Ways to develop imagination from younger students. Development of the imagination of the younger schoolboy

It is believed that the best period for the development of imagination is the senior preschool age. To the transition to school, children must master the receptions of the preparation of new images, converting available. This is necessary for successful learning to many elementary school subjects: mathematics, reading, drawing, familiarization with the outside world. However, not always younger schoolchildren have a well-developed imagination. As a result, problems arise when the student does not know how to make creative stories, find original solutions to the problem, it requires help in the description of the surrounding objects, the performance of creative works. To avoid such difficulties, you need to constantly work on the development of imagination in children of younger school age. This period has its own opportunities for further improvement of imagination, since children are actively developing training activities. Therefore, special exercises with tasks similar to school are a good tool for the development of creative imagination. They are available for both home at home.

What do you need to know parents about the specifics of exercises?

When organizing household sessions with children, it is advisable to know the parents that the specifics of the exercise lies in their differences from the game. The game that even the youngest schoolboy dedicates a lot of time is the free activity of the child. If he does not want to play, nothing will make him do it. In the exercises, learning tasks are clearly allocated, repeated actions in accordance with certain rules. Sometimes a child is difficult to overcome the monotony of actions that are replete with many exercises. He can refuse to perform any task that did not like him. Parents need, given such a feature, make exercises exciting if they want to achieve good results. In addition, creative imagination needs special exercises. In addition to the fantasy, they help children master new ways to create images, which in principle is the basis of creativity. Therefore, parents simply need to be properly organized in the home environment, compliance with certain requirements:

systematics and sequence of exercises;
compliance with the principle "from simple to complex";
creating a motivation of actions (the child should clearly know, for what purpose it will fulfill the task). For example, the parent says: "If you learn to invent new words, you will receive five in reading lessons." Younger schoolchildren are already well perceived by motivation to teach, as they actively form arbitrariness and actions, and mental processes.

Features of the development of imagination in domestic training

What exercises can be offered to develop the creative imagination of younger schoolchildren during domestic training? Teachers allocate developing exercises, including creative tasks (with elements of drawing, modeling, appliqués); Didactic (training) gaming exercises, exercises based on moving games.

Creative tasks

The purpose of creative tasks is to develop the ability to see and draw up images from individual elements, invent new ones on the basis of existing images. Parents are not difficult to carry out similar exercises on the development of imagination, as the younger students love to draw, sculpt, designed.

"Point, point, two hook ..."

The exercise is built on ancient fun, in which elements of creativity are laid. Children remember fun of an early age when the parent drew funny faces, sentenced to fun: "Point, point, two hook, nose, mouth, Rootikchik - turned out to be a little man!" After performing the task, an adult and the child draws arbitrarily different points and hooks, then change the blanks. The task is to turn the slop into funny drawings - images of men. Well after drawing to discuss what they did: funny, clumsy, dying, cunning. Encourage the child to find as many epithets and comparisons.

"Blocks"

The classic exercise, often used by psychologists, is aimed at developing the imagination of younger students. In domestic training, this task will be interesting to children as an original action with paints. Adult shows schoolboy how to use paint and paper in unusual variations. The sheet of paper is folded in half, unfolds, in the middle of the folding of liquid paint (as a drop) is applied to the paint. Then the sheet is folded again. The child is offered with the palm to try filling tightly and deploy again. The resulting blots consider, dreaming, what could it be? Younger schoolboy need to teach to paint the details to the blossom, so that it turned out any image: the cloud closed the sun, spruce spoils the web, a puddle on the road, along which boots are sticking. The more invented images, the better. If you carry out the exercise constantly, then the parent will be convinced that a pretty fast younger schoolboy learns to find original solutions. Such an exercise is well introduced into family leisure, it is more interesting to draw blots to the whole family. You can keep an album where to incur a child's drawings, and trace how his creative imagination is improved.

"Come up and Dorisui"

The cycle of such exercises is aimed at the development of a recreation imagination, and on its basis, creative imagination will be formed, graphic skills, figurative thinking. For such tasks, an adult prepares cards in advance with the drawing of the wrong items themselves, but their unfinished contours. If the children still in preschool age were intensively studied ways to typing and analogies of images of images, then they will not be difficult to draw cards. Therefore, they can offer a complicated version of the task: instead of the contours of the point, which can be mentally assembled in the outlines of different images, circle them and paint. Now many similar benefits can be purchased in the store or find on the Internet and print for classes. At first, it is better if the points are numbered so that the child is easier to navigate into their diversity. After working out the skill, you can offer assignments without numbering. The schoolboy may already occupy his leisure such tasks. But the role of an adult is not excluded, since it is necessary to discuss with the child the resulting images, collect them in the folder to be able to follow the development of imagination.

Themes for such tasks may be:

images of plant and animal world (butterflies, flowers, trees, dogs, kittens);
household belongings (dishes, furniture);
recognizable fabulous heroes (crocodile gene, Cheburashka, Pyratino);
vehicles (car, train, aircraft).

The main thing, it all depends on the preparedness of the younger student, his acquired experience. Parents themselves should focus on what their child can.

"Books - Baby"

A rather complicated exercise, suggests the presence of a schoolboy experience, graphic skills, developed recreation imagination, which will then build creative imagination. An adult makes a selection of small risers that are not difficult to illustrate. You can first consider illustrations in your favorite children's books, discuss how the artist expresses the mood of the heroes that it shows the details, the scenery in which the action takes place. Poems in this case are suitable for any, the main thing is that the child can feel the mood, the emotions that are transmitted to them. For example, it may be poems of authors or folk fun, or poems, composed at home during family leisure:

Guests

Today Cat Vasily
Fluffy and beautiful
And I put on blue,
Your best outfit!
Aunt Nyurochka will come
And her daughter her shrock,
And her cat is Murochka,
And we are very pleased.
M. Shvartz

Update

Birches has a new job - earrings.
Twisted birch on the leg.
Showed earrings Glok,
Dandelion, midge, beam ...
And already do without earrings
During the day and night, the birch cannot:
Even sleeps without taking off the branches
Golden new clothes ...
L. Kudryavskaya

Fish

Where are you, gold fish?
I dream about you all my life!
I'm not a kid not greedy!
Not for a red sense:
I don't need a trick.
Neither, especially, the palace.
Dear fish, where are you?
In the sea? In the lake? In a river?
You are one of my hope
On the fives in the diary!
Sergey Klimchuk

Pestech

Sites squirrel on the cart
It sells nuts:
Sister chantechka,
Sparrow, Bin
Mishke Tolstophal,
Zaine sucker
To whom in Zobok,
To whom in the handkerchief
To whom in a paw.

Chicken-Pestrushechka
In the yard goes,
Chickens displays
Khokholok inflates
Small kids fun.

Didactic gaming exercises

Imagination depends not only on how the child knows how to make new images, but also from life experience, the latitude of fantasy, the richness of erudition. Therefore, one of the tasks of work on the development of creative imagination becomes an expansion of knowledge of the environment. Educational or didactic playing exercises can help this. What didactic games can you offer younger schoolchildren? As a rule, these are verbal games - exercises for the development of the desired properties or exercises with pictures.

"Make a subject"

Popular game - Exercise with cutting pictures, where children train form images using parts. She is familiar with children since the pre-school period. In the younger school age it is required to complicate with more details and more diverse topics. For example, in the task "Collect Flower", you can offer images of not only well-known colors (dandelion, bell, rose), but also little-known, for example, anemones, poppies, violets.

Similarly, the exercise "Collect the animal", where you need to create an image of an animal with the help of cards - elements. The task also contains well-known animals, and exotic: leopard, hippopotamus, panda. Themes may also be household items, transport, professional instruments (doctor, fireman, driver).

"DRUDLY"

Now the popular game is becoming a popular game (English. Doodle - doodle, Riddle - a mystery), that is, pictures in which you want to see images of any objects. Having a good imagination, in one picture you can consider several images. This game is well used as an exercise for the development of creative imagination from younger students in domestic training. Pictures for tasks can be printed from a computer or buy. Adult offers a child to choose any friend and consider it. And then in turn, the parent and the child lists the images that managed to see inside the doodle. In the task there is no correct and incorrect answers, the main thing is the original solution. To support the child's interest in such a rather difficult action, you can exercise in the friend's whole family, making the tasks with a cheerful and exciting business.

"Associations"

A classic exercise that younger students can meet in logic textbooks. However, such tasks can be successfully used to develop creative imagination, as the logical interconnection of the images of the surrounding world is clearly traced. With permanent training, the younger student develops not only logical thinking, but also the ability to find original, non-standard solutions. Initially, such an exercise can be carried out with the help of pictures. For example, an adult offers a child with a picture of a boat, gives a task: pick up all images associated with a predetermined image from the available pictures. It can be: water, paddle, fishing net, vest, seagull, fish, storm, hole. The more elections will be, the better the child has an imagination. When a schoolboy defeat the task with a support for clarity, it will be possible to move on a verbal row (without pictures). The peak of development can be considered if the child learn to connect not only real images, but also abstract, designated, for example, in words: good, sadness, five, life, beauty.

Moving games like exercises for imagination

Some movable, which are like to play the guys so much, can also be used to develop imagination, if you turn them into training exercises. For this purpose, games are suitable where the rules are:

the ability to single out a typical, substantial to the subject;
the ability to portray with the help of the imagination properties one or another image;
come up with a new image based on the conscious.

The main difference of such exercises from the game is that direct learning tasks are more definitely advocated.

"Funny names"

The game with the ball becomes an exercise if certain actions will repeat and repeatedly repeat. Well, if several children participate in it. The presenter throws the ball with any word, the player to whom he flies should be returned with the word denoting a new image of the same subject. The funnier of the new image, the more interest in the exercise. For example, the ball flies with the word "handle", in response - "wristman", book - reader, shoes - rods, bag - drain, shovel - spell. Wins one who came up with the most funny images.

"Where we were, do not say, and what they did - show"

Ancient fun in which children develop the ability to identify the properties of a certain action and depict it, learning through the image of its meaning. Good exercise to offer several children or invite family members. The presenter goes to not hear how the players negotiate that they will show. The game is accompanied by the words of the lead and answers of the players: "Where were you?" - "We do not say!" - "What did you do?" - "Let's show!" With these words, participants represent a conceived effect. The presenter must guess what was conceived. In the exercise it is necessary to go from simple to complex, gradually complicating conceived actions. Do not forget to encourage the child for the original image: Mimicu, poses, movement.

"Ocean is shaking"

The classic game that children and teenagers love to play, can also become an interesting exercise for the development of imagination in the younger school age. You can exercise with one child or with a group of children. Driving turns away from the players and says: "The sea is worried - once! The sea is worried - two! The sea is worried - three! Sea figure in place - Zanri! " When typing text, children perform arbitrary movements (circling, danced, swing). In the last word, the lead turns, the players are "freezing", depicting an image from the sea theme: a boat, anchor, seagull, fish. The presenter comes to any player and "revives" it. The child should be depicted using movements, facial expressions, gestures image that has conceived.

As an option, the exercise can be diversified if the marine figure will be proposed by the lead. For example, when pronouncing the last words, he adds an image from the marine subject: "Sea Figure Ship - Zanri!" Each of the participants should demonstrate the original solution of one figure. The lead is bypasses all the participants, "reviving" them, they show their variation. The more original will be the image, the more interesting the exercise passes.

Another exercise option can be the proposal to portray the bird figure, an animal, any object.

Such simple and accessible exercises can become an excellent tool in order for parents to help younger schoolboy to master creative imagination. They will make a variety of family leisure.

