Imagination in younger students. Development of imagination in schoolchildren of different age groups

It is believed that the best period for the development of the imagination is the senior preschool age. By the time they enter school, children must master the techniques of creating new images and transforming existing ones. This is necessary for the successful teaching of many primary school subjects: mathematics, reading, drawing, familiarization with the outside world. However, younger students do not always have a well-developed imagination. As a result, problems arise when the student does not know how to compose creative stories, find original solutions to the problem, he needs help in describing the surrounding objects, performing creative work. To avoid such difficulties, it is necessary to constantly work on the development of imagination in children of primary school age. This period has its own opportunities for further improvement of the imagination, as children actively develop learning activities. Therefore, a good tool for developing creative imagination are special exercises with tasks similar to school ones. They are available for holding at home.

What do parents need to know about the specifics of exercise?

When organizing homework with children, it is advisable for parents to know that the specificity of the exercises lies in their difference from the game. The game, to which even the younger student devotes a lot of time, is the free activity of the child. If he doesn't want to play, nothing will make him do it. In the exercises, the learning tasks are clearly identified, repeated actions in accordance with certain rules. Sometimes it is difficult for a child to overcome the monotony of actions that abound in many exercises. He may refuse to perform any task he does not like. Parents need, given this feature, to make the exercises fun if they want to achieve good results. In addition, creative imagination needs special exercises. In addition to fantasizing, they help children master new ways of creating images, which, in principle, is the basis of creativity. Therefore, parents just need to organize everything correctly at home, observing certain requirements:

systematic and consistent exercise;
adherence to the principle “from simple to complex”;
creation of motivation for actions (the child must clearly know for what purpose he will perform the task). For example, a parent says: “If you learn to think up new words, you will get fives in reading lessons.” Younger schoolchildren are already well aware of the motivation for learning, as they actively form the arbitrariness of both actions and mental processes.

Features of the development of imagination in home schooling

What exercises can be offered to develop the creative imagination of younger students during home schooling? Teachers distinguish developmental exercises, including creative tasks (with elements of drawing, modeling, applications); didactic (training) game exercises, exercises based on outdoor games.

Creative tasks

The purpose of creative tasks is to develop the ability to see and compose images from individual elements, to invent new ones based on existing images. It is not difficult for parents to carry out such exercises to develop the imagination, as younger students love to draw, sculpt, and design.

"Dot, dot, two hooks..."

The exercise is based on an old fun, which contains elements of creativity. Children remember well the fun from an early age, when the parent drew funny faces, saying a nursery rhyme: “Dot, dot, two hooks, nose, mouth, cucumber - it turned out to be a little man!” When completing a task, an adult and a child draw arbitrarily different dots and hooks, then change blanks. The task is to turn the squiggles into funny drawings - images of little men. It’s good to discuss after drawing how they turned out: funny, clumsy, dancing, cunning. Encourage the child to find as many epithets and comparisons as possible.

"blots"

A classic exercise often used by psychologists is aimed at developing the imagination of younger students. In home schooling, such a task will be interesting for children, as an original action with paints. An adult shows a student how to use paint and paper in unusual variations. A sheet of paper is folded in half, unfolded, paint is applied to the middle of the fold with liquid paint (like a drop). Then the sheet is folded again. The child is invited to press the fold tightly with the palm of his hand and unfold it again. Consider the resulting blots, fantasize, what could it be? The younger schoolchild needs to be taught to paint details on the blot in order to get some kind of image: a cloud covered the sun, a spider weaves a web, a puddle on the road along which boots are walking. The more images you have, the better. If you carry out the exercise constantly, then the parent will be convinced that rather quickly the younger student learns to find original solutions. It is good to introduce such an exercise into family leisure, it is more interesting for the whole family to draw blots. You can keep an album, where to paste the child's drawings, and see how his creative imagination improves.

"Think and Draw"

The cycle of such exercises is aimed at developing a recreative imagination, and on its basis creative imagination, graphic skills, and figurative thinking will be formed. For such tasks, an adult prepares cards in advance with a drawing not of the objects themselves, but of their unfinished contours. If the children, even at preschool age, were intensively trained in the methods of typing and analogy of the image of images, then it will not be difficult for them to finish the cards. Therefore, they can be offered a complicated version of the task: instead of the contours of the dots, which can be mentally assembled into the outlines of different images, circle them and color them. Now many similar manuals can be purchased at the store or found on the Internet and printed out for classes. At first, it is better if the points are numbered so that it is easier for the child to navigate in their diversity. After mastering the skill, you can offer tasks without numbering. The student can already occupy his leisure time with such tasks. But the role of an adult is not excluded, since it is imperative to discuss the resulting images with the child, collect them in a folder so that it is possible to follow the development of the imagination.

Topics for such assignments can be:

images of flora and fauna (butterflies, flowers, trees, dogs, kittens);
household items (dishes, furniture);
recognizable fairy tale characters (crocodile Gena, Cheburashka, Pinocchio);
vehicles (car, train, plane).

The main thing is that it all depends on the preparedness of the younger student, his acquired experience. Parents themselves should be guided by what their child can do.

"Books - babies"

A rather difficult exercise, it assumes that the student has experience, graphic skills, a developed recreating imagination, on which creative imagination will then be built. An adult makes a selection of small poems that are easy to illustrate. You can first look at illustrations in your favorite children's books, discuss how the artist expresses the mood of the characters, what he shows in detail, the landscape in which the action takes place. In this case, any verses are suitable, the main thing is that the child manages to feel the mood, the emotions that are transmitted in them. For example, these can be poems by authors or folk rhymes, or poems composed at home during family leisure:

Guests

Today cat Vasily
Fluffy and pretty
And I wore blue
Your best outfit!
Aunt Nyurochka is coming
And her daughter Shurochka,
And her cat is Murochka,
And we are very happy with them.
M. Schwartz

new thing

The birch has a new thing - earrings.
The birch tree spun on its leg.
Showed the earrings to the rook
Dandelion, midge, beam ...
And already do without earrings
Day and night, a birch cannot:
Even sleeps without removing from the branches
Golden new clothes of his ...
L. Kudryavskaya

Rybka

Where are you, goldfish?
I dream about you all my life!
I'm not one bit greedy!
Not for the red word:
I don't need a trough.
Not even a palace.
Dear fish, where are you?
In the sea? In the lake? In a river?
You are my only hope
On five in the diary!
Sergei Klimchuk

nursery rhymes

A squirrel sits on a cart
She sells nuts
fox-sister,
Sparrow, titmouse,
Bear fat-fifth,
Zainka mustachioed,
Who cares
To whom in a scarf
Who cares.

Pied Hen
Walks around the yard
Brings out chickens
The crest inflates
Small kids are entertained.

Didactic game exercises

Imagination depends not only on how the child is able to compose new images, but also on life experience, the breadth of fantasy, the wealth of erudition. Therefore, one of the tasks of the work on the development of creative imagination is the expansion of knowledge about the environment. This can be helped by educational or didactic game exercises. What didactic games can be offered to younger students? As a rule, these are word games - exercises for developing the necessary properties or exercises with pictures.

"Make an object"

A popular game is a cut-out picture exercise where children practice composing images with the help of details. She is familiar to children from the preschool period. At primary school age, it needs to be complicated with more details and more diverse topics. For example, in the “Collect a flower” task, you can offer images of not only well-known flowers (dandelion, bluebell, rose), but also little-known ones, such as anemones, poppies, violets.

Similarly, the exercise "Collect an animal", where you need to compose an image of an animal using cards - elements. The task also contains both well-known animals and exotic ones: leopard, hippopotamus, panda. Topics can also be household items, vehicles, professional tools (doctor, fireman, driver).

