Imagination
The Importance of Imagination in human life emphasized by many great scientists and artists. So, the famous English scientist of the XVIII century. J. Priestley specifically emphasized that the scientist and the mechanic need imagination not less, but more than the artist. J. Priestley was a chemist, biologist, philosopher, made many outstanding discoveries. He discovered that "bad" air is "corrected" by plants. Detected ammonia and other gases, received oxygen.
J. Priestley wrote that great discoveries, which "a prudent, slow and cowardly mind would never have thought of," can only be made by scientists who "give full play to their imagination."
French philosopher, educator and writer of the 18th century. Denis Diderot exclaimed: “Imagination! Without this quality one cannot be either a poet, or a philosopher, or an intelligent person, or a thinking being, or just a person... Imagination is the ability to evoke images. A person completely devoid of this ability would be stupid.
The modern Russian philosopher E. V. Ilyenkov wrote: “Taken in itself, fantasy, or the power of imagination, belongs to the number of not only precious, but also universal, universal abilities that distinguish a person from an animal. Without it, one cannot take a single step, not only in art... Without the power of imagination, it would not even be possible to cross the street through the stream of cars. Humanity, devoid of imagination, would never launch rockets into space.”
Imagination the ability of a person to create new images by transforming previous experience.
Imagination is a very important mental process that is unique to humans. With the help of imagination, a person can change the world around him and himself, make scientific discoveries and create works of art. Everything from the first fairy tales we hear in childhood to the greatest discoveries is originally due to the power of the human imagination. In other words, it is the imagination that largely ensures the progress of mankind, the development and activity of each person. After all, before you create something, do something, make an important decision for yourself, a person always first imagines it in his imagination. It is due to the fact that before a person starts doing something, he is able to see the final result in his imagination, imagine the future, he can prepare for it, in a sense, even master it.
Imagination affects the daily behavior of a person, his mood, behavior, even his feelings. For example, if we vividly, figuratively imagine some significant event for us, then our experiences are close to those that we will experience when this event happens. L. S. Vygotsky called this “the law of the emotional reality of the imagination.” “Any construction of fantasy,” he wrote, “reversely affects our feelings, and if this construction does not correspond to reality in itself, then the feeling it evokes is still effective, really experienced, captivating a person.”
The influence of images of the imagination on feelings and emotions is very well shown in the famous poem by K. Chukovsky:
Imagination images can acquire motivating force, become motives for behavior and activity. Therefore, the development of the imagination is also the basis for the formation of a person's motivational-required sphere.
Thus, the importance of imagination in human life is extremely high. The data of psychological research indicate that imagination develops most intensively at preschool and school age (from 45 to 1516 years). Meanwhile, when it comes to development, then in preschool, and even more so in school educational institutions, they primarily mean the development of memory, thinking, attention and do not pay attention to the development of the imagination, believing that it is already inherent in the child by nature and not needs special development. Studies show that if the imagination is not loaded, not exercised, then with age, many of its capabilities become impoverished, and this leads to impoverishment of the individual, a decrease in creative possibilities.
Therefore, the imagination must be specially developed, trained, and it is important to do this in early childhood, and at preschool, and at school age.
The psychological nature of imagination
As already noted, the process of imagination is manifested in the creation by a person of something new new images and thoughts, on the basis of which new actions and objects arise. At the same time, something new, created in the imagination, is always connected in one way or another with the really existing one.
Imagination images are created thanks to the ability of a person to notice and highlight in everything that he sees, reads, hears, feels and experiences, individual details, qualities, signs, properties and use them to create new images.
It is not for nothing that some psychologists compare the imagination with a child's toy - a kaleidoscope, in which, instead of colored glass, all the wealth of the surrounding world and the inner world of a person is a wealth presented in all details and details. In the kaleidoscope-imagination, these details, the details can be formed into an innumerable variety of the most diverse images.
Why can these details add up to new images? This happens due to two very important properties of images - their flexibility and mobility. If you imagine something, and then try to fix, stop this image, usually nothing happens: the image changes, turns in different directions, crumbles and reappears, but a little different.
Therefore, images are easy to transform, and we can control it. This applies to all images and those created in the process of sensation and perception, and images of memory, and images of imagination.
But if the main function of memory images is the preservation of experience, then the main function of imagination images is its transformation.
All images, representations of the imagination are built from the material obtained in past experience, from what was felt, perceived and stored in memory. The imagination cannot create out of nothing (a blind person from birth cannot create a color image, a deaf one cannot create a sound image). The most bizarre and fantastic products of the imagination are always built from elements of reality. But in contrast to the images of memory in the activity of the imagination, these representations undergo a profound change.
Memory representations are images of objects and phenomena that we do not currently perceive, but once perceived. With the help of imagination, the images available to a person enter into unusual, often unexpected combinations and connections.
Imagination transforms reality and creates new images on this basis. It allows us to use not only our own experience, but also the experience of other people, of all mankind. Thanks to this, we can create ideas for ourselves about things that we ourselves have never perceived before.
Imagination is closely connected with thinking, therefore it is able to actively transform life impressions, acquired knowledge, data of perception and ideas. In general, imagination is associated with all aspects of a person's mental activity: with his perception, memory, thinking, feelings. The development of imagination is inextricably linked with the development of the personality of a person as a whole.