Features of the development of the imagination of younger schoolchildren

Imagination plays an important role in the mental development of the younger student. It complements the perception of the elements of past experience, its own experiences of the child, converts the past and present by generalization, compounds with emotions, feelings, sensations, ideas. Thanks to the imagination, planning and goaling is carried out, in which the future result of the junior student is created in the imagination, exists in his mind and directs its activity to obtain the desired result. The imagination provides anticipation, modeling and creating an image of the future (positive or negative consequences of certain actions, the course of interaction, the content of the situation) by generalizing the elements of the child's past experience and establish causal relationships between its elements. If the youngest schoolboy is deprived of the opportunity to actually act or be in a certain situation, then by the force of his imagination, he is transferred there and performs actions in his imagination, while replacing the reality of imaginary. In addition, the imagination is an important basis for understanding the younger students of other people and interpersonal communication, contributing to the presentation of emotions and states experienced by the others. Thus, the imagination occupies an important place in the structure of the psychic activity of the child, including its cognitive emotional-sensual and behavioral components; It is an integral part of educational and other activities, social interaction and knowledge of younger students: participates in the arbitrary regulation of cognitive processes and mental states of the child, affects the nature of the flow of emotional and volitional processes, ensures targeted planning and programming of various activities.

In the younger school age, the recreation (reproductive) imagination is developing, involving the creation of images according to a verbal description or conditional image, and creative (productive) imagination, which is characterized by significant processing of the source material and the creation of new images. The main direction in the development of imagination in the younger school age is to gradually transition to the increasingly correct and complete reflection of reality on the basis of accumulated knowledge, from simple arbitrary combination of ideas to logically argued combination.

A distinctive feature of the imagination of the younger schoolboy is also his support for specific items, without which it is difficult for them to create images of imagination. In the same way, when reading and telling, the younger schoolchild is based on an image on a specific image. Without this, students find it difficult to imagine, recreate the described situation. At the beginning of younger school age, the imagination relies on specific subjects, but with age in first place the word begins to act.

In the process of learning, with the overall development of the ability of self-regulation and managing their mental activity, the imagination is also becoming an increasingly manageable and controlled process, and it appears within the framework of training tasks related to certain content of training activities. Educational activities contribute to the intensive development of recreation imagination. In the process of studying, younger schoolchildren are reported a lot of descriptive information, which requires constant reconstitution of images, without which it is impossible to comprehend the training material and assimilate it, that is, the reconciling imagination of the younger student from the very beginning of training is included in targeted learning activities. The basis for the imagination of the younger schoolboy is his ideas. Therefore, the development of imagination largely depends on the case of the case of thematic ideas about the various subjects and phenomena of the surrounding world. Junior school age as a whole can be considered the most favorable, sensitive period for the development of creative imagination, fantasy. Games, productive activities, the communication of junior schoolchildren reflect the strength of their imagination. In their stories, conversations, reality and imaginary images are often mixed, and represented unreal phenomena may be due to the law of the emotional reality of the imagination to be worn by children as quite real. The experience is so intense that younger schoolchildren feel the need to tell about it. Such children's fantasies are often perceived by the surrounding people as manifestations of falsehood and deception. However, if these stories fiction in the child do not pursue any benefit, they are not a lie, but fantasy in disagreement with real reality. As the child grows, this fantasy ceases to be a simple continuation of the fantasy of the preschooler who himself believes in his fantasy, as in reality. Younger schoolchildren begin to realize the convention of their fantasy, its inconsistency of reality.

In the consciousness of the younger schoolchildren, real specific knowledge and fascinating images of imagination are coexisted. With age, the role of fantasy, cut off from real reality, is reduced, and the realism of children's imagination increases, due to the expansion of the horizon and the overall awareness of the surrounding reality and the development of the criticality of thinking. The realism of the imagination is manifested in the creation of images that do not contradict reality, but not necessarily the exact reproduction of real events. The issue of the realism of children's imagination is associated with the question of the attitude of the images that arise from the younger students to reality. The realism of children's imagination is manifested in all activities available to it: in games, in visual and constructive activities, when hearing fairy tales, etc. in gaming activities, for example, in a child with age, the demandingness is increasing to affect the gaming situation. Well-known events The child seeks to portray real, as it happens in life, and the change in real validity is often caused by ignorance, the inability is connected, consistently portray valid events. The realism of the imagination in the younger school age is especially pronounced when choosing attributes of gaming activities. Unlike preschoolers, younger students produce strict selection of gaming material on the principle of its maximum proximity to this subject subjects. Acquained in the process of gaming activities by children of younger school age amendments to the gaming situation, imaginary images give the game imaginary features, more and more relevant real reality.

The main directions of development of the imagination of the younger schoolboy:

improving planning to create imaging images;

an increase in the accuracy and certainty of imaging images;

increasing the diversity and originality of the products of imagination;

reproductive reproductive image reproductive elements;

an increase in the realism and control of images of imagination;

strengthening the communication of the imagination with thinking;

transition of imagination from the activity in need of an external support in independent internal activities based on speech.

1. First, images of imagination are vague, unclear, gradually they become more accurate and defined.

2. In the imaging images, only a few signs are first reflected, and by the end of the younger school age much more, and significant.

3. Processing of images, accumulated knowledge and presentations in grade 1 is insignificant, and to grade 3, children accumulate much more knowledge and imaging images are becoming diverse, generalized and brighter.

4. Initially, every image of the imagination requires support to a specific object or its image, model, and then it is gradually developing a support for a word that allows younger schoolchildren to create a mentally new image.

In the younger school age, in general, children can imagine much less than an adult, but they have greater confidence in their imagination and weaker control. Therefore, it often makes the impression that the imagination of children is developed more than in adults. However, the knowledge and ideas constituting the material from which the images of imagination are built, the younger students are much less than that of an adult. The nature of the images of the imagination images used by the younger students, their combinations, quality and diversity is also significantly inferior to adults. The lack of a developed self-control in fantasy generates the illusion of the ease with which the child produces more and more new images of imagination. Children have only greater brightness of images, they are also weakly controlled.

The imagination of the younger student is distinguished by the presence of elements of reproductive, simple playback. Initially, the imagination of younger students is characterized by a minor processing of available representations. In gaming or productive activities, children reflect what he saw and experienced in almost the sequence in which it took place in their personal experience. As the number of elements of reproductive, simple playback in the imagination of the younger schoolchild is becoming less and less. In the future, creative recycling of ideas and the development of creative imagination is enhanced.

The development of creative imagination is facilitated by the following conditions: the inclusion of students in various activities, the use of non-traditional forms of lessons, creating problem situations, excursions, applying role-playing games, independent performance, planning work on the performance of products, the use of various materials, the use of various types of tasks, in including psychological tasks and exercises. These parties of educational and cognitive activity, as a meaningful, organizational, subject, should be activated.

Conditions for the development of the creative imagination of younger students based on interdisciplinary ties

1. Interactive training through cooperation

Methods and techniques: Collaboration at the stage of motivation: conversation, didactic games, cooperation at the organization stage: the wording of the problem by a teacher or students, solving problems of problem-creative problems with brainstorms, visual methods, methodical drawing, cooperation at the control stage: promotion, approval of novelty, the extraordinary ideas, Selection of work for portfolio

Forms of study:

Means of education: The support for knowledge is meaningful and formal, interest based on knowledge of mythology, the use of visibility is not for copying, but for combining, creating a success situation in visual creativity (visibility, methodical drawing, promotion, approval), creative book (portfolio), individual and collective book Evaluation

2. Organization of problem-creative activities

Methods and techniques: Didactic games, conversation, heuristic, problematic and visual methods, the use of visuality (including a methodical figure) is not for copying, but for combining, cooperation and diplomaticity in solving problems, affordable creative tasks of open tina, brain attack, personal or social significance of tasks ; creative atmosphere; The use of a variety of visual materials and techniques, the creation of situations of success, promotion, approval of novelty, the extraordinary intention

Forms of study: Collective-group and individual collective classes, exhibitions, dialogue of cultures

Means of education: the use of contradictions between knowledge of history, mythology and the application of these knowledge in new practical conditions, the discrepancy between knowledge and new requirements; Contradiction between theoretical and practical implementation: the knowledge of the methods and methods of creative imagination; assimilation of the methods of creating an artistic image; The assimilation of receptions of the visual activity of various materials, self-realization in creativity, the performance of control tasks

3. Use of integrated education

Methods and techniques: Block Study on the Fourties (7-10 lessons), support for interprecotect knowledge of history and visual arts, the inclusion of mythology, conversation, visual methods, brain attack, didactic games, the use of the regional component, cooperation, solving problem-creative tasks of practically significant, Zun possessing a visual letter of various materials and technologies

Forms of study: Collective-group and individual collective classes, exhibitions, dialogue of cultures

Means of education: Elimination of the overall basis of the content of objective programs "Fine art" and "History", which can be traced in the mythological knowledge of the content of each of the listed items, the use of verbal, visual and audiovisual means (the latter were used in the first two conditions)

The author believes that since in a comprehensive school, the experience of younger schoolchildren is expanding due to knowledge parallel to the subjects, then educational and educational activities aimed at the development of creative imagination should be based on interdisciplinary connections that allow you to transform the elements of reality using the experience of preceding generations.

Intensive development of the creative imagination of younger students in the learning process takes place on the basis of the principle of creative awakening (creating a creative atmosphere in lessons encouraging students to creative activities on the basis of new, bright, emotional impressions and ideas), the principle of dialogue (creative cooperation of the teacher and students), principle Creative self-expression (reflection of their own impressions in the created images), based on the close relationship between the "external" and "internal" psychological conditions. These include a favorable psychological climate in the classroom team, the trust between the teacher and students, the "openness" of the schoolchildren's experience of creative activity, internal activity estimation locus, etc. Favorable conditions for the disclosure of the creative potential of the teacher and students are created in the framework of innovative learning. The level of recreation imagination, which the child reached the end of younger school age, can be estimated in such indicators as formal adequacy, emotionality, originality and integrity of the recreation of the image. To assess the level of development of the creative imagination of younger students, such criteria can be used as quantitative productivity, the originality of the imagination, the flexibility of using ideas.

Developed imagination is the key to the success of the child in the future. It is this quality that helps to easily learn, engage in scientific, creative projects, find a solution in difficult situations. A rich imagination forms the identity of the child, introduces it to the world of art and technology.

However, these qualities are not manifested in children spontaneously. If they do not engage in their development specifically, then by 18 years, these abilities are faded.

In this article, effective exercises and advice were collected, which will help parents feed and school students develop imagination and creative abilities from their children.

Why work with childhood imagination

Two by two is four

The basis of any training is a recreation imagination. The ability to represent something in the mind, relying on the verbal description or a schematic image. Everything that the child has ever seen and remember, it can reproduce or present again.

Resting imagination is a "path" to memory images. The better the development is developed, the faster the person remembers and repeats the material has already passed. The multiplication table, axioms and theory, historical facts, a variety of definitions of concepts, etc.

But first, children learn to reproduce sounds, intonation, words. Imitate adults in the actions, producing their own line of behavior. The richer such experience, the more successful the process of communication and the development of the experience of interaction with other people.

"Stick, stick, ogrechek - that man came out"

The functions of the imagination are responsible for the possibilities of the preschooler logically process the new material, for example, to connect different parts into a single integer. Collect a puzzle or constructor, to determine the system of signs by which people relate to a particular profession, etc.