"Drudles"

Now the game of drudles (eng. doodle - scribbles, riddle - a riddle) is becoming popular, that is, pictures in which you need to see images of any objects. Having a good imagination, you can consider several images in one picture. This game is good to use as an exercise for the development of creative imagination in younger students in home schooling. Pictures for assignments can be printed from a computer or purchased. The adult invites the child to choose any drudle and examine it. And then, in turn, the parent and child list the images that they managed to see inside the scrawl. There are no right or wrong answers in the task, the main thing is the original solution. To keep the child's interest in such a rather difficult activity, you can practice drudles with the whole family, making the tasks fun and exciting.

"Associations"

A classic exercise that younger students can find in textbooks on logic. However, such tasks can be successfully used for the development of creative imagination, since they clearly trace the logical interconnection of the images of the surrounding world. With constant training, the younger student develops not only logical thinking, but also the ability to find original, non-standard solutions. At first, such an exercise can be carried out using pictures. For example, an adult offers a child a picture of a boat, gives the task: to select from the available pictures all the images associated with a given image. It can be: water, paddle, fishing net, vest, seagull, fish, storm, hole. The more choices there are, the better the child's imagination is. When the student has mastered the task based on visualization, it will be possible to switch to a verbal series (without pictures). The peak of development can be considered if the child learns to combine not only real images, but also abstract ones, denoted, for example, by the words: good, sadness, five, life, beauty.

Mobile games as exercises for the imagination

Some of the moving games that kids love to play can also be used to develop the imagination if they are turned into training exercises. For this purpose, games are suitable where the rules are:

the ability to highlight the typical, essential of the subject;
the ability to depict one or another image using the properties of the imagination;
come up with a new image based on the existing ones in the mind.

The main difference between such exercises and the game is that the tasks of direct teaching are more definite here.

"Funny Names"

Playing with the ball becomes an exercise if certain actions are clearly and repeatedly repeated. It is good if several children take part in it. The host throws the ball with a word, the player to whom he flies must return with a word denoting a new image of the same object. The funnier the new image, the more interest in the exercise. For example, the ball flies with the word “pen”, in response - “pisalka”, the book is a reader, boots are walkers, a bag is a dragger, a spatula is a digger. The winner is the one who came up with the most funny images.

“Where we were, we won’t say, but what we did, we’ll show”

An old game in which children develop the ability to highlight the properties of a certain action and depict it, recognizing its meaning through the image. It is good to offer such an exercise to several children or invite family members. The host leaves so as not to hear how the players agree on what they will show. The game is accompanied by the words of the leader and the answers of the players: "Where have you been?" - "We won't tell!" - "What did they do?" - "We'll show you!" With these words, the participants represent the intended action. The facilitator must guess what was intended. In the exercise, it is necessary to go from simple to complex, gradually complicating the planned actions. Do not forget to encourage the child for the original image: facial expressions, postures, movements.

"Ocean is shaking"

A classic game that both kids and teens love to play, it can also be a fun exercise for imaginative play in preschoolers. You can practice with one child or with a group of children. The driver turns away from the players and says: “The sea is worried - once! The sea is worried - two! The sea is worried - three! The marine figure is in place - freeze! When pronouncing the text, children perform arbitrary movements (circling, dancing, swaying). At the last word, the leader turns, the players “freeze”, depicting an image from the marine theme: a boat, an anchor, a seagull, a fish. The leader approaches any player and "revives" him. The child must depict with the help of movements, facial expressions, gestures the image that he conceived.

Alternatively, the exercise can be diversified if the marine figure is offered by the leader. For example, when pronouncing the last words, he adds an image from the marine theme: “Sea figure boat - freeze!” Each of the participants must demonstrate the original solution of one figure. The leader walks around all the participants, “revitalizing” them, they show their variation. The more original the image, the more interesting the exercise is.

Another option for the exercise could be the facilitator's suggestion to depict the figure of a bird, animal, or any object.

Such simple and accessible exercises can be a great way for parents to help their younger students master the creative imagination. They will also add variety to family leisure.

Without a sufficiently developed imagination, the student's educational work cannot proceed successfully. When reading works of fiction, the child mentally imagines what the author is talking about. Studying geography, he conjures up pictures of nature unfamiliar to him. Listening to stories through history, he imagines the people and events of the past and future. A schoolboy has never seen a desert, an ocean, volcanic eruptions, he has not witnessed the life of other civilizations, but he can have his own idea, his own image about all this.

The more the imagination participates in all the cognitive processes of the student, the more creative his educational activity will be.

If we want the educational activity to be creative, we must keep in mind the following. Every image created by the imagination is built from elements

taken from reality and contained in the previous experience of man. Therefore, the richer the experience of a person, the more material that his imagination has at his disposal. K.G. Paustovsky wrote: "Knowledge is organically connected with the human imagination ... the power of imagination increases with the growth of knowledge."

The main condition for the development of the child's imagination is

incorporating it into a variety of activities. In pro-

As the child develops, so does the imagination. The more the child has seen, heard and experienced, the more he knows, the more productive will be the activity of his imagination - the basis of any creative activity. Each child has imagination, fantasy, but they manifest themselves in different ways, depending on his individual characteristics.

First of all, the degree of ease or difficulty of transforming the given in the imagination is different. Some children are so constrained by the situation that any mental transformation of it presents significant difficulties for them. Sometimes a student cannot master the educational material just because he is not able to mentally imagine what the teacher says or what is written in the textbook. Often a student is accused of laziness because he did not write an essay, and even on a free topic, but he cannot think of anything, cannot bring to life a single image.

4th grade students were asked to write an essay on the theme “Spring” and were given words that could be used: wind, sun, path, snow, streams, birds. The words suggested a traditional description of spring. Many children wrote like this: “Spring has come. The sun was already warming up. The breeze is gentle, not cold. The snow has already melted, and now cheerful streams are running. Sparrows bathe in puddles and streams. Migratory birds will soon arrive. Everything that is usually said about the onset of spring has been said, all the words have been used - and nothing from myself, from a personal impression. Such compositions do not help the development of the imagination, but, on the contrary, contribute to the creation and consolidation of certain stamps. Such a "correct" composition should cause the teacher's anxiety, because it indicates the underdevelopment of the student's imagination.

For other children, every situation is material for the activity of the imagination.

When such a child is reproached for inattention in a lesson, he is not always to blame: he tries to listen, but a different life takes place in his head, images arise, perhaps brighter and more interesting than what the teacher tells.

Teacher I. Ovchinnikova worked hard on the development of imagination in children. For example, she asked the children to imagine that objects, things they knew well, could feel, experience, talk; she suggested that fifth-graders listen to the “talks” of things and describe them. What differences in the imagination of children she observed! Some things tell in their own name only what is known about this thing to the author of the work. So, their table tells about how it was a tree, which was then cut down, sawn into boards, etc. This table was able to tell other children about the people who eat, work, and talk at it.

Students also differ in the extent to which their imagination is controlled by consciousness. Depending on this, imagination can be useful or harmful, because it can lead a person away from the real world.

These features of the imagination of children must be taken into account. It is necessary to know not only how the student perceives the material, but also how this material is refracted in his imagination.

Imagination can be trained and developed, like any side of a person's mental makeup.

Imagination can be developed in different ways, but it is obligatory in such an activity that, without imagination, cannot lead to the desired results. It is necessary not to force the imagination, but to captivate it.

Sculpting according to ready-made models, copying from a model, imitating the actions of adults is quite simple, but such tasks do not require imagination. It is much more difficult to teach children to see the most familiar things from an unexpected, new side, which is a necessary condition for creativity.