The connection between imagination and speech is very complex. On the one hand, it is known that only a stable image can be described verbally. If the image is not clear enough, then when you try to describe it, it may fall apart. But with repeated reproduction of the image, verbalization, verbal description contributes to the fact that it is fixed, becomes more stable. Therefore, speech plays an important role in the creation of stable images. This applies to all images perception, memory and imagination. On the other hand, the data of psychological research indicate that the development of the imagination does not depend on the development of speech, and a low level of speech development does not mean the poverty of the imagination. You can't judge a child's imagination based on what he talks about his fantasies. Difficulties in describing images, however, can complicate the child's play, study, and prevent him from getting rid of unnecessary fears. Therefore, it is necessary to develop the child's speech, to teach him to accurately describe what he imagines and what he experiences.
Without a sufficiently developed imagination, the student's educational work cannot proceed successfully.
Imagination is a cognitive process, and it is based on the analytical and synthetic activity of the human brain. Analysis helps to single out individual parts and features of objects or phenomena, synthesis to combine into new combinations that have not yet been encountered. As a result, an image or a system of images is created in which reality is reflected by a person in a new, transformed, changed form and content.
The physiological basis of imagination is the formation of new combinations from temporary neural connections that have already been formed in the cerebral cortex.
Psychological mechanisms or techniques for creating images of the imagination
As already noted, in the images of the imagination there are always features of various images known to man. But in the new image they are transformed, changed, combined in unusual combinations. The essence of imagination lies in the ability to notice and highlight specific features and properties in objects and phenomena and transfer them to other objects. There are several psychological mechanisms or techniques for creating images of the imagination.
combination a combination of individual elements of various images of objects in new, more or less unusual combinations.
But combining is a creative synthesis, and not a simple sum of already known parts, it is a process of essential transformation of the elements from which a new image is built. For example, A. S. Pushkin:
A special case of combination agglutination(from lat. agglutinare glue). This is a way of creating a new image by connecting, gluing completely different objects or their properties for example, a centaur, a dragon, a sphinx or a flying carpet: the ability of birds to fly was transferred to another object. This is a fabulous image does not take into account the conditions under which the carpet could fly. But the very imaginary transfer of the ability of birds to fly to other bodies is justified. Then they studied the conditions of flight and realized the dream of inventing the airplane. In technology, these are snowmobiles, an amphibious tank, etc.
By combining the properties of one object are transferred to another. The details that are combined into a new image can also be given in words. This technique was used by the famous Italian storyteller G. Rodari, who came up with a special "fantasy bean". With the help of this binomial, you can learn to invent different stories and fairy tales.
"Binom" means "consisting of two parts." Two words are taken for the binomial. But it doesn't have to be any words. These should be words whose neighborhood would be unusual. Here is how J. Rodari writes about this: “It is necessary that two words be separated by a certain distance, so that one is sufficiently alien to the other, so that their proximity is unusual, only then the imagination will be forced to activate, trying to establish a relationship between the indicated words, create a single, in this case, a fantastic whole ... "
J. Rodari compares the combinations "horse dog" and "wardrobe dog". In the first, from his point of view, "imagination remains indifferent." The second combination is quite another matter. “This,” writes J. Rodari, “is a discovery, an invention, a stimulus.” This is the "fantasy bean".
accentuation emphasizing the individual features of a person, creature, object. This technique is often used when drawing caricatures and friendly caricatures, exaggerating, sharpening individual features of the characters.
Emphasis manifests itself in several specific actions:
A) exaggeration intentionally emphasizing the features of the external appearance of a person, the qualities of an object;
b) hyperbolization exaggeration or miniaturization understatement (a boy with a finger, a giant, Thumbelina, the seven-headed Serpent Gorynych).
Exaggeration and exaggeration of individual features are often used in fairy tales and works of art. For example, the curious Pinocchio has a long nose. The hero of E. Rostand's play Cyrano de Bergerac also has a very large nose. This nose largely determines the character of the hero. Here's what one of the characters has to say about it:
These techniques are very widely used in a variety of human activities. For example, microcircuits were created in technology with the help of miniaturization, without which many modern devices would not be possible.
opposition this is the endowment of an object, a creature with signs, properties that are opposite to the known ones. For inventors, this technique is called "do the opposite." For example, to make the immovable mobile. As in the fairy tale "By the will of the pike" the stove starts to move. You can turn the bad into the good. With angina, for example, you can not eat anything cold. But sometimes patients with angina are specially given ice cream. It is possible to turn permanent attributes of an object into temporary ones and vice versa.
There is a famous problem that psychologists have given to many people. It was invented by psychologist K. Dunker. A person is given a scale with two bowls (an object is placed on one bowl, and weights on the other), a set of various small objects, among them a box of matches and a candle. It is proposed to set the candle and the rest of the items on the scales so that at first the bowls are in an equal position, and after a while this balance is disturbed by itself.
Only a few of those who were offered this task were able to solve it, and even then only after prompting the experimenter.
What is the difficulty of this task? Usually, the object to be weighed is immediately placed on one scale pan and is not touched again, and all attention is focused on the other scale pan, where different objects are placed - they are called weights - in order for the scale pans to align. These weights are added, removed, changed. This is how most of those who participated in these experiments acted. And few people guessed that it required "the opposite action" to perform an action on the object that is being weighed. Simply put, light a candle that will burn out and its weight will decrease.