The formation of this skill begins in practice (for example, during the game in multicolored cubes), in the future, it turns into an entirely in the imagination area and allows you to operate with categories available only in theory (for example, the structure of the planet Earth).

Ultimately, the imagination allows you to connect elements together according to a specific logic, to highlight any of them in one or more features, restore the overall picture, which specifies the missing elements.

Carpet aircraft, princess frog and boy with finger

The development of the imagination in children in the younger school age allows "juggling" by various properties of famous items: to connect them, to allocate too much, replace, exaggerate some of them, simplify and turn into a schema and much more. Ultimately, a new item will be obtained or an old one is upgraded.

This skill allows you to transfer any actions from the practice to theory and analyze the possible result. For example, conclude that tea will become tasteless if you add salt into it.

All opportunities for the development of creative imagination in children of preschool age serve its successful development, socialization and acquisition of useful skills and skills. Ultimately, give the opportunity to convert the world around your requests when the role of a subordinate person goes into the rank of the Creator and the manager.

Development of imagination in children of preschool age

Many parents are surprised by things that their child naughnthazned: games, plots of drawings, fear, some non-existent events from life. The thing is that adults have already lost a significant part of the possibilities of their fantasy, and the imagination in children begins to develop quite early and occupies most of its cognitive activity.

Development of imagination in children of primary school age is closely connected with visual art. Recreation of already familiar images, a child can transform them in accordance with their vision of the world, receiving new topics.

The development of imagination is in close connection with the desire of preschoolers to try new activities. Parents can take advantage of this by creating the necessary conditions for stimulating a child to classes: prepare a variety of types of paper (corrugated, crepe, velvet, with glitters, for watercolor, parchment, etc.), organize a working space (table, chair, double-sided lighting, Set of stationery tools, napkins for hands), etc.

Development of imagination in preschool age There are several stages:

From birth up to 3 x years Imagination is very weak. The child is engaged in the "collection of information" - to study the properties of objects, their influence on its condition. All mental processes are formed in relationships with each other, so it is important for the active development of imaging in the future to properly organize the space around the child. It is important that the relationship in the family is loving, harmonious, the child was given the opportunity to freely study the diverse phenomena and the objects of the surrounding world, a healthy day of the day was installed.
In 3 years Most of the children have already discovered the possibility of verbal speech and can give objects born their fantasy, the form for expression. It is from this that the formation of imagination as an independent process and as part of cognitive activity depends. At this time, attention should be paid to an increase in the vocabulary stock, for this you need to talk a lot with the child, listen to audio fairy tales, to teach poems and songs.
4-5 years old - This is an age in which fantasy becomes the necessary element of role-playing games. Parents are important during this period to create conditions for "reincarnations": to maintain the activity of the child, to invent or buy costumes, objects for games, participate. It can be games in the cook, seller, alien aliens, student school, etc. This kind of classes is an excellent way to develop imagination, the attraction of the baby to the existing social relations, preparations for fulfilling various social roles in the future. Ultimately, this is the preliminary stage of active creative activity.
6-7 years old - age in which the imagination is active applied. A child at this age can already take himself independently: draw, decorate, create a collage, cut, make simple crafts. He is already planning his employment, can prepare materials for the game and think over its scenario. During this period, parents are important to properly organize the time of their Chad, paying attention to the training for school, that is, regularly developing classes that benefit and joy the child.

Exercises for the development of imagination from preschoolers

To the question of how to develop an imagination in a child, you can answer: classes with a child vary depending on personal family preferences: you can attend special educational schools or organize their homes. In the second case, the following exercises are perfect:

Offer the child of the workpiece (geometric shapes drawn on paper or cut, for older children - bulk figures (cone, pipe, cube, etc.) and ask to paint or glue new elements to it to make something original. The result may be animals, items, cartoon characters, etc.
Collect puzzle. It may be an option from the store or made by yourself. To do this, cut into a few parts a picture on thick paper.
Prepare in advance flat geometric figures made of colored paper or felt, offer the child to assemble the collage of them. It may be a bird, a house, New Year's fir, etc.
Offer the Cell to create your own house and help with the choice of materials. Sofa pillows, polypropylene mats, bedspreads, boxes, etc. can go into move.

Development of imagination in the younger school age

As with the development of creative imagination in children of preschool age, the process of developing fantasies and creative opportunities for schoolchildren should contribute to positive personal development, to be diverse and aimed at studying the social device and the knowledge of the surrounding world.

All classes are still gaming, but another difficulty level. It is important to include in the classroom elements of self-control, to attach to different types of activities. The more Chado will be able to do it yourself, the better.

As a rule, parents and school begin to make children serious demands at once the field of receiving new status, "first grader". It is involuntarily to compare the possibilities and achievements of children. Parents should praise the results of the child's labor ("I like what you did", "I am glad that you got faster today," "I love, when you do that", etc.).

Comparison with what happened to other children, it is better to exclude: you need to follow how the baby develops and compare only with the results he received before ("I am glad that today you did it myself, without the help of adults", " I like your drawing very much, all lines in it are neat and it is very bright ").

For the development of imagination in class of free applied creativity, younger students are important to avoid ready-made patterns ("so correctly, and so - no"), it will be more appropriate to formulates: "To make a little more careful?", "I want to consult with you that you want to think about to ... ". When it is important to train a child to some reception or technology, it is necessary to specify this: "Now I will help you learn to do ... There are certain rules that need to follow."

The discussion of the task before the occupation allows you to protect free creativity from criticism, if the parents and the child did not agree in advance what they do: they learn to accurately perform recipes (Mom's position) or draw a variety of bizarre doculs (Cad's opinion).

During this period, the support of parents in the study of new material on educational subjects is important, but it is impossible to move to the second plan of the work of creativity, because in the school program they are given only 1-2 lessons.

The cognitive activity of the child during this period should be a research character for the schoolboy independently found the materials that he needed for training. It should be offered open tasks for solving, rebuses, passage of labyrinths, etc.

For the establishment of a child's relationship to changed living conditions (inclusion of school), itself, the positive attitude of parents, joint classes, walking on weekends, traveling. It is necessary to turn on the game torque in those classes where possible. All this develops and creates a favorable soil for the development of imagination.

Negative influence in this regard will be the requirements of the school and parents to "learn well" (you should look, and this boy learns well, etc.) without paying attention to the needs of the child himself.

Exercises for the development of imagination from younger students

Since the child at this age is already able (or learns) to write and read, these features should be actively used. Here are some examples of exercises that can be used in class:

"Prepare a story on the picture". After viewing the picture or their row, you should ask the child to come up with a complete plot, in which all heroes are connected with each other. You can complicate the task, offering new requirements: so that the proposals begin with a certain word (or they ended) so that the story contains a riddle to tell the story on behalf of one of the scene heroes, etc.
"Ploy to the Future". In this task, you should ask for a schoolchildren to draw or tell, or otherwise to portray some item that now does not exist, but maybe in the future, which he will come up with. To expand perception, you can suggest thinking about the part of the imaginary world (system of objects): roads, park, city life, etc.
"Attention, actors actors!". In this task, the child should offer on their own to speak with some number: song, dance, scene from life, etc. Adults are important to help with the choice of materials, but do not dictate its solution to the problem.

How to develop imagination in a teenager

The task of imagination at this age is to serve its owner for progressive self-development. The abilities over which the child worked in previous periods, now help him to learn perfectly, easy to cope with the tasks. And, on the contrary, if the imagination and creativity in childhood did not develop specifically, the senior schoolboy will experience difficulties in learning and further socialization.

During this period, the schoolboy must be aimed at the active mastering of various directions of applied activities. Here are embodied and all creative abilities are developing, which it possesses. Sewing, embroidery, design, cooking, a variety of homework, repair is just an approximate list of what can be mastered in adolescence.

"The enemy" in this period will be passivity, inaccessible dreaminess, replacement of real life imaginary. Help how to cope with them can be trained goaling, diary, independence, additional employment in circles and sections.

Design and research assignments at school are built on the possibilities of imagination and creative abilities. If a child hardly copes with them, it means that parents need to help fill these gaps. The following exercises will be useful here:

Pilot experimental activity. It should be offered to the child to carry out an experiment, but before starting to actively act, you need to specify the course of work, safety equipment, and that is especially important, try to imagine the future result.
Modeling. Here will be available ready-made sets for creativity or prepared independently. In the second case, it can be a cardboard model of the house in which a schoolboy, park, etc. lives.
Theatre. Very good influence on the development of imagination, self-knowledge is involved in various stages. They can be organized with a teenager with friends, you can sign up for courses or to theatrical school.

Modern life dictates certain requirements for the younger generation. By 18 years old must be formed a versatile creative personality, actively participating in public relations.

A person must have a rich experience of applied activities, developed intellectual abilities. The successful formation of these qualities is directly related to the work that was previously produced by a child for the development of imagination.

Imagination- This is the opportunity to create new images (presentations) by processing preceding experience. The imagination is the highest mental function and reflects reality. However, with the help of imagination, a mental departure is carried out beyond the limits of directly perceived. The main task is to represent the expected result before it is implemented.

Imagination and fantasy are inherent in each person, and especially these qualities are inherent in children. Indeed, the ability to create something new, unusual, is laid in childhood, through the development of higher mental functions, which include imagination. It is the development of imagination that needs attention to raising a child aged five to twelve years. This period scientists are called sensitive, that is, the child most favorable for the development of cognitive functions.

There is no doubt that imagination and fantasy are the most important parties to our life. If people were not possessed by these functions, humanity would lose almost all scientific discoveries and works of art, children would not hear fairy tales and could not play many games, could not assimilate the school curriculum. After all, any training is associated with the need to submit something, imagine, operate with abstract images and concepts. All artistic activities are based on active imagination. This feature provides a new child, an unusual look at the world. It contributes to the development of abstract-logical memory and thinking, enriches individual life experience.

But, unfortunately, the educational program of primary classes in modern school provides for an insufficient number of techniques, training techniques, exercises for the development of imagination.

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

In general, any problems associated with the development of children's imagination, the younger students usually do not occur, so almost all children, many and diverse in preschool childhood, have a well-developed and rich imagination. The main issues that in this area can still arise before the child and the teacher at the beginning of the training concern the connection of imagination and attention, the ability to regulate figurative views through arbitrary attention, as well as the assimilation of abstract concepts that imagine and submit to a child, like an adult person, hard enough.

In this regard, you can use a number of techniques:

1. Methods "Verbal Fantasy" (speech imagination).

The child is invited to come up with a story (story, fairy tale) about any living being (man, animal) or something else on choosing a child and set out it orally for 5 minutes. At the invent of the topic or the plot of the story (stories, fairy tales) is given up to one minute, and after that the child starts up.

During the story, the fantasy of the child is assessed by the following signs:

the speed of the processes of imagination;
unusualness, originality of imaging images;
the wealth of fantasy;
depth and workout (detailed) images;
impressiveness, emotionality of images.

For each of these signs, the story is estimated from 0 to 2 points.

0 points are placed when this sign is practically absent in the story. 1 point story gets in the event that this feature is available, but it is relatively weakly expressed. 2 points story earns when the corresponding sign is not only available, but also expressed quite strongly.

If during one minute the child did not come up with the story story, then the experimenter himself tells him any plot and for the rate of imagination 0 points are put. If the child himself came up with the story story by the end of the title time (1 minute), then in the speed of imagination, he receives an estimate of 1 point. Finally, if the child managed to come up with the story story very quickly, during the first 30 seconds, or if he came up with one minute for one minute, and at least two different plotters, then 2 points are placed on the basis of "speed of imagination processes".