L.S. Vygotsky noted that imagination, as the basis of all creative activity, manifests itself equally in all decisive aspects of cultural life, making artistic, scientific and technical creativity possible.

Various circles are of great importance for the development of the creative imagination of children: artistic, literary, technical, young naturalists.

The work of circles should be organized so that students see the result of their work, their creativity. Here is the answer of one third-grader to the question of whether he liked the “Skillful Hands” circle: “No, it’s not interesting there. We made figures from plasticine and cardboard, and some other guys painted them. And we didn't see what happened."

Younger students are happy to invent fairy tales. You can invite them to come up with a story based on a given plot, at the beginning or end of a work, based on a picture; in particular, compositions based on a picture with some closed link of it help the development of creative imagination.

It is also necessary to take into account such features of the imagination of students (and of different ages), which are clearly manifested when working on an essay.

For some children, a definite and clearly formulated topic is needed. Within this theme, they show both the ability to build a plot and imagination. They follow the theme as if they were following the course of a river, feeling the banks all the time and not going beyond them. The theme, as it were, forms, builds in a certain order their knowledge, images, impressions.

Other children are hindered by hints, restrictions. If they write an essay on a specific topic, they cannot start it in any way: this topic does not come from them, it is imposed on them, someone else's. In the process of work, they deviate from the topic, expanding the set framework. Such children begin to write compositions on a free topic immediately, as if they have a lot of ready-made plots and images in their heads.

If the teacher left With children out of town, you can come up with many tasks for the development of children's imagination: “Imagine that we are lost”, “Imagine that we are in intelligence”, “We are on a desert island”, “Our detachment is the first on a desert planet." Children with readiness and joy play out the plot suggested by the teacher. The only thing left for an adult is to tactfully, carefully guide this violent fantasy, to teach the children to control their imagination, to check with reality.

Questions and tasks

1. Tell us about the most important difference between the representations of memory and imagination.

2. Compare reproductive and creative imagination, give examples and explain their psychological meaning.

3. Remember and give examples of imagination in the works of folk art (tales, riddles, epics, etc.).

4. It is known that in their work artists, writers, poets rely on imagination. How do you react to such a statement that viewers, readers should also be developed

in this respect, otherwise they will not understand anything about works of art. Prove your point.

5. How do you understand the idea expressed by the wonderful teacher and doctor Janusz Korczak: “I often think about what it means to be kind? It seems to me that a kind person is a person who has imagination and understands what it is like for another, who knows how to feel what the other feels.

Topic 6 THINKING

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Ministry of Education and Science of the Russian Federation

GOU VOP Russian Pedagogical University. A.I. Herzen

Childhood Institute

Department of Pedagogy and Psychology of Primary Education

The development of imagination in primary school age

St. Petersburg

Introduction

3. Formative stage

Bibliography

Introduction

The problem of the development of abilities is not new for psychological and pedagogical research, but is still relevant. It is no secret that schools and parents are concerned about the development of students' abilities. Society is interested in the fact that a person begins to work exactly where he can bring maximum benefit. And for this, the school must help pupils find their place in life. The problem of developing the imagination of children is relevant because in recent years society has faced the problem of preserving the intellectual potential of the nation, as well as the problem of developing and creating conditions for gifted people in our country, since this category of people is the main productive and creative force of progress.

In domestic psychology, research on the development of imagination in preschool children also occupies a significant place. Most authors associate the genesis of imagination with the development of the child’s play activity (A.N. Leontiev, D.B. Elkonin, etc.), as well as with the mastery of preschool children with activities traditionally considered “creative”: constructive, musical, visual, artistic - literary. S.L. Rubinshtein et al. devoted their research to studying the mechanisms of imagination. The basis for determining the characteristics of the creative activity of primary school students are the works of famous Russian teachers and psychologists A.S. Belkina, L.I. Bozhovich, L.S. Vygotsky, V.V. Davydova, V.A. Petrovsky, E.S. Polat and others. As studies by L.S. Vygotsky, V.V. Davydova, E.I. Ignatieva, S.L. Rubinstein, D.B. Elkonina, V.A. Krutetsky and others, imagination is not only a prerequisite for the effective assimilation of new knowledge by children, but is also a condition for the creative transformation of knowledge available to children, promotes self-development of the individual, i.e. to a large extent determines the effectiveness of teaching and educational activities at school.

Thus, the imagination of children represents a huge potential for the realization of the reserves of an integrated approach in teaching and upbringing. And great opportunities for the development of creative imagination are represented by the visual activity of children.

The purpose of this work: to study the possibilities of developing the imagination of younger students. The object of the study is the process of developing the imagination of younger students. The subject is the development of the imagination of younger students.

To study and analyze the scientific and methodological literature and practical experience on the problem of imagination and creativity.

To identify the features of the creative imagination of younger students.

Find diagnostics that study the level of imagination of younger students

Hypothesis: the role of a primary school teacher in the development of imagination will be successful if he uses a system of exercises for the development of imagination, as a result of which the level of development of the imagination of children will increase significantly and in the future will contribute to an increase in the overall level of learning of younger students.

1. Theoretical aspects of the study of imagination

1.1 Imagination as a mental process

Imagination is one of the forms of mental reflection of the world. The most traditional point of view is the definition of imagination as a process (A.V. Petrovsky and M.G. Yaroshevsky, V.G. Kazakova and L.L. Kondratieva and others).

According to M.V. Gamezo and I.A. Domashenko: “Imagination is a mental process that consists in creating new images (representations) by processing the material of perceptions and representations obtained in previous experience.”

Domestic authors also consider this phenomenon as an ability (V.T. Kudryavtsev, L.S. Vygotsky) and as a specific activity (L.D. Stolyarenko, B.M. Teplov). Taking into account the complex functional structure, L.S. Vygotsky considered it appropriate to use the concept of a psychological system.

According to E.V. Ilyenkov, the traditional understanding of the imagination reflects only its derivative function. The main one - allows you to see what is, what lies before your eyes, that is, the main function of the imagination is the transformation of an optical phenomenon on the surface of the retina into an image of an external thing.

So, imagination is the process of transforming images in memory in order to create new ones that have never been perceived by a person before. The process of imagination is peculiar only to man and is a necessary condition for his labor activity. Imagination is always a certain departure from reality. But in any case, the source of imagination is objective reality.

Imagination functions Borovik O.V. The development of the imagination.

Presentation of activities in images and making it possible to use them in solving problems;

Regulation of emotional relationships;

Arbitrary regulation of cognitive processes and human states;

Formation of the inner plan of a person;

Planning and programming of human activity.

Human imagination is multifunctional. Among its most important functions, some scientists distinguish: Gamezo M.V., Domashenko I.A. Atlas of Psychology: Inform.-Method. Manual for the course "Human Psychology".

1) gnostic-heuristic - allows the imagination to find and express in images the most essential, significant aspects of reality;

2) protective - allows you to regulate the emotional state (satisfy needs, reduce stress, etc.);

3) communicative - involves communication either in the process of creating a product of the imagination, or when evaluating the result;

4) predictive - lies in the fact that the product of the imagination is the goal that the subject strives for.

Nemov noted that imagination includes the intellectual, emotional, behavioral experience of the subject and is included in various types of his activities. Nemov R.S. Psychology. In 3 books. Book 2.

Forms of expression of imagination Borovik O.V. The development of the imagination.

Building the image, means and final result of the activity.

Creation of a program of behavior in an uncertain situation.

Creation of images corresponding to the description of the object, etc.

Imagination representations are of 4 types:

Representations of what exists in reality, but which a person did not perceive before;

Representations of the historical past;

Representations of what will be in the future and what has never been in reality.