Reception "all the way around" is used in the vacuum cleaner. Typically, a vacuum cleaner sucks in air, and with it dust. But in some models, an operation is provided that allows the vacuum cleaner, on the contrary, to blow out air. Such vacuum cleaners are used for painting walls and ceilings.
Typing highlighting the essential, repeating in homogeneous images.
This mechanism is often used when creating literary images such character traits that characterize many people. Typification is the most difficult way to create an image of creative imagination, it is a generalization and emotional richness of the image. M. Gorky wrote that those writers who are well-versed in the methods of observation, comparison, selection of the most characteristic features of people and the inclusion of the "imagination" of these features in one person can be considered talented.
Knowledge of these techniques made it possible to control the creation of images. It made it possible to teach people to train their creative imagination, to come up with something new.
Types of imagination
Types of imagination differ in how deliberate, conscious is the creation of new images by a person. According to this criterion, there are:
1. Arbitrary, or active, imagination the process of deliberate construction of images in accordance with a conscious plan, goal, intention.
It is this kind of imagination that needs to be specially developed.
2. Involuntary, or passive, imagination is the free, uncontrolled emergence of images. New images arise, as a rule, under the influence of little conscious or unconscious needs. Involuntary imagination operates when a person fantasizes or dreams without a specific goal, sleeps or dozes. Products of involuntary imagination are dreams, free fantasies, daydreams, fears, hallucinations.
Let us consider the types of imagination in more detail, paying special attention to the work of a psychologist and a teacher. Some of the proposed games and exercises can be used both in individual work with a child and in group classes. The latter cases are discussed further below. Most of the proposed exercises can be used when working with children 5-12 years old.
Arbitrary, active imagination, in turn, is divided into recreating And creative. The basis for this division is the originality, the uniqueness of the created images.
In those cases when the image created by a person, although it is subjectively new, but objectively reflects the already existing one, one speaks of a recreating imagination. For example, you can imagine a sandy desert or tropical forests, although you have never been there.
Creative imagination independent creation of new images.
Both recreative and creative imagination are very important for a person and must be developed.
Recreating, or reproductive, imagination is the construction of an image of an object, a phenomenon in accordance with its verbal description or according to a drawing, diagram, picture. The images that arise with the help of the recreative imagination already exist, they are already embodied in certain cultural objects. We sort of decipher signals, symbols, signs. For example, an engineer, considering a drawing (a system of lines on a sheet), restores the image of a machine that is “encrypted” with symbols.
When reading fiction and educational literature, when studying geographical, historical and other descriptions, it constantly turns out to be necessary to recreate with the help of fantasy what is said in these books, maps, stories. Any viewer, reader or listener must have a sufficiently developed recreative imagination to see and feel what the artist, writer, storyteller wanted to convey and express.
Recreative imagination begins to develop already at preschool age. Listening to fairy tales, the child vividly imagines their characters, and they seem to him absolutely real, he believes that they really exist. However, the most intensively recreating imagination develops in the process of schooling.
Already in the older groups of the kindergarten, and especially at primary school age, the child must be taught to create images according to a description or graphic image, to recreate the image of the whole based on the perception of its details or several parts.
Development of the ability to create images according to a verbal description
1. The game "Truth fiction". Briefly describe a situation. The child must describe it in more detail and in such a way that it is clear whether this is true or fiction. For example, the situation “The car was flashing its headlights” can be described by a child as a reality, talking about the car, its appearance, technical characteristics, etc., or maybe as a fantasy: “The car was flashing its headlights. So she told other cars in the garage about what she saw today.
2. The description of the appearance of a hero is read to the children. It is proposed to draw this hero.
3. The game "Do as I do!". Two players sit at a table opposite each other. Before each of them the same details of the constructor. The older the players, the more details are used and the more diverse they can be. A screen is placed between the players, which does not allow you to see what exactly the partner is doing. As such a screen, you can, for example, use a cardboard folder. This game should be played with a child by an adult or older child who can describe well what he is doing. One of the players (senior) puts some figure out of the details, and then verbally describes it. The second player must collect the same figure according to the description. Then the screen is removed and the figures are compared.
4. The game "Guess what is drawn." This game is a variation of the previous one, but it can be played with a group of children, even with the whole class. For her, you need to prepare 23 drawings depicting various figures. For example, triangles, squares, circles with dots and lines inside, chains of different geometric shapes, groups of points, etc. Each picture should show at least 3 shapes so that children can imagine the location of the shapes on the plane. The adult takes one of the drawings and accurately describes it. Children should imagine these figures and draw them on a piece of paper. After that, the drawing of an adult and what the children drew are compared. The children whose drawings most closely resemble the original win.
To develop the ability to create an image according to a verbal description, it is important to teach children, while reading a book, listening to a story, how best to imagine what you read, what you hear. Try as if in reality to see, hear, feel the taste, smell.
Development of the ability to create an image of the whole in its parts, details
1. The game "Guess where." This game is designed for younger children. For her, you need to prepare several pictures in duplicate. One picture from each pair remains intact, and the other is cut into parts (depending on the age of the children, the number of parts can vary from 4 to 32). At the same time, it is necessary to cut it so that it is quite difficult to imagine what exactly is depicted in a separate fragment.
During the game, whole pictures and cut pieces are laid out in front of the child. He is offered to guess which picture this or that piece is from.