The unusualness, the originality of the imagination images is regarded by the following way.

If the child simply retold the fact that once heard someone or saw somewhere, then on this sign he gets 0 points. If the child retold the famous, but at the same time he made something new on him, then the originality of his imagination is estimated at 1 point. In the event that the child came up with something that he could not see or hear somewhere before, then the originality of his imagination receives a rating of 2 points.

The richness of the child's fantasy is also manifested in the variety of images used by him. When evaluating this quality of imagination processes, the total number of various living beings, objects, situations, situations and actions, various characteristics and signs attributed to all of this in the child's story are recorded. If the total number of the above ten, then for the wealth of fantasy, the child receives 2 points. If the total number of parts of the specified type is in the range from 6 to 9, then the child receives 1 point. If there are few signs in a story, but in general, at least five, then the richness of the child's fantasy is estimated at 0 points.

The depth and development of images are determined by how many in the story are presented parts and characteristics related to the image that plays a key role or the central place in the story. It also provides estimates in the three-point system.

0 points The child gets when the central object of the story is shown quite schematically.

1 point - if, when describing the central object, its detail is moderate.

2 points - if the main image of his story is painted quite in detail, with many different characterizing items.

An impressionability or emotionality of imaging images is estimated at whether it causes interest and emotions from the listener.

0 points - images are little interesting, banal, do not impress the listening.

1 score - images of the story cause some interest from the listener and some response emotional reaction, but this interest along with the appropriate reaction will soon fade.

2 points - the child used bright, very interesting images, the attention of the listener to which, once arising, was then not faded, accompanied by emotional reactions of the type of surprise, admiration, fear, etc.

Thus, the maximum number of points that the child in this technique can obtain for its imagination is equal to 10, and the minimum is 0.

2. Method "Figure"

In this method, the child is offered a standard sheet of paper and markers (at least 6 different colors). The child gets the task to come up with and draw some picture. This is given for 5 minutes.

Analysis of the picture and evaluation of the child's fantasy in points was carried out in the same way as an analysis of oral creativity in the previous method, according to the same parameters and using the same protocol.

3. Methodology "Sculpture".

The child is offered a set of plasticine and a task, using them, in 5 minutes, make it possible to make any craft, cut it out of plasticine.

The child's fantasy is estimated at approximately the same parameters as in previous methods from 0 to 10 points.

0-1 score - for the newly set for work for 5 minutes the child could not think of anything and make hands;

2-3 points - the child came up with and cut out of plasticine something very simple, for example, a cube, a ball, a wand, ring;

4 -5 points - the child made a relatively simple handicraft, in which there is a small amount of simple details, no more than two - three;

6 - 7 points - the child came up with something unusual, but at the same time not distinguished by the wealth of fantasy;

8 - 9 points - a child-invented thing is quite original, but not worked out in detail;

10 points - a child can only be obtained if the thing invented by them and is quite original, and has been worked out in detail, and is characterized by a good artistic taste.

Thus, tested students of experimental and control classes, we can estimate the overall level of development of their imagination as follows.

25-30 - points - a very high level;

19 - 24 points - high level;

10 -18 points - medium level;

5 - 9 points - low level;

0 - 4 points - very low.

Types of imagination

Children of younger school age distinguish several types of imagination. It can be rest(creating an image of an object according to its description) and creative (Creation of new images requiring material selection in accordance with the design). Creating imaging images is carried out using several ways:

Agglutination

Hyperbolization

Schematization

Typification.

The basis of creating any imaging images is a synthesis and analogy. The analogy may be close, immediate and remote, stepped. For example, the appearance of the aircraft resembles a hovering bird. This is a close analogy. Spaceship - remote analogy with a spacecraft.

In the process of schoolchildren's training activities, which goes in primary classes from living contemplation, a large role, as psychologists noted, plays the level of development of cognitive processes: attention, memory, perception, observation, imagination, memory, thinking. Development and improvement of imagination will be more effective in targeted work in this direction, which will entail and expand the cognitive capabilities of children.

Thus, it is impossible to disagree with the conclusions of psychologist scientists, researchers that the imagination is one of the most important mental processes and on the level of its development, especially in children of younger school age, the success of the school program depends largely.

Despite the larger entity of the election teachers, the teacher needs to set the task of selecting additional material to the studied works provided by the program that allows you to most effectively combine the training of younger students with the development of their cognitive opportunities, including imagination, and most fully use the specificity of reading as Training subject.

Forms and methods for the development of imagination
In children of younger school age in reading lessons

The software content of reading as a training subject consists of a number of sections:

oral folk creativity, which includes Russian folk songs, fairy tales, epics;
russian classic (poetry and prose);
literary fairy tales (et al.)

The literary works presented in the textbooks, in my opinion, open a wide scope to the teacher for the selection of exercises and tasks for the development of imagination and creative fantasy in elementary students.

The imagination is closely associated with such qualities as emotionality, interest, many personal qualities. Based on the interconnection of the imagination with the above qualities, I will work on the development of imagination in reading lessons.

Imagination and emotions

Any emotion has an external expression. Each person has its own idea of \u200b\u200bthe external signs of one or another feeling. The ability to correctly recognize the state of the hero of the literary work on the severity of feelings, allows the child to penetrate the work deeper into the essence of the work, feel the idea of \u200b\u200bthe author, to determine which of the heroes is positive, and who is negative.

At every lesson reading the main for the development of imagination and emotions, is the use of schematic images of human emotions. The task of children is to choose more precisely for this hero, for this particular situation, an emotional image. First, children try to depict the selected emotion on their face and explain why this is exactly the schematic image of emotion, he considers the most appropriate. For example, when studying the fairy tale, Odoevsky V.F. "Moroz Ivanovich" children offer to find emotion in the scheme, characterizing all the main characters, analyze individual episodes and show their emotional significance.

Episode 1. The needlewoman was a smart girl: early got up, herself, without a nyanyushka, dressed up, and inserted from bed, he was taken to work: the stove of the rope, the breads of Mesal, the hunt of the chalk, the rooster fed, and then went to the well.

Episode 2. And the Sleavita blended at the bed, squeezed out, with her side turned on the side ... .. I'll get up, jumps, and it will take to the window of the flies: how many people flew away. How everyone recalcifiates the Lenivian, so does not know what to do and what to do; she would be in the bed, but I don't want to sleep; she would eat, but I don't want; It would take to the window of flies - and even tired. Sitting, the coremary, crying and complains of all that it is bored, as if in that other guilty.

Episode 3. Here the old man woke up, asks to lunch. The Lenivians dragged him a pan as it was, even the tablets did not underculate. Moroz Ivanovich tried, frowned, and the sand so shook him on his teeth.

In the last lesson, studying this product, I propose to choose the most liked episode and pick up appropriate emotions or emotions.

Emotions are closely related to intonation. In the reading lessons, I use the exercise "which means intonation". This exercise develops imagination on auditory images. Students read an excerpt from the work of A.S. Pushkin "Tale of Tsar Saltan":

Wind on the sea walks
And the ship cares;
He runs himself in the waves
On raised sails
Past the island of steep
Past the city of big;
Guns with pier Palaat,
Ship sticking ...

with different intonations: "kindly", "sad", "gentle", "angry", "indifferent", "complaints". Each child should read with his intonation, trying to give his emotional color to the text.

A similar task can be used and when reading the prosaic work "What is the dew on the grass" L.N. Tolstoy.

... when you carelessly eat a sheet with Rosink, then the droplet rushes like a light bead, and you will not see how the stem slip down. It happened, you will break such a cup, slowly bring to your mouth and drink to Rosink, and the Rosinka is tastier every drink seems.

During the study of Bassen I.A. Krylova "Marty and glasses", "Voron and Fox", "Mirror and Monkey" I use the game "Pantomime". This game is a developing and optimizing emotional background by activating the imagination. All children got into a circle. In turn, each came out in the middle of the circle and with the help of facial expressions and gestures showed any action from the Bassen. The rest of the guys were to guess what character and from which fable was conceived by the lead. The winners were determined by those children who most correctly portrayed the planned scene.

Exercise "The revival of the picture" is similar to the game "Pantomime", but with a complicated plot. This exercise is well developing a figurative imagination and used when studying the epic "Dobrynya Nikitich", "Dobrynya and Snake", "Ilya Muromets and the nightingale robber." Each row I propose an envelope with the name of the epics, with a certain story of it. The students then showed a dumb scene illustrating the plot of the paintings. Opposite teams must explain what they saw, call the work. Then the artists team explained what they were depicted, after which the teams change places.

Imagination and interests

It is no secret that the teacher must build a lesson so much, so to present the educational material so that the work studied has caused genuine interest from the guys. For this, you can use the following exercises and games:

The game "Archimedes".

The game "Inventor".

Game "Fan"

The game "transform".

Imagination and personality

It is well known that the imagination is closely related to personality and its development. The identity of the child is constantly influenced by all the circumstances of life. However, there is a special scope of the child, which provides specific opportunities for personal development - this is a game. The main mental function, providing the game, is the imagination, fantasy.

Imagining game situations and implementing them, the child forms a number of personality properties, such as justice, courage, honesty. Through the work of the imagination, compensation is compensation for insufficient, still real opportunities to overcome the vital difficulties, conflicts, solve problems of social interaction.

The game "script".

The game "On the contrary".

In addition to the above-described work on the development of imagination and its relationship with emotions, interests and personal qualities, we widely use such techniques, such as verbal drawing, writing creative works, illustrating works.

To enhance the emotional level of artistic text, for the development of imagination, you can use verbal drawing or illustrating, which is carried out on issues or tasks of this type: "How do you imagine the situation at a point of action? Imagine that all this is painted in the picture. Tell me as if all this is in front of your eyes "

The verbal paintings (predominantly oral, less often - written) "draw" to those episodes that are most significant in understanding the ideological idea of \u200b\u200bthe work; Also illustrated the descriptions of nature in poetic works, portraits of heroes. To one story "draw" two or three pictures - illustrations, thus, it turns out a picture plan, which reflects the most important points of the work.

A variant of verbal drawing is the so-called imaginary screening: students can be suggested verbally to draw a row of personnel, imagining that the story passes before their eyes on the screen. Imaginary screening can be carried out with almost all students.

One of the complex, but interesting forms of creative restructuring of the text, in my opinion, is his dimension. The transition from the usual reading to the stage is the reading of the roles. When retelling, children transmit only dialogues, and the presenter (child) briefly describes the situation, against which the action flows.