Forms of synthesis of representations in the processes of imagination

Agglutination - a combination of qualities, properties, parts of objects that are not connected in reality;

Hyperbolization or emphasis - an increase or decrease in an object, a change in the quality of its parts;

Sharpening - emphasizing any signs of objects;

Schematization - smoothing out differences in objects and identifying similarities between them;

Typification is the selection of the essential, recurring in homogeneous phenomena and its embodiment in a specific image.

Mechanisms of imagination: Subbotina L.Yu. Children's fantasies: Development of children's imagination.

Dissociation - dissection of a complex whole into parts;

Association - the union of dissociated elements.

There are different classifications of types of imagination:

Types of imagination according to L.S. Vygotsky: Vygotsky L.S. Pedagogical psychology.

Active

reproductive

passive

Productive

Types of imagination according to O. Borovik: Borovik O.V. The development of the imagination.

Active (or it is also called arbitrary) - the imagination is controlled by the efforts of the will. Images of passive imagination arise spontaneously, in addition to the desire of a person.

Recreating imagination is a representation of something new for a given person, based on a verbal description or a conditional image of this new one. Creative - imagination, giving new, original, first created images. The source of creativity is the social need for a particular new product. It also causes the emergence of a creative idea, a creative plan, which leads to the emergence of a new one.

Fantasy is a kind of imagination that gives images that do not correspond to reality. However, images of fantasy are never completely divorced from reality. It has been noticed that if any product of fantasy is decomposed into its constituent elements, then among them it will be difficult to find something that does not really exist. Dreams are a fantasy associated with desire, most often a somewhat idealized future. A dream differs from a dream in that it is more realistic and more connected with reality. Dreams are passive and involuntary forms of imagination in which many vital human needs are expressed. Hallucinations are fantastic visions, usually the result of mental disorders or disease states.

Types of imagination according to V.A. Morozov A.V. Morozov Business psychology. :

1. Involuntary (or passive), that is, images arise spontaneously, in addition to the will and desire of a person, without a predetermined goal, by themselves (for example, dreams).

The dissatisfaction of a material or spiritual need can involuntarily evoke in the mind a vivid representation of the situation in which this need could be satisfied. Feelings and emotional states that arise in a given situation can also be the cause of the appearance of images of involuntary imagination.

2. Arbitrary (or active) - using it, a person of his own free will, by an effort of will, causes himself to have appropriate images, makes his imagination work in order to solve his problems.

Arbitrary imagination is associated with the activity of the second signal system, with its ability to regulate the functions of the first signal system, which underlies, first of all, the figurative reflection of reality. The main forms of arbitrary imagination are:

a) recreating - the process of creating images based on personal experience, perception of speech, text, drawing, map, diagram, etc.;

b) creative - a more complex process - this is the independent creation of images of objects that do not yet exist in reality. Thanks to creative imagination, new, original images are born in various areas of life.

3. A dream - a kind of imagination - is a representation of the desired future. It can be helpful and harmful. A dream, if it is not connected with life, relaxes the will, reduces the activity of a person, slows down his development. She is empty. Such dreams are called dreams.

Having characterized imagination as a mental process, it is necessary to highlight the features of its development in primary school age. There are conditions conducive to finding a creative solution: observation, ease of combination, sensitivity to the manifestation of problems.

1.2 Development of imagination in ontogeny

The ability to imagine is not given from birth. Imagination develops with the accumulation of practical experience, the acquisition of knowledge, the improvement of all mental functions. In modern psychology, there are a large number of studies devoted to the development of imagination in ontogeny. The main subject of study was the age periods of development and the types of activities in which it developed. There are the following stages in the development of imagination:

The first stage (from 0 to 3 years) - the prerequisites for imagination are ideas that appear in the second year of life. A kid at the age of about one and a half years recognizes what is shown in the picture. Imagination helps to perceive a pictorial sign. It completes what does not quite correspond to the representation in memory. Upon recognition, the child does not create anything new. Therefore, imagination acts as a passive process. It exists within other mental processes; its foundation is laid in them. The child's ability to act in an imaginary situation with imaginary objects testifies to the first manifestations of imagination. The first imitative games that appear in the second year of life do not yet contain elements of the imagination. One of the reasons for the emergence of imagination is the psychological distance between the child and the adult, the child and the object of his desire. The child perceives the main actions of an adult, but reflects them in a generalized and conditional way, conveying only their meaning and external drawing Kataeva L.I. The study of cognitive processes of preschool children. .

The development of the initial forms of imagination in a young child is associated with the generalization of play actions and play objects, as well as with the fact that the repertoire of play actions firmly includes substitutions Kudryavtsev V.T. Child's imagination: nature and development. .

According to V.A. Skorobogatov and L.I. Konovalov's baby does not immediately respond to the substitution offered by an adult, but plays only with real toys. The turning point occurs when the child refuses to use any substitution offered by adults. The most important factor that provides the possibility of transferring meaning to other objects is the appearance of speech forms. Mastering speech leads to the fact that the first independent substitutions appear in the game. A new way of acting with objects as substitutes is emerging - the full use of substitutions. The choice of substitute subjects becomes conscious and is accompanied by detailed statements. Thus, creative elements are born in the play activities of young children. Against the background of interest in a new type of activity, the child quickly begins to deviate from the patterns of actions set by adults, introduces his own nuances into them. But imagination has a reproductive character.

The second stage (then 3 to 4 years) - the formation of verbal forms of imagination takes place. In the third year of life, the need for play activity becomes an independent need of the child, although it needs the support and encouragement of an adult. The main maintenance of the game is a detailed orientation in the subject side of human activity. This orientation begins with imitation of the actions of an adult and develops along the path of independent creative construction of images of action with objects, still based on real objects. Consequently, the indicators of the development of imagination in the game are: a variety of plots, action in an imaginary situation, independent choice of an object - a substitute, flexibility in changing the functions and names of objects, originality of the replacement of game actions, criticality to the partner's substitutions.

Affective imagination appears, associated with the child's awareness of his "I" and the separation of himself from other people. Imagination is already becoming an independent process.

The third stage (from 4 to 5 years) - at this age, creative manifestations in activities increase, primarily in the game, manual labor, storytelling and retelling. Dreams of the future appear. They are situationally, often not stable, due to events that caused an emotional response in the child. Imagination turns into a special intellectual activity aimed at transforming the surrounding world. The support for creating an image is not only a real object, but also representations expressed in a word. Imagination remains largely involuntary. The child does not yet know how to direct the activity of the imagination, but can already imagine the state of another person. The recreated images are differentiated, meaningful and emotional. Kataeva L.I. The study of cognitive processes of preschool children.

The fourth stage (from 6 to 7 years) - at this age, the imagination is active. The external support prompts the idea, and the child arbitrarily plans its implementation and selects the necessary means. There is an increase in the productivity of the imagination, this is manifested in the development of the ability to create an idea and plan for its achievement. The recreated images appear in various situations, being characterized by content and specificity. The child develops the ability to act in a figurative way, an internalized imagination arises, that is, it passes into the internal plan, the need for a visual support for creating images disappears. Creativity appears. At preschool age, a child develops a special inner position, and imagination is already becoming an independent process. Taking into account the fact that the imagination develops in different activities, the most productive in childhood are playing and drawing.

The fifth stage (from 7 to 11 years old) is a qualitatively new stage in the development of imagination in children. This is facilitated by a significant expansion of the amount of knowledge that the student receives in the learning process, the systematic mastery of a variety of skills and abilities that enrich and at the same time clarify, concretize the images of the imagination, determine their productivity. “Children of primary school age are not deprived of fantasy, which is at odds with reality. Which is even more typical for middle school students (cases of children's lies, etc.).