For a child older than 5 years, the task becomes more complicated: he is told that, in addition to the pictures that lie in front of him, there was another one, but it was lost and the pieces may be from it.
2. The use of puzzles consisting of separate pieces (“puzzles”). In this case, the picture that needs to be collected is not shown to children.
3. The game "Guess the picture." For this game, you also need to prepare several drawings. From above, the drawing is closed with a sheet of paper with a small hole cut out in it (or several holes for younger children). The top sheet should be slightly larger than the picture. There are two versions of this game:
a) the child must guess what is shown, according to the detail of the picture, which is visible in the hole;
b) for a very short period of time (30 s 1 min), the child can move the top sheet, moving the hole, and then give detailed description what is shown in the figure.
4. "Compose a figure from the elements." This exercise can be used both in individual work with a child and in work with a group of children. During individual work, the child is offered a picture on which a triangle, a circle, a rectangle, a trapezoid are drawn. It is proposed to make a face, a clown, a house, a cat, rain out of these figures. Each shape can be used any number of times, but you cannot add other shapes or lines. When working with a group, these figures are drawn on the board. The task material is shown in Figure 21.
Rice. 21.
For younger children, figures can be cut out and made into pictures. You can invite children to change the figures, add their own, come up with a whole picture, and then make up a story based on it.
5. Composing words from letters. Children are given a set of letters and are encouraged to make as many words as possible from these letters. This game can also be played in a group. For example:
For the development of the imagination, it is useful to consider and learn to read diagrams, drawings, maps.
Here is what the Russian writer K. Paustovsky wrote about this:
“...Even as a child, I developed a passion for geographical maps. I could sit on them for several hours, like a fascinating book.
I studied the currents of unknown rivers, whimsical sea coasts, penetrated into the depths of the taiga ... repeated, like poems, the sonorous names Yugra ball and the Hebrides, Guadarrama and Inverness, Onega and the Cordillera.
Gradually, all these places came to life in my imagination with such clarity that it seems that I could write fictitious travel diaries to different continents and countries.
Development of the ability to recreate an image using a diagram, map, and other types of symbolic image
1. The game "Journey on a geographical map." Can be done with a group of children.
Each student is given a map tourist route scheme with the image of a river. Schematic images of cities, villages, railways, bridges, etc. are drawn along the banks of the river. Children are told: “You see, a ship is sailing along the river. Imagine that you are standing on the deck, looking at the shores. And about everything that you see and feel, please tell me.”
This technique can also be used to determine how the child's imagination and the ability to verbalize, describe verbally emerging images are developed.
Such stories are possible.
Children conscientiously list everything they see on the map, without adding anything from themselves, they don’t have any images:
Igor S .: “Well, I’m swimming ... ( Silent.) I see the coast. The houses are here. I see houses. I see the bridge. What else? Here is the bridge. I see the coast. The houses are here too shows), here stand ( shows). Everything here that is worth, I see.
There is no plot story, but the children tell a lot, sometimes very emotionally, freely imagine themselves sailing on a ship:
Petya G.: “It's summer here. Fresh air. The sun is shining. Forests around, groves. All sorts of stops, the ship stops at these stops.
Children give a coherent story about an imaginary journey. Such stories are emotional, colorful, imagination plays a big role in them, but it is constantly controlled by consciousness, which directs it in a certain direction:
Andrey A.: “I am sailing on a boat and I feel that I am swaying a little on the waves. Here the ship passes under the bridge it gets a little dark, and then brightens again. The ship stops at stops, and then sails again. We sail past the forest and after that we go out into the sun again. And suddenly my ship floats into some small river. We swim along this river. And when the rivulet turns around, I again go to the wide river and swim along it. I sail past villages and small villages. I swim up to railway and a train is running along it. When I pass under a bridge, it drives over me and makes a lot of noise.”
2. It is proposed to imagine and draw a dress according to its pattern given in the figure.
3. A drawing of the car is given. It is proposed to talk about how it looks, and then draw it.
4. The game "Find the hidden object." Two children or a child and an adult can play this game.
On the table or on the floor of the room, an area with roads, houses, a railway station, an airport, bridges, and parks is created from toys and other objects. After that, with the help of an adult or independently, the child draws a detailed map of this area. Then one of the players leaves the room, and the other hides an object in some place and marks this place on the map. After the child returns, he is given a map, according to which he must find the hidden object.
If a child plays with an adult, it is very important that he be in the role of a hider and a seeker.
5. "Designer". The exercise can be done in a group. Any designer can serve as a material for it - building, mechanical, etc. Children are given details and a diagram of the product, according to which they must assemble a certain design (for young children, these can be familiar objects a house, a swing, a car, for students 3 6 classes unfamiliar objects or abstract constructions).
Recreating imagination plays an important role in human life, it allows people to exchange experiences, without which life in society is unthinkable. It helps each of us to master the experience, knowledge and achievements of other people.
As already noted, creative imagination is the independent creation of new images that are realized in original products of activity.
Images are created without relying on a ready-made description or conditional image.
Creative imagination allows, bypassing the chain of conclusions, evidence, as if to see something completely new. Usually, when people talk about imagination, they most often mean creative imagination. It is closely related to creative thinking, but differs from it in that it operates not with the help of concepts and reasoning, but with the help of images. A person does not reason, but mentally sees what he did not see and did not know before, sees vividly, figuratively, in all details.