Education Education "Belarusian State Pedagogical University named after Maxim Tank"

Department of General Psychology

Course work on general psychology

"Development of imagination in the younger school age"

Students 404 groups
Faculty of natural science
Worn Anna Borisovna

Manager:
Candidate of Psychological Sciences
Chinicoil Svetlana Ivanovna

Minsk 2012.
CONTENT
Keeping ................................................................................ 4
Chapter1.The correct imaginationin psychology ...... ... ..................... ... 6
1.1. Imagination imaging ..................... .................................... 6
1.2. Types of imagination .......................................... .................. 8
1.3. Features of imagination in the younger school age ...... ..16
Chapter 2. Development of imagination ................................................ .19
2.1. Development of imagination in the younger school age. ............ .19
2.2. Diagnosis of the level of development of imagination ........................ .... 23
Conclusion ..........................................................................34
List of sources used .......................................... 36
Applications ......................................................... ............ ... 38

Introduction
The 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 the mental process is that the imagination is probably characteristic only for a person and strangely associated with the activities of the body, while being at the same time the most "mental" of all mental processes and states. The latter means that in any other, except for imagination, the perfect and mysterious character of the psyche does not appear. It can be assumed that it is the imagination, a desire to renew and explain to attract attention to mental phenomena in antiquity, supported and continues to stimulate it in our day.
The imagination is a special form of reflection, which is to create new images and ideas through the processing of available representations and concepts. The development of imagination goes along the lines of improving the operations of replacing real objects imaginary and recreating imagination. The child gradually begins to create on the basis of existing descriptions, texts, fairy tales are increasingly complex images and their systems. The content of these images is developing and enriched. Creative imagination develops when the child not only understands some expressive techniques (hyperbola, metaphor), but also apply them on their own. Imagination becomes indirect and deliberate.
In general, any problems associated with the development of children's imagination, the younger students usually do not occur, so almost all children, many and diverse in preschool childhood, have a well-developed and rich imagination. The main issues that in this area can still arise before the child and the teacher at the beginning of the training concern the connection of imagination and attention, the ability to regulate figurative views through arbitrary attention, as well as the assimilation of abstract concepts that imagine and submit to a child, like an adult person, hard enough. Thus, the diagnosis and development of imagination in children of primary school age is relevant.
purpose Course work - to explore the features of the development of creative imagination.
Tasks Course work:
1. Reveal the nature of the creative imagination on the basis of the analysis of educational literature.
2. Examine ways to develop creative imagination from younger students.
3. Conduct experimental work on the diagnosis and development of creative thinking of younger students.
Thing course work - Development of imagination from younger students.
An object course work - the process of exercises for the development of imagination from younger students.
Hypothesis: If you use a system of exercises for the development of creative thinking, its level will increase significantly and will further increase the overall level of the learner of younger students.
The paper uses methods for analyzing theoretical, methodological, practical literature on this issue, the method of statistical data when evaluating the results of the experiments carried out.
Relevance of the topic:the problem of the development of the creative imagination of children is relevant in that this mental process is an integral component of any form of creative activity of the child, his behavior as a whole.
The value of imagination, fantasy in the life of the child pointed out almost all psychologists studied ontogenesis of mental development. Some of them (V. Stern, D. Dewey) argued that the imagination of the child is richer than an adult imagination, others (LS Vygotsky, S.L. Rubinstein, Kulagin I.Yu) indicated the relativity of children's imagination, which can only be estimated in comparison with the pace of development of other mental processes.
The laws of development of creative imagination identified for each age stage are based on the basis of building new training programs and the allocation of special tasks in them aimed at the activation of creative processes and abilities.
However, it should be noted that in psychological and pedagogical literature, issues of psycho-regulation of the creative activity of junior sklnits in general and, in particular, imagination are not enough. The solution to this issue requires the allocation of the psychological foundations of the formation and development of imagination, to which the objective and subjective components of the creative activities of younger students should be attributed. The knowledge of the structural characteristics of the psychoregulation of creative activities of younger schoolchildren will make it possible to more effectively solve the tasks for the development and improvement of the creative imagination of children of younger school age.
The relevance of the study of general patterns of development of imagination is dictated, on the one hand, the logic of the development of psychological theory, and on the other hand, the needs of pedagogical practice.

Chapter 1 The problem of imagination in psychology
1.1. Theoretical problems of imagination in the psychology of imagination
Along with memory images, which are copies of perception, a person can create completely new images. In images, it may also be what we are not directly perceived, and what does not matter in such a form in reality. These are images of imagination. So, "Imagination is a cognitive process that consists of creating new images on the basis of which new actions and items arise," said I.V. Dubrovina et al. (2001).
Each image created in the imagination is to some extent and reproducing and the transformation of reality. Playback is the main characteristic of the memory, the transformation is the main characteristic of the imagination.
Images of imagination are based on memory views. But these ideas are subjected to deep changes. Memory presentations are images of objects and phenomena, which we currently do not perceive, but sometimes perceived. But we can, on the basis of knowledge and relying on the experience of mankind, to create ideas about such things that have never been perceived earlier. For example, "I can imagine the sandy desert or tropical forests, although I didn't have to go there," V.M. writes Melnikov (1987). Imagination is the creation that the experience of man has not yet existed that he did not perceive in the past and with which he had not met before. Nevertheless, all new, created in the imagination, everything, one way or another, is associated with really existing.
All representations of the imagination are built from the material obtained in past perceptions and stored in memory. The activities of the imagination are always the processing of those data that are delivered by sensations and perceptions. From "nothing" imagination cannot create (blind from birth can not create a color image, deaf - sounds). The most bizarre and fantastic products of imagination are always built from the elements of reality.
Imagination is one of the fundamental characteristics of a person. It is most clearly manifested by the difference between a person from animal ancestors. Pinsk B.I. I wrote: "By itself, the fantasy, or the power of imagination, belongs to the number not only precious, but also universal, universal abilities that distinguish the person from the animal. Without her, it is impossible to make a step not only in art ... Without the power of imagination it would be impossible to even move the street through the flow of cars. Humanity, devoid of fantasy, would never start the rocket into space "(1962, p. 84) D. Didro exclaimed:" Imagination! Without this quality, it is impossible to be a poet, nor a philosopher nor a smart person nor a thinking creature, nor a person ... Imagination is the ability to cause images. A person who devoid of this ability would be a stupid. "
With the help of imagination, a person reflects real reality, but in other, unusual, often unexpected combinations and connections. Imagination converts reality and creates new images on this basis. The imagination is closely related to thinking, therefore it is capable of actively converting life impressions, knowledge gained, perception and presentation data. In general, the image is connected with all sides of the mental activity of a person: with his perception, memory, thinking, feelings.
Any activity of a person, the result of which is not the reproduction of impressions or actions in his experience, and will belong to this second kind of creative or combining behavior. The brain is not only an organ that preserves and reproducing our previous experience, it is also an organ of a combining, creatively processing and creating new provisions from elements of this former experience and new behavior. According to L.S. Vygotsky (1997), the imagination is called "It is this creative activity based on the combining ability of our brain".
R.S. Meals (from 220, 1995) determines the imagination as "a special form of a human psyche, standing apart from other mental processes and, at the same time occuping an intermediate position between perception, thinking and memory." The specificity of this form of the mental process is that the imagination is probably characteristic only for a person and strangely associated with the activities of the body, while being at the same time the most "mental" of all mental processes and states. The latter means that in any other, except for imagination, the perfect and mysterious character of the psyche does not appear. It can be assumed that it is the imagination, the desire to understand him and explain attracted attention to mental phenomena in antiquity, supported and continues to stimulate it in our day.
As for the mysteriousness of this phenomenon, it is that so far we have almost nothing to know about the mechanism of imagination, including its anatomy-physiological basis. Where in the brain of a person is localized imagination? With the work of any nervous organic structures, it is connected? We can't answer these important issues to these important questions, which, of course, does not mean the small importance of this phenomenon in the psychology and behavior of a person.
It is right here in the opposite way, namely: we know a lot about what value imagination has in a person's life, as it affects his mental processes and conditions and even on the body.
Thanks to the imagination, the person creates, it is reasonably planning its activities and manages it. Almost all human material and spiritual culture is a product of the imagination and creativity of people, and what significance this culture has for the mental development and improvement of the species "Homo Sapires", we already know quite well. The imagination displays a person beyond his momentary existence, reminds him of the past, opens the future. Possessing a rich imagination, a person can "live" in different time that no other living creature in the world can afford. The past was recorded in memory images arbitrarily resurrected by the effort of will, the future is represented in dreams and fantasies.
Imagination is the basis of visual-shaped thinking, allowing a person to navigate in a situation and solve problems without direct intervention of practical actions. It largely helps him in those cases when practical actions or impossible, or difficult, or are simply inexpedient (undesirable).
How are the images of imagination arise, for what laws are their construction?