The realism of the imagination involves the creation of images that do not contradict reality, but are not necessarily a direct reproduction of everything perceived in life. The imagination of a younger student is also characterized by another feature - the presence of elements of reproduction, simple reproduction. This feature of the imagination is expressed in the fact that in their games children repeat the actions and positions that they observed in adults. They act out the stories that they experienced, saw in the cinema, reproducing the life of the school, family, etc. However, with age, the elements of reproduction become less and more and more creative processing of ideas appears.

At primary school age, verbal-cogitative imagination begins to develop, which constitutes, as it were, a new stage in the development of imagination. With a developing verbal-cogitative imagination, reliance on an object and even an action, if it takes place, is secondary, third-rate. Rogov E.I. Handbook of practical psychologist.

The sixth stage (from 12 to 17 years old) - the further development of the imagination of students is carried out not only in the classroom, but also in the process of creative activities in school circles, electives, and so on. At the stage of the student's creative activity, he must be supported and encouraged. The benevolent attitude of adults to the creative activities of the child, to the results of his creativity will serve as an incentive for further activation of creative activity.

The stages of the development of the imagination as an indirect function described here represent only the possibilities of each age, which are realized under natural conditions by a minority of children. Without special guidance, the development of the imagination can have unfavorable prognoses. Affective imagination without sufficient, usually spontaneous healing of traumas can lead to pathological experiences (obsessive fears, anxiety) or lead the child to complete autism, to the creation of a substitute imaginary life, and not real creative products. The culture of emotional life (the ability to empathize, sympathize), as well as the mastery of various other elements of culture, are only necessary conditions for the full development of a person's imagination.

Conclusion: thus, imagination is a special form of the human psyche, thanks to which a person creates, intelligently plans his activity and manages it.

The initial forms of imagination first appear at an early age in connection with the emergence of a role-playing game and the development of the sign-symbolic function of consciousness. Further development of the imagination goes in three directions. First, along the lines of expanding the range of items to be replaced and improving the replacement operation itself. Secondly, along the line of improving the operations of the recreating imagination. Thirdly, creative imagination develops. The development of the imagination is influenced by all types of activities, and in particular by drawing, playing, designing, reading fiction. Subbotina L.Yu. Children's fantasies: Development of children's imagination.

1.3 Features of the creative imagination of children of primary school age

In a child, the imagination is formed in the game and at first is inseparable from the perception of objects and the performance of game actions with them. In children of 6-7 years of age, the imagination can already rely on such objects that are not at all similar to the ones being replaced. Vygotsky L.S. Imagination and creativity in childhood.

Most children do not like very naturalistic toys, preferring symbolic, home-made, imaginative toys. Parents who so love to give their children huge bears and dolls often unwittingly hinder their development. They deprive them of the joy of independent discoveries in games. Children tend to like small, unimpressive toys - they are easier to adapt to different games. Large or “just like real” dolls and animals do little to stimulate the imagination. Children develop more intensively and get much more pleasure if the same stick plays the role of a gun, the role of a horse, and many other functions in various games. Thus, in L. Kassil’s book “Konduit and Shvambrania” a vivid description of the attitude of children to toys is given: “Turned lacquered figures represented unlimited possibilities of using them for the most diverse and tempting games ... Both queens were especially comfortable: the blonde and the brunette. Each queen could work for a Christmas tree, a cab driver, a Chinese pagoda, a flower pot on a stand, and a bishop.”

Gradually, the need for an external support (even in a symbolic figure) disappears and internalization occurs - a transition to a game action with an object that does not really exist, to a game transformation of an object, to giving it a new meaning and representing actions with it in the mind, without real action. This is the origin of imagination as a special mental process. Vygotsky L.S. Imagination and creativity in childhood.

In children of primary school age, the imagination has its own characteristics. The younger school age is characterized by the activation of the first recreating imagination, and then the creative one. The main line in its development lies in the subordination of the imagination to conscious intentions, i.e. it becomes arbitrary.

Here it should be noted that for a long time in psychology there was an assumption according to which the imagination is inherent in the child "initially" and is more productive in childhood, and with age it obeys the intellect and fades away. However, L.S. Vygotsky shows the untenability of such positions. All images of the imagination, no matter how bizarre they may seem, are based on ideas and impressions received in real life. And so the experience of a child is poorer than that of an adult. And one can hardly say that the child's imagination is richer. It's just that sometimes, not having enough experience, the child explains in his own way what he encounters in life, and these explanations often seem unexpected and original. Vygotsky L.S. Imagination and creativity in childhood.

The younger school age is qualified as the most favorable, sensitive for the development of creative imagination, fantasy. Games, conversations of children reflect the power of their imagination, one might even say, a riot of fantasy. In their stories, conversations, reality and fantasy are often mixed, and the images of the imagination can, by virtue of the law of the emotional reality of the imagination, be experienced by children as quite real.

A feature of the imagination of younger students, manifested in educational activities, is initially based on perception (primary image), and not on representation (secondary image). For example, a teacher offers a task to children in a lesson that requires them to imagine a situation. It can be such a task: “A barge was sailing along the Volga and carried in holds ... kg of watermelons. There was pitching, and ... kg of watermelons burst. How many watermelons are left? Of course, such tasks start the process of imagination, but they need special tools (real objects, graphic images, layouts, diagrams), otherwise the child finds it difficult to advance in arbitrary actions of the imagination. In order to understand what happened in the watermelon holds, it is useful to give a sectional drawing of a barge.

According to L.F. Berzfai, a productive imagination must have the following features in order for the child to painlessly enter the school learning environment:

with the help of imagination, he must be able to reproduce the principles of the structure and development of things;

have the ability to see the whole before its parts, i.e. the ability to create a holistic image of any object;

the productive imagination of a child is characterized by “above situationality”, i.e. a tendency to constantly go beyond these conditions, to set new goals (which is the basis of the future ability and desire to learn, i.e. the basis of learning motivation);

mental experimentation with a thing and the ability to include an object in new contexts, and, consequently, the ability to find a method or principle of action.

The creativity of the child is determined by two factors: Subbotina L.Yu. Children's fantasies: Development of children's imagination.

subjective (development of anatomical and physiological features);

objective (the impact of the phenomena of the surrounding life).

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 children's creativity, the manifestations of the imagination are diverse: some recreate reality, others create new fantastic images and situations. When writing stories, children can borrow plots known to them, stanzas of poems, graphic images, sometimes without noticing it at all. However, they often deliberately combine well-known plots, create new images, exaggerating certain aspects and qualities of their characters.

The tireless work of the imagination is an effective way for a child to learn and assimilate the world around him, an opportunity to go beyond personal practical experience, the most important psychological prerequisite for the development of a creative approach to the world.

2. Practical aspects of the study of imagination in children of primary school age

2.1 Methods for studying the imagination of younger students

To assess the development of imagination in primary school age, diagnostic techniques are used: Torrens Circles, Two Lines, Think of a Story, Unfinished Drawing, etc.

Method "Circles of Torrance" Khudik V.A. Psychological diagnostics of child development: research methods.

For children from 5 years old

(Evaluation of the ability of creative visual imagination)

A variant of the E. Torrens test may be a proposal to draw as many images as possible, using only circles or only triangles as their initial basis, etc.

Children are offered a sheet of paper, A4 format, where 25 circles are drawn, located on the sides of a 55 cm square. The subjects need to complete each circle to a complete image. Test time is limited to 5 minutes.

1. Fluency (number of images created) -- each drawing -- 1 point.

2. Flexibility (the number of used categories (classes) of depicted objects: nature, household items, science and technology, sports, decorative items (have no practical use), man, economy, universe) - 1 point for each category.

