klava. Klava is 12 cm taller than Lyuba. Who is the highest?
9. Tolik is much lighter than Seryozha. Tolik is a little heavier than Valera. Who is the lightest?
10. Vera is a little darker than Luda. Vera is much lighter than Katya. Who is the brightest?
11. Lyosha is weaker than Sasha. Andrey is stronger than Lesha. Who is stronger?
12. Natasha is more fun than Larisa. Nadia is sadder than Natasha. Who is the saddest?
13. Sveta is older than Ira and lower than Marina. Sveta is younger than Marina and taller than Ira. Who is the youngest and who is the shortest?
14. Kostya is stronger than Edik and slower than Alik. Kostya is weaker than Alik and faster than Edik. Who is the strongest and who is the slowest?
15. Olya is darker than Tonya. Tonya is lower than Asya. Asya is older than Olya. Olya is taller than Asya. Asya is lighter than Tonya. Tonya is younger than Olya. Who is the darkest, lowest and oldest?
16. Kolya is heavier than Petya. Petya is sadder than Pasha. Pasha is weaker than Kolya. Kolya is more fun than Pasha. Pasha is lighter than Petya. Petya is stronger than Kolya. Who is the lightest, who is the most fun of all, who is the strongest?

11. Exercise "Composing figures from sticks"

The student is asked to change the shape by removing the specified number of sticks.

Task options:

1. Given a figure of 6 squares. It is necessary to remove 2 sticks so that 4 squares remain.

2. In a figure of 5 squares, remove 4 sticks so that 2 unequal squares remain.

3. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.

4. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.

5. In a figure consisting of 9 squares, remove 4 sticks so that 5 squares remain.

The student needs to make a figure from the specified number of sticks.

Task options:

1. Make 2 equal triangles of 5 sticks.

2. Make 2 equal squares of 7 sticks.

3. Make 3 equal triangles from 7 sticks.

4. Make 4 equal triangles from 9 sticks.

5. Make 3 equal squares of 10 sticks.

6. From 5 sticks, make a square and 2 equal triangles.

7. From 9 sticks, make a square and 4 triangles.

8. From 10 sticks, make 2 squares: large and small (a small square is made up of 2 sticks inside a large one).

9. From 9 sticks, make 5 triangles (4 small triangles obtained as a result of attachment form 1 large one).

10. From 9 sticks, make 2 squares and 4 equal triangles (out of 7 sticks make 2 squares and divide into triangles with 2 sticks).

The student needs to shift the sticks to get another figure.

Task options:

1. In the figure, shift 3 sticks so that 4 equal triangles are obtained.

2. In a figure consisting of 4 squares, shift 3 sticks so that 3 of the same squares are obtained.

3. Make a house of 6 sticks, and then shift 2 sticks so that you get a flag.

4. Move 6 sticks so that the ship turns into a tank.

5. Move 2 sticks so that the cow-like figure looks the other way.

12. Exercise "Puzzles"

The student is invited to decipher puzzles with letters:

The student is asked to decipher puzzles with numbers:

The student is asked to decipher the puzzles with pictures:

The student is asked to decipher the puzzles-proverbs:

An old friend is better than two new ones.

Business before pleasure.

Hurry up and make people laugh.

A person is known by his actions.

Memory exercises

Exercise "10 words"

For example:

- book, moon, ringing, honey, window, ice, day, thunder, water, brother;

- cheerful, kind, white, bold, slow, tall, snowy, papery, deep, clean;

- draws, is silent, writes, dances, decorates, reads, does, sings, speaks, listens.

The student is given words written in a column. After 10-15 seconds, these words are removed and a second column of words is offered. The student must find the words that he memorized.

For example:

garden puddle

puddle of soap

river hare

window ball

bow snow

hare bow

flag water

moon forest

snow window

thunderstorm house

The student is asked to memorize 10 logically unrelated words. These words must be connected in a story.

For example:tree, table, river, basket, comb, soap, hedgehog, gum, book, sun.