A.N. Leontyev (1972) determines the imagination as a cognitive process, which is based on the analytical and synthetic activity of the human brain. The analysis helps to allocate individual parts and signs of objects or phenomenon, synthesis - to combine into new, still not encountered combinations. As a result, an image or image system is created in which the actual reality is reflected in a person in a new, converted, modified form and content.
1.2 Types of imagination
Auto-educational allowance I.V. Dubrovina et al. (1999) allocate the following types of imagination.
Involuntary or passivein the ability - new images under the influence of poorly aware or unconscious needs. These are dreams, hallucinations, horses, the state of "crazy rest."
So, images are intense in unintentionally. To the opening of the mystery of sleep, people came only at the end of 19 - 20 century. Scraps of memories of the past are bizarrely combined in dreams, they are born inadvertently, enter unexpected, sometimes completely meaningless combinations. Extremely, a radiant state can occur the same. Sechenov said that dreams are "unprecedented combinations of experienced impressions."
Despite all the fantasticity of dreams, they can contain only what was perceived by a person. Today some dream mechanisms are known.
For example, irritation may be served for dreams, which receive the body of a sleeping person.
Sometimes the cause of sleep is the stormy events that have occurred the day - sleep dreams on the same topic, in the continuation of these events.
Sleep - product of a healthy psyche. Dreams see all people. Studies of recent years lead scientists to the idea that dreams are even necessary for the normal work of our brain. If you deprive a person of dreams, it can lead to psyche disorder. The product of the patient or unhealthy psyche is hallucinations.
Hallucination is also passive, unintentional imagination. In humans, mentally abnormal or not all healthy, images of fantasy acquire the features of reality. In the ardent, they compete with what he really perceives. If he is a long-deceased relative, he talks to him, as alive, never doubts the reality of the latter. Such "dreams in reality" are called hallucinations.
Hallucinations appear in various mental illness, under the influence of strong experiences - the feelings of longing, fear, obsessive thoughts.
With auditory hallucinations, the patient hears voices, music, sounds. Voices are threatening him, then something is asked. At the same time, the voices are quiet, loud, "ordered", as a result of which a person performs unexpected actions. This psychological disorder often occurs on the basis of alcoholism.
Spectative hallucinations usually occur with such diseases such as epilepsy, hysteria, as well as alcoholics that have come down to the state of white hot.
These phenomena Vottsky L.S. (1995) explains that significant sedns of the mental brain is constantly in a greater or lesser degree inhibitable. Traces of past perceptions combined in fantasy images cause the same reaction as real stimuli.
Greens are passive, but deliberate imagination. These are dreams that are not associated with the will aimed at their execution. People are cutting about something pleasant, joyful, tempting, and in the Greazakh, the connection of fantasy with needs and desires is clearly visible.
Passive imagination rarely becomes an impulse of the creative process, since "Spontaneous", independent of the will artist's image, is more often a product of the Creator's subconscious work hidden from him. Nevertheless, observation of the creative process, described in the literature, make it possible to bring examples of the role of passive imagination in artistic creativity. So, Franz Kafka paid a solely role in his work, imprinted them in their fantastically gloomy works.
Arbitrary, or active imagination - This is the process of deliberate design of images due to the deliberately set goal in one way or another. This type of image occurs at an early age and gets the greatest development in children's games. In the game, children take over various roles (pilot, driver, doctors, women - Yagi, etc.). The need to build their behavior in accordance with the pleasant role requires the active work of imagination. In addition, you need to imagine the missing items and the situation itself. The active imagination is characterized by using them, a person in his own will causes appropriate images.
The authors of the textbook "Psychology" (1987) in originality arbitrary (active) imagination is divided into recreative, or reproductive, and creative.
Recreation, or reproductive imagination is the construction of an object image, phenomena in accordance with his verbal description or according to the drawing, a scheme, a picture. In the process of recreation imagination, new images arise, but new subjectively, for a given person, and objectively they already exist. They are already embodied in certain cultural items. When reading artistic and educational literature, when studying geographical, historical and other descriptions, it is constantly necessary to recreate with the help of fantasy what is said in these sources. Any viewer, the reader or the listener must have a fairly developed recreation imagination to see and feel what he wanted to convey and express the artist, writer, narrator. An excellent school of development of the recreation imagination is the study of geographical maps.
The essence of the recreation imagination is that we reproduce what they themselves did not directly perceive, but what other people are reported to us (speech, drawings, diagrams, signs, etc.). We, as if deciphering signals, characters, signs. For example, an engineer, considering the drawing (system of lines on a sheet), restores the image of the machine, which is "encrypted" with conventional notation.
A.V. Petrovsky (1976) believes that the recreation imagination plays an important role in human life. It allows people to share experiences, without which life is unthinkable in society. It helps each of us to master the experience, knowledge and achievements of other people.
In the reproductive imagination, the task is to reproduce reality in the form of what it is, and although there is also an element of fantasy, such an imagination is more like perception or memory than creativity. So, with reproductive imagination, a direction in art, called naturalism, as well as in part, realism can be correlated. It is well known that according to the paintings I.I. Shishkin Botany can explore the Flora of the Russian Forest, since all plants on its canvases are discharged with "documentary" accuracy. Works of artists-Democrats of the second half of the 19th century. I. Kramsky, I. Repin, V. Petrov, with all their social pointedness, are also searching for form as close as possible to the copying of reality.
With the phenomenon of imagination in the practical activity of people the famous artist K.F. Jouu (1959) primarily connects the process of artistic creativity. Creative imagination is an independent creation of new images that are implemented in original activities. Images are created without support on a ready description or a conditional image.
The role of creative imagination is enormous. New original works are created, which has never been. However, their characters (artists, sculptors, writers) are so vitally, are real, which you begin to treat them, like alive (Don Quixote, Natasha Rostov, Anna Karenina).
But sometimes recreation of reality is not satisfied with the realistic method of the artist. Reality is passed through the productive imagination of the creators, they will design it in a new way, using light, color, by filling their works with air vibration (impressionism), resorting to a point image of items (Pointelism in painting and music), decomposing an objective world on geometric shapes (cubism) etc. The fruit of such an imagination is Roman M. Bulgakov "Master and Margarita", the fantasy of the Strugatsky brothers, the famous abstract canvas P. Picasso "Gernika", where the chaotic jet of geometric figures arises quite a specific image, a specific thought, reflecting the tragic events of the war in Spain 1936 1939
Special type of imagination S.D. Smirnov (1985) calls the dream. The dream is always aimed at the future, the prospects for the life and activities of a particular person, a particular person. The dream allows you to schedule the future and organize your behavior for its implementation. To imagine the future (that is, what is not) a person could not without imagination, without the ability to build a new image. And a dream is such a process of imagination, which is always directed not just to the future, but in the desired future.
The dream does not give an immediate, objective product of activity. But always impetus to activities. K.G. Pouustovsky said that the essence of man is the dream that he lives in his heart. "Nothing is so deeply hiding like a dream. Maybe because it does not endure the smallest ridiculous and, of course, does not carry the touch of indifferent hands. Only like-minded people can be believed to believe. " To the images of this kind, as a dream, are human ideals - images that serve him with samples of life, behavior, relationship, activity. The ideal is an image in which the most valuable, meaningful features for this person and personality properties are presented. In the image - the ideal is expressed by the tendency of personality development.
Another kind of creative imagination is a fantasy or dreaminess. Here, the desired future does not communicate directly with the present. Fantasy images include fabulous fantastic and science fiction images. In fantasy, objects and phenomena are presented, which in nature is not. And fairy tales, and science fiction - the result of creative imagination. But their authors do not see ways to achieve what he draws them imagination.
Each item, no matter how everyday and far from fantasy, it seems to of one way or another the result of the work of imagination. In this sense, it can be said that any item made by the hands of a person is a dream implemented. The new generation uses a thing about which they dreamed and who created their fathers. Implemented dream causes a new need to generate a new dream. At first, every new achievement seems beautiful, but as it is developing it, people begin to dream of the best, bigger.
The essence of imagination lies in the ability to notice and allocate specific signs and properties in items and phenomena and transfer them to other items. The authors of the textbook "Psychology" (2001) allocate several techniques of imagination.
Combining - a combination of individual elements of various types of objects in new, more or less conventional combinations. Combination is a creative synthesis, and not a simple amount of already known elements, this is a process of substantial transformation of elements from which a new image is built.
Private combination case - agglutination - a way to create a new image by connecting, gluing completely different objects or their properties. For example, a centaur, dragon, Sphinx - a lion with a man's head or a carpet - a plane when the ability to fly from the bird to another subject. This is a fabulous image: the conditions at which the carpet could fly are not taken into account. But the imaginable transfer of the ability of birds to the flight to other bodies is justified. Then they studied the terms of the flight and carried out a dream - a plane appeared. Such connections of different objects exist not only in art, but also in the technique: Trolleybus, Aerosani, Tank - Amphibian, etc.
Accentration is the emphasising of certain damns (for example, an image of a giant). This method is based on the creation of cartoons and friendly cartoons (smart - very high forehead, lack of mind - low).
The emphasis is manifested in several specific actions:
1. The exaggeration is intentional emphasising the peculiarities of the human appearance;
2. Exaggeration or inconsistency (Boy-C-finger, seven-headed snakes - Gorynych);
3. Typification is a generalization and emotional saturation of the image. This is the most difficult way to create an image of creative imagination.
Individual features of imagination are determined by:
1) the degree of ease and difficulty, with which person it is generally given imagination;
2) the characteristic of the created image itself: nonlapica or original finding solution;
3) In which area is brighter, the creation of new images (personal orientation) occurs faster.