Standards: For 8-year-old children, the fluency of identifying groups of objects was 3.6 points; flexibility -14.6 points.

For children aged 10, the fluency of identifying groups of objects was 4.3--4.6 points; flexibility - 11.7 (boys), 14.3 (girls).

Technique "Verbal fantasy" (speech imagination) Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.

The child is invited to come up with a story (story, fairy tale) about some living creature (person, animal) or about something else of the child's choice and present it orally within 5 minutes. Up to one minute is allotted for inventing a theme or plot of a story (story, fairy tale), and after that the child starts the story.

In the course of the story, the child's fantasy is evaluated on the following grounds:

speed of imagination processes;

unusualness, originality of images of the imagination;

richness of imagination;

depth and elaboration (detailing) of images;

impressionability, emotionality of images.

For each of these features, the story is evaluated from 0 to 2 points.

0 points are given when this feature is practically absent in the story. The story receives 1 point if this feature is present, but is relatively weakly expressed. The story earns 2 points when the corresponding feature is not only present, but also expressed quite strongly.

If within one minute the child did not come up with the plot of the story, then the experimenter himself prompts him to some plot and 0 points are put for the speed of imagination. If the child himself came up with the plot of the story by the end of the allotted time (1 minute), then according to the speed of imagination, he gets a score of 1 point. Finally, if the child managed to come up with the plot of the story very quickly, within the first 30 seconds, or if within one minute he came up with not one, but at least two different plots, then the child is given 2 points on the basis of “speed of imagination processes”.

Unusualness, originality of images of the imagination is regarded in the following way:

If the child simply retold what he once heard from someone or saw somewhere, then on this basis he gets 0 points. If the child retells the known, but at the same time introduced something new from himself, 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 gets a score of 2 points.

The richness of the child's fantasy is also manifested in the variety of images he uses. When evaluating this quality of imagination processes, the total number of different living beings, objects, situations and actions, various characteristics and signs attributed to all this in the child's story is fixed. If the total number of the named exceeds ten, then the child receives 2 points for the richness of fantasy. If the total number of parts of the specified type is between 6 and 9, then the child receives 1 point. If there are few signs in the story, but in general not less than five, then the richness of the child's fantasy is estimated at 0 points.

The depth and elaboration of images is determined by how varied the details and characteristics are presented in the story related to the image that plays a key role or occupies a central place in the story. It also gives marks in a three-point system.

The child receives 0 points when the central object of the story is depicted very schematically.

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

2 points - if the main image of his story is described in sufficient detail, with many different details characterizing it.

The impressionability or emotionality of images of the imagination is assessed by whether it arouses interest and emotions in the listener.

0 points - the images are of little interest, banal, do not impress the listener.

1 point - the images of the story cause some interest on the part of the listener and some emotional response, but this interest, together with the corresponding reaction, soon fades.

2 points - the child used bright, very interesting images, the listener's attention to which, once having arisen, did not fade away, accompanied by emotional reactions such as surprise, admiration, fear, etc.

Thus, the maximum number of points that a child in this technique can receive for his imagination is 10, and the minimum is 0.

Methodology “Drawing” Vachkov I.V. Psychology of training work.

In this technique, the child is offered a standard sheet of paper and felt-tip pens (at least 6 different colors). The child is given the task to come up with and draw a picture. This takes 5 minutes.

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

Sculpture technique. Vachkov I.V. Psychology of training work.

The child is offered a set of plasticine and the task, using it, in 5 minutes, to make some kind of craft, to mold it from plasticine.

The child's fantasies are evaluated according to approximately the same parameters as in the previous methods from 0 to 10 points.

0-1 point - for the 5 minutes allotted for work, the child could not think of anything and do it with his hands;

2-3 points - the child came up with and fashioned something very simple from plasticine, for example, a cube, a ball, a stick, a ring;

4-5 points - the child made a relatively simple craft, in which there are a small number of simple details, no more than two or three;

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

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

10 points - a child can get only if the thing invented by him is original enough, and worked out in detail, and has a good artistic taste.

Technique "Finishing Figures" Khudik VA Psychological diagnostics of child development: research methods.

Purpose: to study the originality of solving problems on the imagination.

Equipment: a set of twenty cards with figures drawn on them: an outline drawing of parts of objects, for example, a trunk with one branch, a circle-head with two ears, etc., simple geometric shapes (circle, square, triangle, etc. ), colored pencils, paper. Research order. The student needs to finish each of their figures so that a beautiful picture is obtained.

Processing and analysis of results. A quantitative assessment of the degree of originality is made by counting the number of images that were not repeated in the child and were not repeated in any of the children in the group. The same drawings are those in which different reference figures turned into the same element of the drawing.

The calculated coefficient of originality is correlated with one of the six types of problem solving on the imagination. Null type. It is characterized by the fact that the child has not yet accepted the task of building an image of the imagination using a given element. He does not finish drawing it, but draws something of his own side by side (free fantasy).

Type 1 - the child draws a figure on the card so that an image of a separate object (tree) is obtained, but the image is contour, schematic, devoid of details.

Type 2 - a separate object is also depicted, but with various details.

Type 3 - depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).

Type 4 - the child depicts several objects according to an imaginary plot (a girl walks with a dog).

Type 5 - a given figure is used in a qualitatively new way.

If in types 1-4 it acts as the main part of the picture that the child drew (circle-head), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer a roof, but a pencil lead with which the boy draws a picture) .

The "As many names as possible" technique. Bityanova M.I. Workshop on psychological games with children and adolescents.

Children are offered various pictures, which depict not individual characters, but pictures containing plots. They can depict people, animals, plants, etc. It is possible to use the work of famous artists to develop the horizons of children. The child should carefully consider the picture, and come up with as many names as possible for it.

Methodology "Derivation of Consequences" Bityanova M.I. Workshop on psychological games with children and adolescents. (This game is used both in the development of creative imagination and verbal-logical thinking.) Children are asked a series of questions starting with the words "What happens if ...". The task of the child is to give as complete and original answers to the questions as possible.

List of sample questions:

“What will happen if the rain keeps on pouring?”

"What would happen if all the animals started to speak with a human voice?"

“What happens if all the mountains suddenly turn into sugar?”

“What will happen if all fairy tale characters come to life?”

“What would happen if people at a distance could read each other’s minds?”

"What happens if you grow wings?"

“What would happen if all the people on Earth became as light as feathers?” and etc.

Method "Wizards". Bityanova M.I. Workshop on psychological games with children and adolescents.

When evaluating a task, when it is proposed to draw "wizards" on their own, turning one into a good one into an evil one, the realism of the image (the degree of similarity to a given object) and its completeness (are all the given objects depicted, are distinctive features used when depicting individual objects) taken into account), his originality. It is necessary to evaluate each parameter and identify the level of development.

Evaluation of results.

Evaluation of the results of the child's drawing is made in points according to the following parameters:

10 points - in the allotted time, the child came up with and drew something original, unusual, clearly indicating an extraordinary fantasy, a rich imagination. Images and details are carefully worked out. The images are used in an original and witty combination.

8-9 points - the child came up with and drew something quite original, imaginative, emotional and colorful, although the image is not completely new. The details of the painting are well done. The image of the figures is used in a harmonious combination.

5-7 points - the child came up with something that, in general, is not new, but carries obvious elements of creative imagination. The details of the images of the drawing are worked out medium. An interesting image of both figures, the distinctive points are clear.

3-4 points - the child drew something simple, unoriginal, the fantasy is poorly visible and the details are not very well worked out. At least one required object is shown.

0-2 points - the child was able to draw only separate strokes and lines, or could not draw even one object.