Creative imagination, fantasy are very important for artists, composers, writers, poets. The images they create are usually very colorful and strong, lively. Here is how the Russian writer M. A. Bulgakov describes the process of creating a play in his Theatrical Novel: “Here it began to seem to me in the evenings that something colored was coming out of a white page. Looking closely, squinting, I was convinced that this was a picture. And what's more, the picture is not flat, but three-dimensional...
Over time, the camera in the book sounded. I distinctly heard the sounds of the piano...
You could play this game all your life, stare at the page...
And one night I decided to describe this magical chamber. How to describe it?
And it's very simple. What you see, then write, and what you do not see, you should not write. Here: the picture lights up, the picture is colored. I like her? Extremely. Therefore, I write: the first picture. I see the evening, the lamp is on. Lampshade fringe. The notes on the piano are open. They play Faust. Suddenly "Faust" stops, but the guitar starts playing. Who's playing? There he comes out the door with a guitar in his hand. I hear sings. I write sings.
The role of creative imagination is huge. New original works are being created that never existed. However, their characters are so vital, real, that you begin to treat them as if they were alive (remember Don Quixote, Andrei Bolkonsky, Natasha Rostov, Anna Karenina, Tatyana Larina, Grigory Melekhov, Vasily Terkin, the Turbin brothers ...).
Equally important is the creative imagination for scientists and inventors.
The biographers of the great physicist A. Einstein specifically emphasized that he thought mainly with the help of images and ideas, and words and complex mathematical calculations arose for him as a way of proving and expressing these vivid images. Einstein himself described his discoveries as a kind of game that combines sensory impressions, "muscle sensations", emotions and intuition. He spoke about how he came to create the theory of relativity: “These ideas did not come in words. I rarely think in words."
Games and exercises for the development of creative imagination
1. Unfinished figures. The task of drawing unfinished figures is one of the most popular in the study and development of imagination and creative abilities. So, for example, the task “Finish the drawing” is included as one of the subtests in the test of creativity by P. Torrens. You can invite the children to complete a similar task.
Children are given a sheet with the image of simple geometric shapes: a square, a circle, a triangle, a rhombus, etc. and lines of various shapes: straight lines, broken lines, in the form of an arrow, zigzags, etc. (Fig. 22).
Rice. 22.
It is proposed to supplement each figure or line so that meaningful images are obtained. You can draw outside, inside the contour of the figure, you can turn the sheet in any direction.
2. The test of O. M. Dyachenko “Artist” belongs to the same type.
Children are given sheets of paper with figures drawn on them (circles, squares, triangles, various broken lines, etc.). All children should have the same set of figures. In 510 minutes, children should add anything to the figures so that they get object images.
The material for the task is shown in Figure 23.
Rice. 23.
Instruction: “Before you is a piece of paper divided into 8 parts. figures are drawn in each part of the sheet. The leaves with these figures were lost by the artist. He was going to draw pictures on the pieces of paper, but did not have time. And now the leaves have come to you. So now you are artists. You need to draw these figures and turn them into pictures so that there are no identical drawings. In each of the 8 parts of the sheet, the pictures should be different. Get started, please."
Children draw at a pace convenient for them, so they finish work at different times. When a child hands over a piece of paper, the psychologist always asks how each of the 8 drawings can be called, and signs its name under each picture. Sometimes children are called to write names for their pictures themselves.
This activity can also be used to explore the development of imagination. To do this, the task is evaluated in points:
0 points did not draw anything;
1 point stereotyped, primitive drawings, difficulty in verbalization when naming a picture;
2 points simple, standard drawings with repetitions, difficulties in choosing names for some drawings;
3 points complex, original drawings, good verbalization.
According to a survey by I. M. Nikolskaya and G. L. Bardier, conducted using this task, children aged 67 received an average score of 1.83. Moreover, girls received an average of 2.1 points, boys 1.6. This task was especially difficult for some boys, 16% of them could not complete it.
This technique is easy to turn into a game by selecting different sets of figures. The winner is the author of the most original drawings, those that have not been seen by other players.
3. The game "Magic blots". Before the game begins, several blots are made: a little ink or ink is poured into the middle of a sheet of paper and the sheet is folded in half. The sheet is then unfolded and the game can begin. The players take turns saying what kind of subject images they see in the blot or in its individual parts. Whoever names the most items wins.
4. The game "Fantastic hypotheses." It was invented by the world-famous storyteller J. Rodari. It can be used when working with a group of children.
In this game, the child must come up with different answers to the question: "What would happen if...?" For a question, you can take the first subject and predicate that come across. Let the subject be "city", and the predicate "fly". “What would happen if the city started to fly?”
For the game, you need to prepare 10 cards: 5 with nouns and 5 with verbs. For example, on five table, telephone, traffic light, spoon, iron, and on the rest fly, invent, draw, dream, make friends. The cards are stacked in two. In one pile nouns, in the other verbs. Before each new round of the game, the cards in each of the piles are shuffled.
The player must, without looking, pull out one card from each pile and connect the received words with the question: “What would happen if ...?” For example, the word “iron” is pulled out from the first pile, and “dream” from the second . The child should ask the question: “What would happen if the iron began to dream?” and come up with as many answers as possible.
In the future, you can gradually increase the number of cards in each pile, change the words.