Figure 1. "Types of imagination"
1.3 Features of the imagination in the younger school age
In the child, the imagination is formed in the game and at first inseparable from the perception of objects and performing gaming actions with them. In children, 6-7 years old, imagination can already be relying on such objects that are not at all similar to the replaced. Parents and, especially grandmothers and grandparents, who like to give their grandchildren of large bears and huge dolls, often involuntarily inhibit their development. They deprive them of the joy of independent discoveries in games. Most children do not like very naturalistic toys, preferring symbolic, homemade, giving exposure of fantasy. Children, as a rule, like small and inexpressive toys - they are easier to adapt to different games. Large or "quite like real" dolls and animals are few contribute to the development of imagination. Children develop more intense and get much more pleasure, if one and the same wand performs in various games and the role of the gun, and the role of the horses, and many more other functions. In the book of L. Kassille "Kondiit and Svambra", a bright description of the relationship of children to toys is given: "The accurate lacquered figures represented the unlimited possibilities of using them for a wide variety of and tempting games ... Both Queens were especially comfortable: Blonde and Brunette. Each Queen could work for the Christmas tree, the cab driver, the Chinese Pagoda, for the flower pot on the stand and for the bishop. "
Gradually, the need for an external support (even in a symbolic figure) disappears and interiorization occurs - the transition to gaming action with the subject, which is in fact there is not, to the object transformation of the subject, to the giving to it a new meaning and the presentation of actions with him in the mind, without real action. This is the origin of the imagination as a special mental process.
A feature of the imagination of younger schoolchildren, manifested in educational activities, first is also a support for perception (primary image), and not to represent (secondary image). For example, a teacher suggests the task in class lesson, requiring the situation. This may be such a task: "Barge sailed along the Volga and was lucky in herbs ... kg of watermelons. There was a pitch, and ... kg of watermelons burst. How many watermelons remain? ". Of course, such tasks launch the process of imagination, but need special tools (real objects, graphic images, layouts, schemes), otherwise the child makes it difficult to advance in arbitrary actions of imagination. In order to understand what happened in holds with watermelons, it is useful to give a drawing of barges in the context.
In lessons with children, we often offer children to develop imagination. In this case, the material that is used in the educational process must be applied strictly set. For example, with the help of numbers, we propose to imagine anything. To do this, it is enough to ask for children a question: "What is the unit?". And immediately get answers: "On a person who gives flowers", "on the crocodile standing on the hind legs." And - on the springboard, plane, giraffe, snake ... This task gives children the opportunity to see that the same numbers can be very strict, obeying the mathematical rules (the line "necessary", "the same for all", "correctly" ), and at the same time alive, creating your own capabilities (the line "I want", "not as well as everyone", "great"). Such games with numbers or other educational materials not only stimulate the development of imagination, but also serve as a kind of bridge between two types of thinking, abstract logical and shaped.
The most vivid and free manifestation of the imagination of younger students can be observed in the game, in drawing, writing stories and fairy tales. In the children's work of manifestation of imagination, it is diverse: some recent real validity, others - create new fantastic images and situations. Compounding stories, children can borrow the stories famous to them, stanza poems, graphic images, sometimes without noticing it. However, often they specifically combine famous plots, create new images, hyperbolizing individuals and qualities of their heroes. The relentless work of the imagination is an effective way of knowledge and assimilation by the child around the world, the opportunity to go beyond personal practical experience, the most important psychological prerequisite for the development of the creative approach to the world. Often, the activity of imagination lies at the heart of the formation of personal qualities, relevant to a particular child. The poem A. Barto "On the way to class" serves as an excellent illustration of this last position:
Often, in their imagination, children create dangerous, terrible situations. The experience of negative voltage in the process of creating and deploying images of imagination, the plot control, interruption of images and returns to them not only exercises the imagination of the child as an arbitrary creative activity, but also contains the therapeutic effect. At the same time, experiencing difficulties in real life, children as defense can go into an imaginary world, expressing doubts and experience in a dream and fantasy.
Output : Thus, imagination is a special form of the human psyche, thanks to which the person creates, it is reasonably planning its activities and manages it. Imagination complex mental process having several types:
arbitrary and involuntary;
recreative and creative;
dreams and fantasies.
The initial forms of imagination for the first time appear in the early age of communication with the origin of the plot - role-playing game and the development of the iconic-symbolic function of consciousness. Further development of imagination is in three directions. First, along the expansion of the circle of replaced objects and the improvement of the replacement operation itself. Secondly, on the improvement of the operations of the recreation of imagination. Thirdly, creative imagination develops. The development of imagination is influenced by all types of activity, and in particular drawing, game, design, reading fiction.
The imagination activity is carried out using the following mechanisms: combination, emphasis, agglutination, hyperbolization, schematization, typification, reconstruction.
Chapter 2. Development of imagination.
2.1 Development of imagination in the younger school age.
In the younger school age, the child in his imagination can already create a variety of situations. Forming in gaming substitutions of some objects by others, imagination goes to other activities.
In the context of studying activities, the child's imagination impose special requirements that encourage him to arbitrary actions of imagination. The teacher at the lesson invites children to imagine the situation in which some conversion of objects, images, signs occur. These learning requirements encourage the development of imagination, but they need to reinforce special tools - otherwise the child makes it difficult to advance in arbitrary actions of imagination. It can be real objects, schemes, layouts, signs, graphic images, etc.
In experiments, J. Piaget used tasks in which the subject was required to imagine the consistent steps of some physical transformation.
The child was shown the rod, standing vertically and fortified by one end, and asked to imagine (in the drawing, gestures, etc.) serial positions that occupy the rod during the fall process, turning into a horizontal position. It turned out that the children of the six-seven years could not cope with this task.
In another experiment, the child was given a glass with a certain amount of liquid and asked to guess the result of moving fluid into a glass of different shape: 1) whether the amount of liquid will be maintained; 2) What will be the height of the fluid pillar in the second cup.
Children of the six-seven years have made the right predictions about the height of the fluid pillar and maintaining its quantity. However, the most interesting is the transitional stage, on which the child predicts the change in the level correctly, but then denies the preservation of the amount of fluid.
From such studies, J. Piaget concluded that the imagination undergoes genesis is similar to the fact that intellectual operations pass: first the imagination is static, limited by the internal reproduction of states available to perception; As the child develops, the imagination becomes more flexible and movable, capable of anticipating the consecutive moments of possible conversion of one state to another.
J. Piaget separates the imagination, as he previously did it with perception, from intellectual operations; He distinguishes him as well from perception. The imagination of a higher level is developing in a pair with specific operations, but it is impossible to identify it with them.
J. Piaget believes that a flexible, capable imagination can actually help with operational thinking, even necessary for him. The most bright imagination is manifested in drawing and writing stories and fairy tales. Junior schoolchildren, as well as in preschoolers, we can observe a large variability in the nature of children's creativity: some children recreate real reality, others are fantastic images and situations. Depending on this, it is possible to conditionally divide children on realists and videos. Special interest of the child can be a fantastic, frightening and attracting the world of fairy tales. Devils, Water, Less, Mermaids, Solders, Fairies, Fairy Tale Princesses and many other characters of folk art, creatures created by individual fantasy, along with completely realistic images of people determine the content of mental work and the products of the child. Of course, the content of the drawings of the child depends on the cultural baggage, which is determined by the spiritual level of the family and the degree of orientation of the child himself on the real or imaginary reality.
Composing all kinds of stories, rhymes "poems", coming up with fairy tales, depicting various characters, children can borrow the plots known to them, stained poems, graphic images, sometimes not noticing it at all. However, often the child specially combines well-known plots, creates new images, hyperbolyuing individuals and the qualities of their heroes. Child, if he has enough speech and imagination, if he enjoys the reflection on the meanings and the meaning of words, verbal complexes and images of imagination, may come up with and tell an entertaining plot, can improvise, enjoying his improvisation itself and including other people.
In the imagination, the child creates dangerous, terrible situations, when, for example, it is necessary to go to the Black-Black Mountain, climb into the deepest cave and in full darkness to move to the cherished goal, without reacting to frightening sounds, not afraid of multiple echo, flashing in the lumens of the shadows Multiple reflections of mysterious mirrors, etc. The main thing is to overcome, find a friend, access to light, hope and joy. The experience of negative voltage in the process of creating and deploying imaginary situations, the plot management, interruption of images and returning to them are trained by the imagination of the child as an arbitrary creative activity.
In addition, the imagination can act as an activity that brings the therapeutic effect.
The child, experiencing difficulties in real life, perceiving his personal situation as a hopeless, can go to the imaginary world. So, when there is no father and it brings inexpressible pain, in the imagination you can find the most wonderful, most unusual - generous, strong, courageous father. In the imagination, you can even save your father from mortal danger, and then it will not just love you, but also appreciate your courage, resourcefulness and courage. Father-friend is a dream not only boys, but also girls. Imagination gives a temporary opportunity to relax, get rid of the voltage in order to continue to live on without a father. When peers are oppressed - they beat, threatened with violence, humiliate morally, in the imagination you can create a special world in which a child or solve your problems with your own generosity, reasonable behavior, or turns into an aggressive lord who brutally takes poses with its offenders. It is very important to listen to the statements of the child about oppressing his peers. What dominates his emotions - the arrangement, bewilderment about the behavior of offenders or aggression? Just understanding the deep feelings of the child, you can try to help him.
When constantly breaks down and shouts on his child a nervous and unfortunate mother, in the imagination you can find a good fairy or make a feat, save your mother from terrible danger. But you can desire a mother of death - after all, it is so unfair ...
Imagination, no matter how fantastic it is in its storyline, relies on the regulations of the real social space. Having survived, in his imagination, good or aggressive motives, the child, thereby, can prepare for himself the motivation of future actions.
Imagination with all its benefits to prepare for creative activity can lead a child from the real world, giving a painfulness of his mental life.
Imagination can start a child and in a dead end, creating obsessive images that really persistently pursuing the child. In this case, special assistance is required.
As mentioned above, images of imaginations in some children can be close to Eidetic images, which have not only brightness and discriminations, but also procedural, they may involuntarily change before the inner eyes of the child. At the age of seven-eleven years, the child can continue to be dependent on the emerging images of imagination, but he may, putting certain efforts, manage their appearance and development, encouraging the free flow of visual or sound associations, or interrupt it depending on his will. Involuntarily arising images of imagination burden the child; The liberation from their spontaneous pressure requires a special application for effort and control.
The child can strain from involuntarily arising images of imagination, sometimes feel unhappy, but he finds the attractive sides of the immersion in the spontaneously arising world of imagination, which for him acts as a different reality than the natural, subject and social world of human relations.
The imagination in the life of the child plays a big role than in the life of an adult, manifesting me much more often, and more often allows violation of life reality. The tireless work of the imagination is the most important way to know and master the child of the surrounding world, the way to go beyond personal practical experience, the most important psychological prerequisite for the development of the ability of creativity and the method of mastering the normativeness of social space, the latter forces the imagination directly on the development of personal qualities.
The mental development of a child attending school, qualitatively changing thanks to the requirements for educational activities. The child is now forced to enter the reality of figurative-iconic systems and into the reality of the objective world through a constant immersion in a situation of solving a variety of educational and vital tasks.
Main goals who are solved in the younger school age:
1) Penetration into the secrets of linguistic, syntactic, etc. Language structure;
2) the absorption of the meanings and meanings of verbal signs and the independent establishment of their subtle integrative ties;
3) the decision of the mental tasks associated with the transformation of the objective world;
4) the development of arbitrary aspects of attention, memory and imagination;
5) Development of imagination as a way to go beyond personal practical experience as a condition of creativity.
2.2 Diagnostics of the level of development of imagination in children of primary school age
The study was carried out on the basis of 2 "a" class (experimental group) and 2 "b" class (control group) of high school.
The experiment consists of three stages:
- stateing;
- forming;
- Control.
purpose the stateing experiment is to identify the level of development of imagination from younger students. For this, we used the methods for diagnosing imagination based on the generalization of the characteristics of the child's development of 6-8 years.
The imagination of the child is assessed by the degree of development of his fantasy, which in turn can manifest itself in stories, drawings, crafts and other products of creative activity.
Methodology 1. "Verbal Fantasy" (speech imagination)
It is necessary to come up with a story (story, fairy tale) about any living being (man, animal) or something in some other child choosing and set out it orally for 5 minutes. On the inventing the theme or the plot of the story (stories, fairy tales) is given up to one minute, and after that the child starts up.
During the story, the fantasy of the child is assessed by the following signs:
1. The speed of the processes of imagination.
2. Unusualness, originality of images.
3. The wealth of fantasy.
4. Depth and workout (detailed) images.
5. An impressionability, emotionality of images.
For each of these signs, the story receives from 0 to 2 points.
0 points are placed when this sign is practically absent in the story.
1 point story gets in the event that this feature is available, but it is relatively weakly expressed.
2 points story earns when the corresponding sign is not only available, but also expressed quite strongly.
If for 1 min, the child did not come up with the plot of the story, then the experimenter himself tells him any plot and for the speed of imagination puts 0 points. If the child himself came up with the story story by the end of the one left for this minute, then in the speed of imagination, he receives an estimate of 1 point. Finally, if the child managed to come up with the story story very quickly, during the first 30 seconds of the allotted time, or if he came up with one minute for one minute, and at least two different plots, then 2 points are put on the sign of the "speed of imagination processes".
The unusualness, the originality of images is regarded by the following way.
If the child simply retold the fact that once heard someone or saw somewhere, then on this sign he gets 0 points. If the child retold the famous, but at the same time he made something new on him, then the originality of his imagination is estimated at 1 point. Finally, if the child came up with something that he could not see or hear anyone earlier, then the originality of his imagination receives an estimate of 2 points.
The richness of the child's fantasy is also manifested in the variety of images used by him. When evaluating this quality of imagination processes, the total number of various living beings, objects, situations, situations and actions, various characteristics and signs attributed to all of this in the child's story are recorded.
If the total number of named exceeds 10, then for the wealth of fantasy, the child receives 2 points. If the total number of parts of the specified type is in the range from 6 to 9, then the child receives 1 point. If there are few signs in a story, but in general, not less than 5, then the richness of the child's fantasy is estimated at 0 points.
The depth and elaboration of images are determined by the fact that the details and characteristics relating to the image (person, animal, fantastic creature, object, subject, etc.) are presented in the story, which plays a key role or a central place in the story. It also provides estimates in the three-point system.
0 points The child gets when the central object of his story is shown quite schematically, without a detailed study of its aspects.
1 point is placed in the event that, when describing the central object, its detail is moderate.
2 points in the depth and elaboration of images The child receives in the event that the main image of his story is painted in sufficient detail in sufficiently, with many diverse parts characterizing it.
The impressionability or emotionality of images is assessed by whether they cause interest and emotions from the listener.
If the images used by the child in his story, are of little interest, banal, do not impress the listening, then the fantasy of the child is estimated at the discussed sign. If the images of the story cause interest from the listener and some response emotional reaction, but this interest along with the relevant reaction will soon fade, the impressionability of the child's imagination receives an estimate equal to 1 point. And, finally, if the child was used bright, very interesting images, the attention of the listener to which, once arising, was then not faded and even intensified by the end, accompanied by emotional reactions of the type of surprise, admiration, fear, etc., then the impression of the story The child is estimated at the highest point - 2.
Thus, the maximum number of points that the child in this technique can obtain for its imagination is equal to 10, and the minimum is 0.
Conclusions on the level of development
8-10 points - high.
3 -7 points - medium.
0 - 3 points - low.
Technique 2. "Figure" (artistic imagination)
In this method, the child offers a standard sheet of paper and markers (at least six different colors). The child gets the task to come up with and draw some picture. This is given to 5 minutes.
Analysis of the picture and evaluation of the child's fantasy in points is made in the same way as an analysis of oral creativity in the previous method, according to the same parameters and using the same protocol.
Methods 3. "Sculpture" (artistic and applied imagination)
The child is offered a set of plasticine and task: for 5 minutes, make any craft, cauting it from plasticine. The child's fantasy is estimated at approximately the same parameters as in previous methods, from 0 to 10 points.
0-1 The score is placed in the case if the time for the time set for the task (5 min) it was never able to think of anything and make it hands.
2-3 points The child gets when he invented and cut out something very simple, for example, a ball, a cube, a wand, ring, etc.
4-5 points The child earns in the event that he made a relatively simple cracker, in which there is a small number of ordinary parts, no more than two or three.
6-7 points a child is put in the event that he came up with something unusual, but at the same time not distinguished by the wealth of fantasy.
8-9 points The child gets when the thing invented the thing is rather original, but not worked out in detail.
10 points On this quest, a child can only be obtained if the thing invented by it is very original, it has been worked out in detail and is characterized by a good artistic taste.
Comments on the method of psychodiagnosis of imagination. Methods for estimating the development of the imagination of a child of younger school age through his stories, drawings, crafts chosen not by chance. This choice corresponds to the three main types of thinking in the child of this age: clearly effective, visual-shaped and verbally logical. The child's fantasy is most fully manifested in relevant types of creative activities.
Conclusions on the level of development
Evaluation of 8-10 points indicates the presence of a child of deposits to the type of activity for which the development of the corresponding type of imagination is essential. That is, the imagination is quite developed.
An assessment in the range from 4 to 7 points is a sign that in general this child has a satisfactory imagination.
An estimate equal to 3 and less points, most often acts as a sign of the child's unpreparedness to training in elementary school. Imagination is not developed, which largely complicates the course of training in general.
At the beginning of the experimental work, we have a statement experiment. The basis of the three techniques described by us in the first paragraph of this section of the course work are taken.
Table number I.