Conclusions about the level of development:

10 points - very high.

8-9 points - high.

5-7 points - average.

3-4 points - low.

0-2 points - very low.

3. Formative stage.

The methods for assessing the development of the imagination of a child of primary school age through his stories, drawings, crafts were not chosen by chance. This choice corresponds to the three main types of thinking that a child of this age has: visual-effective, visual-figurative and verbal-logical. The child's fantasy is most fully manifested precisely in the corresponding types of creative activity.

Having carried out the appropriate methods and determined the level of development of imagination in children, we can distinguish 3 groups:

Group 1 - children whose imagination is poorly developed

Group 2 - children with an average level of imagination

Group 3 - children with a high level of imagination.

Based on this, children will be offered games and exercises in order to develop their imagination. These exercises can be carried out and applied both in the classroom and at home with parents.

For the experiment, you can take two classes, for example, 2 "a" and 2 "b", in the "a" and "b" classes, conduct a diagnosis to determine the level of development of the imagination. Calculate results. In the “b” class, leave everything as it is, and in the “a” class, conduct games and exercises aimed at developing the imagination for 2 months. At the end of the experiment, conduct a diagnostic test common to the two classes and determine how the exercises and games have affected, whether there have been changes.

Getting down to exercises and games for the development of imagination, we will define the principles for the development of creative thinking in younger students:

1. Before proceeding with the development of creative activity in children, they should form the necessary speech and thinking skills for this.

2. New concepts should be introduced only in familiar content.

4. The focus should be on mastering the meaning of the concept, and not the rules of grammar.

5. The child should be taught to look for a solution, considering, first of all, possible consequences, and not absolute merits.

6. Encourage children to express their own ideas about the problem being solved. Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.

3. Formative stage

3.1 Exercises and games aimed at developing the imagination of children of primary school age

Various games and exercises can be used to develop imagination. Without a developed capacity for imagination, there can be no real creativity. It follows that the imagination must be developed.

Exercise number 1 "Fantastic image" L.Yu. Subbotina Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.

Purpose: used to develop imagination, thinking.

Age: Suggested for all ages.

Stimulus material: cards with depicted elements.

The course of the exercise:

The child is offered cards with the image of individual elements. Instruction: “Your task is to build a fantastic image (creature, object) from these elements. Then describe what properties it has and how it can be used.

The more elements the created image includes, the more original it is, the brighter the child's imagination functions.

Exercise number 2 "Unfinished stories" L.Yu. Subbotina Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.

Purpose: This exercise develops creative imagination.

Age: Recommended for children from 5 to 11 years old.

Stimulus material: text "Tricks of the squirrel"

Time: 10-15 minutes.

The course of the exercise behavior:

Instruction: “Now I will read you a very interesting story, but it will not have an ending. You must complete the story you started. The story is called "Squirrel Tricks".

Two girlfriends went into the forest and picked a basket full of nuts. They walk through the forest, and around the flowers, apparently - invisibly.

“Let's hang a basket on a tree, and pick flowers ourselves,” says one friend. " Okay!" - answers the other.

A basket is hanging on a tree, and the girls are picking flowers. She looked out of the hollow of a squirrel and saw a basket of nuts. Here, he thinks…”

The child must not only bring the plot to the end, but also take into account the title of the story.

Game No. 3 "Pantomime" L.Yu. Subbotina Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.

Purpose: used to develop the imagination.

Age: 5 to 11 years old.

Time: 10-15 minutes.

Game progress:

A group of children become in a circle.

Instruction: “Children, now in turn, each of you will go to the middle of the circle and, with the help of pantomime, will show some action.

For example, imagine picking imaginary pears from a tree and putting them in a basket. At the same time, it is impossible to speak, everything is depicted only by movements.

The winners are determined by those children who most correctly depicted the pantomimic picture.

Game No. 4 "Internal cartoon" M.I. Bityanova Bityanova M.I. Workshop on psychological games with children and adolescents.

Stimulus material: the text of the story.

Running time: 10 minutes.

Game progress:

Instruction: “Now I will tell you a story, you listen carefully and imagine that you are watching a cartoon. When I stop, you will continue the story. Then you will stop and I will continue again. Summer. Morning. We are at the cottage. We left the house and went to the river. The sun is shining brightly, a pleasant light breeze is blowing"

Game number 5 "Draw the mood" M.I. Bityanova Bityanova M.I. Workshop on psychological games with children and adolescents.

Purpose: used to develop creative imagination.

Stimulus material: landscape sheet, watercolors, brushes.

Running time: 20 minutes.

Progress:

Instruction: “In front of you is paper and paints, draw your mood. Think about how sad or vice versa it is funny, or maybe something else? Draw it on paper in any way you like."

Game No. 6 "Tale in reverse" I.V. Vachkov Vachkov I.V. Psychology of training work. M.

Purpose: used to develop creative imagination.

Age: Used for children from 5 to 11 years old.

Stimulus material: heroes of favorite fairy tales.

Time: 10-15 minutes.

Progress:

Instructions: “Remember what is your favorite fairy tale? Tell it so that everything in it was “on the contrary”. The good hero became evil, and the evil hero became good-natured. The little one turned into a giant, and the giant into a dwarf."

Game number 7 "Combine the sentences" I.V. Vachkov Vachkov I.V. Psychology of training work. M.

Age: Used for children from 5 to 11 years old.

Stimulus material: unfinished sentences.

Time: 15-20 minutes.

Progress:

The child is offered three tasks in turn, in which it is necessary to combine two sentences into a coherent story.

Instruction: “Listen to two sentences, they need to be combined into a story. “There was a volcanic eruption far away on the island…” - “…that's why our cat was hungry today.”

"A truck drove down the street ..." - "... so Santa Claus had a green beard."

"Mom bought fish in the store ..." - "... so I had to light candles in the evening."

Game number 8 "Transformations" I.V. Vachkov Vachkov I.V. Psychology of training work. M

Purpose: used to develop a recreative imagination.

Age: Used for children from 5 to 13 years old.

Stimulus material: game images.

Time: 10-15 minutes.

Progress:

Children are invited to depict game images in motion.

Instructions: “Imagine that you have become a tiger wading through the jungle. Picture it in motion." After completing the task, the following is given: "robot", "eagle", "queen", "boiling pot".

Enough methods and techniques have been developed for the study of imagination. For each age, a certain set of psychological and diagnostic methods is used. To study the imagination of children of primary school age, you can use such techniques as: "Finishing figures", "Deriving consequences", "As many names as possible", etc.

Imagination can be developed using specially selected exercises and games: “Pantomime”, “Unfinished stories”, “Fantastic image” by L.Yu. Subbotina; "Inner Cartoon", "Draw the Mood", "What Does It Look Like?" M.I. Bityanova; “Tales on the contrary”, “Combine the sentences” by I.V. Vachkov.

Conclusion

Based on the results of the study, the following conclusions can be drawn. Imagination is the main driving force of the creative process of a person and plays a huge role in his entire life, since all human life is associated with creativity, from cooking to creating literary works or inventions. Imagination significantly expands and deepens the process of cognition. It plays a huge role in the transformation of the objective world.

As a result of the work, the goal of the study was achieved - we studied imagination as a psychological process. It was noted that imagination is a special form of the human psyche, thanks to which a person creates, intelligently plans his activity and manages it. Based on the study of psychological literature, the types of imagination were characterized:

1) arbitrary and involuntary;

2) recreative and creative;

3) dreams and fantasies.

We explored the functions that the imagination performs:

1) gnostic-heuristic;

2) protective;

3) communicative;

4) prognostic.

They noted that the activity of the imagination is carried out with the help of certain mechanisms: combination, emphasis, agglutination, hyperbolization, schematization, reconstruction.