You can come up with many tasks of this type: for example, during a walk: “Imagine that we are lost”, “Imagine that we are in intelligence”, “We are on a desert island”, “We have discovered an unknown planet”. Children readily and joyfully act out the story prompted by adults. He can only tactfully, carefully direct this violent fantasy, teach the guys to control their imagination, check with reality.
Younger schoolchildren and younger teenagers are happy to invent fairy tales. You can invite them to come up with a story according to a given plot, according to the beginning or end of the work, according to the picture; in particular, compositions based on a picture with some of its closed links help the development of creative imagination.
You can ask children to imagine that objects that are well known to them, things can feel, experience, talk, and offer to listen to the “talk” of things. What differences are observed in the imagination of children! 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 could “tell” other children about the people who eat, work, talk behind it.
5. "Come up with a continuation of the fairy tale." The exercise can be done with a group of children. This technique was proposed by the teacher M. Carne. An adult begins to tell a new fairy tale, unfamiliar to children. It is desirable that the hero of this fairy tale be a child of the same age as the listeners. At a critical moment in the hero's life, at the moment when something happened to him or he has to make a decision, the story is interrupted and the children are asked to come up with as many options as possible for what they would think or do in the place of the hero.
Then the adult asks a question about the consequences of what happened to the hero, his decision. It is important to encourage children to give as many answers as possible.
After that, the adult tells the end of the tale and invites the children to think about how else it could end.
The following characteristics stand out, which make it possible to judge that a child performing tasks of this type really fantasizes, is included in the creative process:
the child formulates in detail and clearly new ideas that develop the plot;
conducts an active dialogue with an adult, asks clarifying questions;
gives a detailed description of the content and objects of the tale;
introduces new heroes;
changes the direction of the plot development;
demonstrates a good memory;
uses gestures and facial expressions;
shows a high level of speech activity.
6. Exercise "Completion of the story." Children are offered the beginning of a story. For example: “It was a clear sunny day. A girl walked along the street and led a funny puppy on a leash. Suddenly out of nowhere…”
7. Writing fairy tales, stories. Schoolchildren are invited to come up with a fairy tale or a story with some given character - a living creature (for example, a ballerina, a commander, a little fox that crawled out of a hole) or an object (for example, a window, a computer or an old suitcase). The student must think of what will happen to this character, what this person, object or animal could tell about.
8. Composing a story in separate words. For example:
a) wind, sun, path, snow, streams, birds;
b) girl, tree, bird;
V) key, hat, boat, watchman, office, road, rain.
You need to make a coherent story or fairy tale using these words. Children can do this task in a group. Based on the results of its implementation, the teacher can learn about the features of the development of the imagination of schoolchildren.
For example, students of grade IV were asked to write an essay on the theme "Spring" and were given the words presented in paragraph "a". 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 are 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 anxiety in the teacher, because it indicates the underdevelopment of the student's imagination.
In the writings of other children, both imagination and personal attitude were manifested.
For example: “The sun woke me up. I looked around, saw the blackened snow all around, saw how I sparkled with silver on this snow, and suddenly I thought: “Who am I?” While I was sleeping, I forgot about it. At this time, the wind picked up. I asked him: "Who am I?" But the wind did not answer, only laughed and flew on. Then I asked the path that ran next to me, but she also did not answer me. at this time, birds flying by landed and began to drink my water. "Who am I?" I asked them. "Do not you remember? The birds were surprised. You are a trickle. Look, there are many of your brothers around." I peered into the distance and saw many streams. I quickly ran to them, and we began to play.
When analyzing essays, it is important to consider:
originality, unusual images of the imagination;
the number of interesting ideas proposed by the child;
emotionality, expression of personal attitude;
detailed images;
Difficulties experienced by the child in compiling the story;
speed of imagination (how long it takes a child to come up with an independent plot).
You can limit the time the children complete the task 5 10 min.
9. The game "What does it look like?". The development of imagination is also facilitated by the development in children of the ability to understand metaphors and create new ones. Indeed, in order to understand a metaphor, and even more so to create it, it is necessary to learn how to transfer the properties of one object to another, to compare the properties of different objects.
To develop this skill, the child can be offered to explain what this or that metaphor, this or that proverb means. To do this, it is good to use the game "What does it look like?". This game can be played by multiple people. One leading. He leaves the room, and the others conceive some real person, character or object.
The driver must guess what exactly was intended by asking questions like: “What flower does this look like?”, “What weather does this look like?”, “What brand of car does this look like?” and so on.
10. The game "Ridiculous" also consists in teaching children the understanding and interpretation of absurdities and inventing them on their own.
11. Game "Unusual use". Children are encouraged to imagine as many uses as they can for a known object (such as a large plastic water bottle or string). Such tasks are included in the test of creative thinking by J. Gilford.
12. Exercise "Musical instruments". Look at the things on the desk or in the briefcase and decide which of them can be used as musical instruments and played on them.
13. Exercise "Crafts". Make crafts using the same object in different functions (for example, a walnut shell as a boat, a tortoise shell, a hat, etc.).
A special place among the images of creative imagination is occupied by dream.
A dream is always directed to the future, to the prospects for the life and work of a particular person, personality. A dream allows you to plan the future and organize your behavior for its implementation. A person could not imagine the future (that is, something that does not yet exist) without imagination, without the ability to build a new image. Moreover, a dream is such a process of imagination, which is always directed not just to the future, but to the desired future. In this sense, Plyushkin is an image of the creative imagination of N.V. Gogol, but not his dream. But the heroes of "Scarlet Sails" by A. Green - the writer's dream of people as he would like to see them.