Name of children	Age	Methodik № 1	Methodik № 2	Methodik № 3
1. Mile	8 years 6 months	middle	low	tall
2. Dima	8 years 4 months	middle	middle	low
3. Zhenya	8 years	tall	middle	low
4. Alik.	8 years	low	middle	low
5. Pasha	8 years	middle	middle	tall
6. Ksyusha	8 years 7 months	low	low	middle
7.Desha M.	8 years 2 months	middle	tall	low
8. Dasha P.	8 years 3 months.	tall	middle	low
9. Albert.	8 years 2 months	middle	low	tall
10.Article	8 years 4 months	middle	middle	low

Table number II.

	High level	Average level	Low level
Methods No. 1.	20%	60%	20%
Method No. 2.	10%	60%	30%
Method 3.	30%	10%	60%
Average	20%	43%	37%

Thus, the average indicator of the conducted techniques shows that the level of development of the imagination of 43% of the guys have an average level of development, 37% - low level of development; 20% - high level.
Methods and techniques for the development of creative imagination
Starting to the next, developing, stage of the experiment, we define the principles for the development of creative thinking among younger students:
1. Before proceeding with the development of creative activities, they should form their necessary speech and mental skills for this.
2. New concepts should be entered only in a sign of the content.
3. The content of developing techniques should be focused on the identity of the child and its interaction with other children.
4. The focus must be mastered by the meaning of the concept, and not the rules of grammar.
5. It is necessary to teach a child to seek a decision, given, first of all, possible consequences, and not absolute advantages.
6. Stimulate children to the statement of their own ideas about the problem being solved.
In a developing experiment, we tried to maximize the proposed principles in the exercises offered by children and games.
In addition to the tasks used in the following experiment, the following games were offered to younger schoolchildren.
1.Igra "Archimedes".
The goal is to intensify the work of fantasy, and thus stimulate the child to learning activities.
Description: When studying works, children are offered a number of problems. The task of the guys give as much ideas as possible to solve these problems. For example, in the lesson of reading when working on the work of L.N. Tolstoy "lion and dog" offer to resolve the following problem: how can I soothe lion?; When studying the fairy tale "Frog-traveler" - how to continue the journey as a fallen frog?
Answers of all children as a whole can be described as complete, deployed, containing causal relations.
However, Pachachina Dasha and Vesseropsky Zhenya showed the greatest activity in the game. It was peculiar to them the ability to move away from the "Right Answer" template and think widely. The latitude of the horizons is good knowledge of the environment and properties of objects - helped find original "outputs" and "solutions" in the proposed situations.
Difficulties were tested by Ksyusha, Dima, Artem, Alik. To activate their activities in the game process and not to release from sight, they were appointed co-leading. The task was to declare the situation and evaluate the originality of the answers.
2. Agra "Inventor".
The goal is along with a fantasy to activate thinking.
Description. This game was used when meeting Russian folk fairy tales. Children were offered several tasks, the result of which should be the invention. The fairy tale "Sister Alyonushka and Brother Ivanushka" - invent a fabulous spell, with the help of which the brother Ivanushka, turned into a goat, will take a human appearance. The fairy tale "Ivan Tsarevich and a gray wolf" - imagine that the wolf fell ill and could not help Ivan Tsarevich, invent the fabulous type of transport, where Ivan Tsarevich would be moved. In the lessons of mathematics, this game was based on the search for a reverse solution of tasks with the original condition.
In this game, Artem and Alik were leading in this game, showing the inventor skill and the ability to work with applied material.
M. Dasha, among other things preferring drawing lessons, depicted invented inventions on paper.
P. Dasha and Zhenya in the first game of P. Dasha and Zhenya, successfully continued to perform tasks and in this game, but to a greater extent it concerned the spell inventing, that is, working with verbal material.
Co-leading in this game was Lisa, Pasha, Albert, not yet manifested themselves.
3.Iigra "Fan"
The goal is used for the development of fantasy and combinatorial skills for young school children.
Description: Children were offered a few cards with the image of objects or fabulous heroes. On the left is one subject, on the right - three. In the center, the child should draw three complex subjects (fantastic), in which objects from the right and left half are combined. When studying works by D.N. Mine-Siberian "The fairy tale about the brave hare is long ears, oblique eyes, a short tail" on the left was offered an image of a hare, right - wolf, foxes and a bear. Game with numbers and mathematical symbols in mathematics lessons.
In this game, absolutely everything quite actively participated. For more success in fulfilling the tasks, we combined children into the pairs.
4.Iigra "Transformations".
The goal is to develop the ingenuity of the child, that is, the imagination in combination with creative thinking, expand the area of \u200b\u200bthe child's presentation of the world.
Description: This game is built on a universal mechanism of children's game - imitation of object functions. For example, children were offered with the help of facial expressions, pantomimics, imitation of action with objects to turn an ordinary subject (for example, a hat) into a completely different subject, with other functions.
The holding of this game did not cause problems with understanding the task or manifestation of activity. Each of the children was prepared independently and consciously. The game took place in the form of a concert, when each of the participants went to the board and showed a task for everyone.
To improve the internal situation in the class, the parties moved to the end of the audience, freeing the space in the center. For more interest, they created a jury from school teachers. The jury's task was to determine the basic property, the most brightly manifested in the child's speech. Thus arose nominations of originality, ingenuity, resourcefulness, etc.
Miss-fantasy and Mr. - ingenuity, allowed by M. Dasha and Pasha, respectively, were announced by the main nominations.
In addition to holding games, exercises were used for the development of children's imagination. We give their examples.
1. Let the story of his life tell a favorite toy - soap in the bathroom, the old sofa, eating a pear.
2. Take the old, well-known child, the book and try together to come up with a new story to the illustrations of it.
3. Offer a new turn in an old fairy tale, let the child continue. For example, a red hat did not say the wolf, where the grandmother's house and even threatened to call the woodcutter.
4. Lay the reproductions of paintings, the content of which the baby is not yet known. Give him the opportunity to express my own version of drawn. Perhaps it will not be too far from the truth?
5. Continue drawing. A simple figure (eight, two parallel lines, square, triangles, standing on each other) should be turned into part of a more complex pattern. For example, you can paint the face, a ball, a wheel of a machine, glass from glasses from a mug. Options are better drawing (or offering) in turn. Who is bigger?
6. "Rogue". We draw for a friend of arbitrary snapshots, and then change the leaves. Who will turn the snatch into a meaningful drawing, he will win.
7. One picture can be painted together by making several strokes in turn.
8. Draw paints not only with the brush. You can draw a finger, the paint can be sprayed through the straw for the juice, dripped from the tassels right onto the sheet. The main thing, after the paint gets dry, look closely, try to see the plot and draw a drawing. What is it like a big green drop?
9. "Non-existent animal." If the existence of a hammer fish or needle fish is scientifically proven, the existence of fish-thimble is not excluded. Let the child blowing: "What does a saucepan fish look like? What feeds the scissors and how can I use a fishe magnet? "
10. Imagination will be useful and with a sufficient discussion of serious topics. What is bad and what good snowfall? How can I use ice? What is the benefit of mosquito?
Exercises were used as a warm-up at each lesson. Moreover, each new occupation was accompanied by a new exercise. Using the principle of novelty, we tried to stimulate the interest of children to develop imagination.
Control experiment
At the end of the formative experiment, a test experiment was carried out in which we used the same diagnostic techniques based on the generalization of the peculiarities of the development of the mental operations of the child 6-8 years.
The results of the control experiment are somewhat different with the results of the statement. We give the results of each technique.
Table number III. tall
middle
middle
3. Head
8 years
tall
middle
middle
4. Alik.
8 years
tall
middle
middle
5. Pasha
8 years
middle
tall
tall
6.xyusha
8 years 7 months
middle
tall
middle
7.M.Desha
8 years 2 months
tall
tall
middle
8.P. Dasha
8 years 3 months.
tall
middle
middle
9.Albert.
8 years 2 months
middle
tall
middle
10.Article
8 years 4 months
middle
tall
middle
As a result, in three methods, the results were obtained reflected in Table No. II.
80%
-
Average
43%
57%
-
Conclusions and offers
As can be seen from the results reflected in Table No. VI, there is no low level of development of imagination. The indicator of the high level of imagination was increased by 23%, the average level of imagination was increased by 14%.
Based on the data obtained, it can be concluded that the effectiveness of the system we applied is quite effective, since the growth rate of the development of creative imagination in children of primary school is traced. Thus, the hypothesis of our research was confirmed.
At the end of the experiment, we gave the following recommendations for the development of imagination from younger students:
1. In the process of learning, give assignments for "inventing" non-standard solutions of standard situations, and this may occur, as the experiment showed, at any lesson, starting with literature and ending with works, drawing and physical education.
2. Periodically carry out extracurricular activities of which the creative approach is certainly. Moreover, voicing tasks, initially emphasize the need for imagination, fantasy.
3. For high-quality spending on change, we recommend using the exercises for imagination. At the end of the week, you can sum up on the "tireless" and "original" fantasy.
4. At the same time, you can allow children to invent and conduct "their" games and exercises to develop imagination.
5. You can also attract children of this class to introductory work on the development of imagination in children in other (parallel) classes.

Conclusion
Imagination is the opportunity to create new images (ideas) by maning the preceding experience. The imagination is the highest mental function and reflects reality. However, with the help of imagination, a mental departure is carried out beyond the limits of directly perceived. The main task is to represent the expected result before it is implemented.
Imagination and fantasy are inherent in each person, and especially these qualities are inherent in children. Indeed, the ability to create something new, unusual, is laid in childhood, through the development of higher mental functions, which include imagination. It is the development of imagination that needs attention to raising a child aged five to twelve years. This period scientists are called sensitive, that is, the child most favorable for the development of cognitive functions.
There is no doubt that imagination and fantasy are the most important parties to our life. If people were not possessed by these functions, humanity would lose almost all scientific discoveries and works of art, children would not hear fairy tales and could not play many games, could not assimilate the school curriculum. After all, any training is associated with the need to submit something, imagine, operate with abstract images and concepts. All artistic activities are based on active imagination. This feature provides a new child, an unusual look at the world. It contributes to the development of abstract-logical memory and thinking, enriches individual life experience.
But, unfortunately, the educational program of primary classes in modern school provides for an insufficient number of techniques, training techniques, exercises for the development of imagination.
It has been proven that the imagination is closely connected with other mental processes (memory, thinking, attention, perception) serving training activities. Thus, not paying enough attention to the development of imagination, primary school teachers reduce the qualitative level of learning.
In the experimental work, we clearly proved the need to diagnose creative imagination in younger students, and also showed the results of a formative experiment that fully confirmed the course work hypothesis, which if using a system of exercises for the development of creative thinking, its level will increase significantly and will increase in the future to increase the overall Level of learner of younger schoolchildren.

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