First, have the children try to imagine the teacher's story:
"Imagine a green beautiful TREE . A board begins to grow from it to the side, a leg descends from the board, it turns out TABLE . We bring our gaze closer to the table and see a puddle on it, which flows down, turning into a whole RIVER . A funnel forms in the middle of the river, which turns into BASKET . The basket flies out of the river onto the shore. You come up, break off one edge - it turns out COMB . You take it and start combing your hair and then washing it SOAP . Soap runs off and hair sticks out Hedgehog . You are very uncomfortable and you take GUM and tie your hair with it. The rubber band does not hold up and bursts. When it falls down, it turns in a straight line and turns into BOOK . You open the book, and from it shines brightly into your eyes SUN ".
Then the children come up with their own story (other words are used) and share it with each other. At the final stage, the teacher dictates words to them, and they, imagining on their own, memorize them.

The teacher gives the children 10 words, they must be regrouped, combined according to some feature, in order to facilitate memorization; and then come up with a story that would bring them together.

For example:bear, cart, bee, bell, camomile, air, vase, cat, sun, water.

15-20 cards with the image are laid out in front of the student.

individual objects (for example, an apple, a trolleybus, a kettle, an airplane, a pen, a shirt, a car, a horse, a flag, a rooster, etc.). The student is told: "I will now tell you a few words. Look at these pictures, choose one from them that will help you remember each word, and put it aside." Then the first word is read. After the child puts the picture aside, the second word is read, and so on. Next, he must reproduce the presented words. To do this, he takes the pictures put aside in turn and with their help recalls the words that were called to him.
An example set of words:fire, plant, cow, chair, water, father, kissel, sit, mistake, kindness.

The exercise can be done in two stages. At the 1st stage, it is necessary to use a graphic representation of the concept. The teacher tells the children: "Try to make a drawing for each of the words I have named." A visual image that directly corresponds to a concept arises easily, almost automatically, while in the case of an indirect correspondence, efforts of the imagination are needed.

An approximate list of possible series:

Series #1

Truck Smart Cat
Anger Coward Boy
Fun game Naughty child
tree good weather
Punishment Interesting tale

Series #2

Merry holiday Joy
Dark Forest Disease
Despair Fast Man
Courage Sadness
Deaf old woman Warm wind

Series #3

Doubt Envy
Willpower Day
Success Fear
Speed Strong character
Justice good friend

2nd stage - the presentation of words or phrases in the mind, without fixation on paper.

Exercise "Remember pairs of words"

Pick up 8-10 pairs of words related in meaning. The student needs to read these pairs of words and remember. Then the teacher reads the first word, and the student says the second. Can be recorded.

For example:

apple orchard

chicken chick

Vacuum cleaner

Cow-milk, etc.

The student needs to combine in his imagination two objects that have nothing in common with each other, i.e. unrelated by natural associations. Let, for example, the words "hair" and "water" be given; why not imagine hair getting wet in the rain, or hair being washed?

Sample pairs for training:

Pot - corridor Sun - finger
Carpet - coffee Yard - scissors
Ring - lamp Cutlet - sand
Nail - book Monkey - coat
Beetle - chair Dentist - toilet

First, let the children practice out loud, telling each other their pictures, then work on their own. In the next lesson, dictate to them one word from each pair - they must remember and write down the second. Draw their attention to the result.

Exercise "Remember and draw"

For a student to memorize for 15-20 seconds. any symbols or geometric shapes are offered. For example:

Then they are closed, and the child draws what he remembers. At the end, you can compare the results.

For a student to memorize for 15-20 seconds. a sheet with written letters is offered (from 3 to 7). For example:

Then the teacher closes the letters, the student writes them down from memory on his piece of paper.

For a student to memorize for 15-20 seconds. a sheet with written numbers (from 3 to 7) is offered. For example:

Then the teacher closes the numbers, the student writes them down from memory on his piece of paper.

The teacher gives the student a card, warning that he must carefully consider and remember the combinations of all the figures. 30 seconds are allotted for memorization, then he returns the card. Next, the student must close his eyes and mentally restore the drawing. Then he must draw on the sheet everything that he remembered. After the work is completed, the student's drawing is compared with the sample, the errors are discussed. The number of elements drawn from memory, their shape, size and location relative to each other are checked.