A dream does not give an immediate objective product of activity, but is always an impetus to activity. K. G. Paustovsky said that the essence of a person is the dream that lives in everyone’s heart. “Nothing a person hides so deeply as his dream. Perhaps because she cannot bear the slightest ridicule, and certainly cannot bear the touch of indifferent hands. Only a like-minded person can believe his dream.
Images of this kind, like a dream, include ideals a person images that serve him as models of life, behavior, relationships, activities. Ideal is an image in which the most valuable, significant for a given person traits and personality traits are presented. The ideal image expresses the tendency of personality development.
Each object, no matter how everyday and far from fantasy it may seem, is in one way or another the result of the work of the imagination. In this sense, we can say that any object made by human hands is a dream come true. The new generation uses the thing that their fathers dreamed about and created. A realized dream creates a new need, and it gives rise to a new dream. At first, each new achievement seems wonderful, but as it is mastered, people begin to dream of the best, more. So, on October 4, 1957, an artificial satellite appeared near the Earth.
The dream of K. E. Tsiolkovsky, the great dreamer of our time, who wrote that thought, fantasy, a fairy tale inevitably come first, followed by scientific calculation and, finally, execution. Before the appearance of the satellite, jet aircraft arose, rockets took off into the stratosphere, studying its structure and composition, new heat-resistant alloys, new types of rocket fuel, etc. were created. Then a man flew into space it was amazing and wonderful, but now everything got used to it, and people dream of flying to other planets.
However, a dream can also arise by itself, without a special purpose. In this case, it refers to images born of involuntary imagination.
As already noted, involuntary, passive imagination operates mainly when a person dreams about something in reality, when he sleeps or naps. Images in these cases are born, as it were, by themselves, unintentionally.
Involuntary imagination is also necessary for a person. After all, with its help you can be carried away in dreams very far, fantasize about anything. This is very interesting. We just need to remember to return to the ground in time.
Sometimes what a person sees in dreams or even in a dream strikes him so much that in reality he strives to achieve this dream. The dream passes from involuntary to arbitrary and vice versa.
Images of art, scientific discoveries, inventions often arise involuntarily, without intention, but then, thanks to work on them, they become a reality for all people.
Here is what the great composer W. A. Mozart wrote about this: “When I ... am alone with myself and in a good mood ... my ideas appear in the greatest quantity. Why and how this happens I do not know. I can't force them. These moments of pleasure that make me happy, I keep in my memory. I got used, as I was advised, to hum them mentally. If I continue in this way, it soon occurs to me how to change this or that piece, how to make a good dish out of it, how to apply it ... to the characteristics of various instruments, etc.
It is necessary to distinguish groundless dreams, daydreams from dreams. dreams is passive but deliberate imagination. These are dreams that are not connected with the will aimed at their fulfillment. People dream about something pleasant, joyful, tempting, and in dreams the connection between fantasy and needs and desires is clearly visible. Let us recall Manilov the hero of the poem by N. V. Gogol “ Dead Souls". Manilov uses dreams and fruitless reverie as a veil from the need to do something: here Manilov entered the room, sat down on a chair and indulged in reflection. His thoughts drifted imperceptibly to God knows where. “He thought about the well-being of a friendly life, about how nice it would be to live with a friend on the banks of some river, then a bridge began to be built across the river, then a huge house with such a high belvedere that you can even see Moscow from there and there drink tea in the evening in the open air and talk about some pleasant subjects.
One of the most interesting and mysterious images created by the involuntary imagination is dreams. In dreams, fragments of memories of the past are bizarrely combined, enter into unexpected, sometimes completely unbelievable combinations. The same thing can happen in a half-asleep, drowsy state. The well-known Russian physiologist I. M. Sechenov noted that dreams are "unprecedented combinations of experienced impressions." When a person sleeps, the activity of those areas of the cerebral cortex that are responsible for our conscious activity, control our impressions and ideas, slows down. When complete and deep inhibition occurs, sleep is deep, dreamless. But inhibition occurs unevenly, especially in the initial stage of sleep and in the last before awakening. Dreams are caused by the work of a group of cells that have remained uninhibited. Very characteristic of dreams are:
their sensual authenticity when a person sees a dream, he often does not doubt for a minute that all this is happening to him in reality. Only after waking up, “shaking off” the dream, can he critically treat the dreamed fantasies. But even when he wakes up, he is often under the impression of a dream;
incredible quirkiness, unusual connections and combinations of images;
explicit or covert connection of dream images with essential human needs. For example, Tatyana writes to Onegin: "You appeared to me in my dreams." In love with Eugene, she constantly thinks about him, and now his image appears in a dream.
Despite sometimes all the fantasticness of dreams, they can only contain what was perceived by a person.
For example, the reason for dreams can be irritations that the body of a sleeping person receives: the blanket has moved the legs are frozen, you may dream that you are freezing, that ice has broken under you, or that you are knee-deep in water and catch fish with nonsense. There can be many variations.
Sometimes the cause of a dream is the turbulent events that occurred during the day. The dream is dreaming, as it were, on the same topic, in continuation of these events.
In some cases, a dream can signal a disease. So, one woman was haunted by a dream for a long time: she ate raw or spoiled fish. During a medical examination, she had an acute form of gastritis.