Studied the stages of development of the imagination from an early age to senior school age. Conducted research on the study of the development of the imagination found the dependence of the imagination on the accumulated experience, the impressions received, as well as games and exercises.

We selected psychological methods for diagnosing the level of development of the imagination (on the example of primary school age), used the developments of E.P. Torrens, L.Yu. Subbotina, R.S. Nemov.

Described exercises, games that contribute to the development of the imagination of children of primary school age. Authors of games and exercises: I.V. Vachkov, M.I. Bityanova, L.Yu. Saturday.

Thus, the purpose of the work is achieved, the tasks are solved.

Bibliography

imagination learning student

1. Bityanova M.I. Workshop on psychological games with children and adolescents. M.: Genesis, 2001. 352 p.

2. Borovik O.V. The development of the imagination. M.: TsGL Ron LLC, 2002. 112 p.

3. Vachkov I.V. Psychology of training work. Moscow: Eksmo, 2007 416 p.

4. Vygotsky L.S. Pedagogical psychology M.: AST, Astrel, 2005. 672 p.

5. Vygotsky L.S. Imagination and creativity in childhood. St. Petersburg: Soyuz 1999, 305 p.

6. Gamezo M.V., Domashenko I.A. Atlas of Psychology: Inform.-Method. Manual for the course "Human Psychology". M.: Pedagogical Society of Russia, 2007. 276 p.

7. Kudryavtsev V.T. Imagination of a child: nature and development, // Psychological journal. 2001. No. 5.s. 57.

8. Nemov R.S. Psychology. In 3 books. Book 2. M.: Vlados, 2008. 107 p.

9. Poluyanov Yu.A. Imagination and ability. Moscow: Knowledge, 2003. 50 p.

10. Rubinstein S.L. Fundamentals of General Psychology. St. Petersburg: Piter, 2003. 712 p.

11. Subbotina L.Yu. Children's fantasies: Development of children's imagination. Yekaterinburg: U-Factoriya, 2005. 192 p.

12. Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old. Yekaterinburg: U-Factoria, 2005. 144 p.

13. Khudik V.A. Psychological diagnostics of child development: research methods. Kyiv: Ukraine, 2002. 423 p.

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First, let's look at what imagination and fantasy are? These are types of thinking, this is the ability to mentally represent what is not, from what is in memory. In other words, imagination is an active creative process of creating new knowledge (new ideas) from old knowledge. What is the difference between fantasy and imagination? If imagination is the ability to mentally create new ideas and images of possible and impossible objects based on real knowledge, then fantasy is the creation of new, but unreal, fabulous, yet impossible situations and objects, say, but also on based on real knowledge. For example: the winged horse Pegasus, the Dead Head in Pushkin's fairy tale "Ruslan and Lyudmila", the fables of Baron Munchausen, Pinocchio, the Steadfast Tin Soldier - these are fantastic images.

There are several types of imagination:

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

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

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

How is fantasy and imagination different from serious problem solving?

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

What is the difference between fantasy and stupidity?

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

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

The classic carrier of fantasy is a fairy tale.

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

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

Why develop fantasy and imagination?

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

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

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

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

How to develop fantasy and imagination in children?

There are three laws for the development of creative imagination:

1. The creative activity of the imagination is directly dependent on the richness and diversity of a person's previous personal experience.

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

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

Ways to develop fantasy and imagination

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

1. Generate motivation!

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

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

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

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

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

Teach children to admire a good fantasy.

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

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

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

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

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

Techniques for the development of fantasy and imagination

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

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

Below are 35 fantasy techniques:

1. Increase - decrease.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3. Animated drawing.

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

4. Exclusion of some human qualities.

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

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

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

5. Turning a person into any object.

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

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

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

6. Anthropomorphism.

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

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

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

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

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

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

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

Think of at least 10 examples of such transformations.

8. Giving extraordinary properties to objects of inanimate nature.

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

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

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

9. Revival of dead people, animals, plants.

For example:

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

Suggest 10 options for such a game.

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

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

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

Suggest 10 options for such a game.

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

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

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

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

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

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

13. Metaphor.

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

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

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

14. Give a new name to the painting.

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

Give 10 new names of old famous paintings.

15. Fantastic association.

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

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

16. Fantastic crushing.

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

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

17. "How lucky I am."

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

Come up with 10 options for such a game.

18. Reception acceleration - deceleration.

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

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

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

19. Acceleration and deceleration of time.

Themes of fantasy stories.

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

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

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

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

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

Exercise. Suggest some stories using the given techniques.

20. Time machine.

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

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

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

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

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

21. Chronoclasm.

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

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

For example:

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

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

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

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

22. The method of L. N. Tolstoy.

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

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

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

Exercise. Write some item descriptions for the Aboriginal.

23. Free fantasy.

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

Come up with a fantastic plant.

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

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

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

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

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

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

24. Come up with a fantastic building.

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

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

25. Come up with a new mode of transport.

Invention Ideas:

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

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

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

26. Come up with a new holiday or contest.

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

- The festival of the arrival of swallows.

- Feast of the first mosquito.

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

27. Come up with a dramatic plot.

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

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

28. Come up with a new fantasy game.

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

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

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

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

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

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

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

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

Here's a goodwill test.

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

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

30. You began to have the gift of telepathy.

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

31. Method of Nadya Rusheva.

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

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

32. Method "RVS".

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

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

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

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

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

33. Method of transferring properties.

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

The algorithm is very simple.

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

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

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

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

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

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

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

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

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

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

Flying doll. Angel doll with wings. A swan doll, a dragonfly, a parachutist, a flying squirrel or a bat, she has beautiful transparent membranes from her fingertips to her toes.

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

What does the comparison with the TV give.

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

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

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

Proposals developing the method.

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

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

The best ideas are to be commended.

34. A combination of techniques.

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

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

35. Beautiful ancient fantasies with transformations.

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

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

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

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

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

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

Portal for the student. Self-training

What do parents need to know about the specifics of exercise?

Features of the development of imagination in home schooling

Creative tasks

"Dot, dot, two hooks..."

"blots"

"Think and Draw"

"Books - babies"

Didactic game exercises

"Make an object"

"Drudles"

"Associations"

Mobile games as exercises for the imagination

"Funny Names"

“Where we were, we won’t say, but what we did, we’ll show”

"Ocean is shaking"

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There are several types of imagination:

How is fantasy and imagination different from serious problem solving?

What is the difference between fantasy and stupidity?

Why develop fantasy and imagination?

How to develop fantasy and imagination in children?

Ways to develop fantasy and imagination

Techniques for the development of fantasy and imagination

1. Increase - decrease.

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

3. Animated drawing.

4. Exclusion of some human qualities.

5. Turning a person into any object.

6. Anthropomorphism.

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

8. Giving extraordinary properties to objects of inanimate nature.

9. Revival of dead people, animals, plants.

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

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

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

13. Metaphor.

14. Give a new name to the painting.

15. Fantastic association.

16. Fantastic crushing.

17. "How lucky I am."

18. Reception acceleration - deceleration.

19. Acceleration and deceleration of time.

20. Time machine.

21. Chronoclasm.

22. The method of L. N. Tolstoy.

23. Free fantasy.

24. Come up with a fantastic building.

25. Come up with a new mode of transport.

26. Come up with a new holiday or contest.

27. Come up with a dramatic plot.

28. Come up with a new fantasy game.

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

30. You began to have the gift of telepathy.

31. Method of Nadya Rusheva.

32. Method "RVS".

33. Method of transferring properties.

34. A combination of techniques.

35. Beautiful ancient fantasies with transformations.

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