For this exercise you will need a piece of paper and pencils. The figure below shows 12 images. Children are invited to consider the drawings of the first line, covering the rest with a sheet of paper so that they do not distract attention. After 30 seconds, ask them to cover the entire page and draw from memory the items in the first row. Then invite them to compare how their drawings match those of the sample. Then move on to the next line. You can work with the last two lines at the same time.

The student is asked to look closely at the picture. It contains the names of animals. You need to imagine these animals in the places where their names are placed, and invent a story that connects them with each other.

Then the drawing is closed, and the student must reproduce the names of the animals in their places on a piece of paper.

The student is given blanks with figures for memorization and reproduction. He looks at the 1st form and tries to remember the proposed pairs of images (figures and sign). Then the form is removed and he is offered the 2nd form - for reproduction, on which he must draw in the empty cells in front of each figure the pair corresponding to it.

Exercise "What has changed"

7-10 pictures or objects are laid out in front of the student, they are given time to memorize, then the student is asked to turn away and 1-2 pictures (objects) are removed. The student must name what has changed.

7-10 pictures or objects are laid out in front of the student, they are given time to memorize, then the student is asked to turn away and swap 2-3 pictures (objects). The student must name what has changed.

Exercise "Remember and find"

The student is offered to memorize the objects shown in 3-4 pictures and name them from memory. Then he must look for their image in 10-12 similar pictures, but randomly scattered. The same exercise can be used to recognize letters or numbers using specially made cards or a cash register of letters and numbers. Gradually, the number of memorized pictures can be increased.

For the lesson, you will need 6 cards, each of which depicts a combination of geometric shapes. All 6 combinations have a visual similarity to each other, but, nevertheless, differ from each other. The student is given one of the cards for memorization for 10 seconds. After careful study, he returns it and, with his eyes closed, mentally restores the drawing. At this time, the teacher lays out all 6 cards in front of him in random order and offers to find among the similar ones the one he memorized. It is necessary to ensure that the cards with figures are not turned upside down when presented again, otherwise the appearance of the figure may change. The saturation and complexity of the combinations of geometric shapes on the cards depends on the age of the student, his capabilities and the duration of the lessons on the development of visual memory.

Prepare tables depicting objects, geometric shapes. Show the student for 4-5 seconds. a card with the image of objects and offer to remember them, in order to then find them among others at the bottom of the table. The same is with geometric shapes.

Features of the imagination of younger students. The development of the imagination of a primary school student Imagination in children of primary school

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Techniques for the development of fantasy and imagination

1. Increase - decrease.

2. Adding one or more fantastic properties to one person or many people (as fragments or blanks of future fantastic works).

3. Animated drawing.

4. Exclusion of some human qualities.

5. Turning a person into any object.

6. Anthropomorphism.

7. Giving objects of inanimate nature the abilities and qualities of living beings.

8. Giving extraordinary properties to objects of inanimate nature.

9. Revival of dead people, animals, plants.

10. Revival of dead heroes of literary works, in particular, heroes of fairy tales.

11. Revival of the heroes of art paintings and sculptures.

12. Change in the usual relationship between the heroes of fairy tales.

13. Metaphor.

14. Give a new name to the painting.

15. Fantastic association.

16. Fantastic crushing.

17. "How lucky I am."

18. Reception acceleration - deceleration.

19. Acceleration and deceleration of time.

20. Time machine.

21. Chronoclasm.

22. The method of L. N. Tolstoy.

23. Free fantasy.

24. Come up with a fantastic building.

25. Come up with a new mode of transport.

26. Come up with a new holiday or contest.

27. Come up with a dramatic plot.

28. Come up with a new fantasy game.

29. Magical fulfillment of one's own desires and materialization of thoughts.

30. You began to have the gift of telepathy.

31. Method of Nadya Rusheva.

32. Method "RVS".

33. Method of transferring properties.

34. A combination of techniques.

35. Beautiful ancient fantasies with transformations.