And there are many different causes of dreams, which you can, if you are interested, learn from the special literature.
Sleep is a product of a healthy psyche. All people see dreams. Research recent years lead scientists to the idea that dreams are necessary for the normal functioning of our brain. If you deprive a person of dreams, this can lead to a mental disorder.
Involuntary imagination can cause various fears. Typical experiences of the child are reflected in the poem by S. Ya. Marshak “What was Petya afraid of?”:
Psychologists, educators and parents often have to deal with children's stories about nightmares. All people see such dreams from time to time, and in this case it is enough for the child to simply tell about it and convince him that the dream is not related to what is happening in reality.
Recurring nightmares and persistent daytime fears require much more attention. As special studies show, constant nightmares are a reflection of the child's real trouble - difficult relationships, conflicts in the family, the child's real or imaginary failure, the inconsistency he experiences with the ideas of parents and teachers about how he should be. Therefore, in order to save a child from night fears, it is necessary first of all to establish his daily life, strengthen self-esteem, and increase self-confidence. It is often necessary to lower the requirements for the child, to treat him as if he were a year or even two younger.
To overcome persistent night and daytime fears, there are special psychotherapeutic techniques - special games and drawings. (You can read more about them in the book: Zakharov A. I. What our children dream about: How to get rid of fears. St. Petersburg, 1997.)
However, involuntary imagination sometimes allows you to see the danger that can actually happen, and helps to avoid it.
Features of imagination in children of different ages
Imagination goes a long way of development. It occurs in early childhood, scientists find its beginnings already in the second year of life, then, when the child begins to vary the usual actions and transfer them to other objects. For example, a child may craddle a doll first, then a bear, then a toy car, then a cube.
The role of imagination is especially noticeable in preschool age, in children's games. In the game, children take on different roles (pilot, driver, doctor, Baba Yaga, pirate, etc.). The need to build one's behavior in accordance with the role assumed requires the active work of the imagination. In addition, you need to imagine the missing items and the very situation of the game.
There is an opinion that the richest imagination is the imagination of a preschooler. However, it is not. The richness of the imagination depends on a person's life experience. A child has poorer experience than an adult, so he has less material for creating images of the imagination. But the child is not so constrained by conventions, he controls himself less, so he is more easily distracted from reality, one might say, “flies away” from it. In addition, the images of the child's imagination are often more emotionally rich than the images of the adult's imagination, and are more directly reflected in behavior.
Senior preschool and junior school age are qualified as the most favorable, sensitive for the development of creative imagination, fantasies. Games, conversations of children reflect the power of their imagination, one might even say, a riot of fantasy. In their stories and conversations, reality and fantasy are often mixed, and the images of the imagination can, by virtue of the law of the emotional reality of the imagination, be experienced by children as quite real. The experience is so strong that the child feels the need to talk about it. Such fantasies (they are also found in adolescents) are often perceived by others as lies. Parents and teachers often turn to psychological counseling, alarmed by such manifestations of fantasy in children, which they regard as deceit. In such cases, the psychologist usually recommends that you analyze whether the child is pursuing any benefit with his story. If not (and most often it happens so), then we are dealing with fantasizing, inventing stories, and not with lies. This kind of storytelling is normal for kids. In these cases, it is useful for adults to join the children's game, to show that they like these stories, but precisely as manifestations of fantasy, a kind of game. Participating in such a game, sympathizing and empathizing with the child, an adult must clearly designate and show him the line between the game, fantasy and reality.
At primary school age, in addition, there is an active development of the recreative imagination.
In adolescence, the childish form of imagination is curtailed, and criticality to the products of one's own creativity and imagination increases. It is important to note that the curtailment of the child's form entails, for example, such consequences as a decrease in interest in drawing - only gifted children continue to draw (Vygotsky L.S., 1968).
The representations of fantasy, the products of one's own imagination, precisely because the process of restructuring, the gradual differentiation of the imagination, is taking place, often become so real for the adolescent that he, as it were, involuntarily tries to bring them to life either in some specific activity, or in stories that make as if they were real. This is even connected with the development of a certain genre of teenage folklore, “tales”, in which both the narrator and the listeners both believe and understand their conventionality. They should be distinguished from cases of intentional lies, as well as from those cases when a student, without special intent, following a direct strong need to at least verbally realize his fantasy, sometimes even obeying some unconscious impulse, tries to pass it off as reality. In these cases, it is always important for a psychologist to understand the motive for such behavior.
In this period significant role dream plays. She is starting to take the place of the game more and more. It is still in many respects the external game, which is characteristic of previous periods of development, folded and transferred to the internal plan. As before, when playing, the child took on the role of a hero who can do much more than he can, so now, when dreaming, he sees himself free from those negative complexes, experiences, shortcomings that poison his life today. It is not for nothing that the tendency to daydreaming is described in the literature as the most typical feature of adolescence, although it often applies to early adolescence. The dream is extremely important for development, contributing to the "elevation of needs", creating ideal images of the "required future".
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.
The more the imagination participates in all the cognitive processes of the student, the more creative his educational activity will become.
If we want the educational activity to be creative, we must keep in mind the following. Any 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 that knowledge is organically connected with human imagination and the power of imagination increases with the growth of knowledge.
The main condition for the development of the child's imagination is its inclusion in a wide variety of activities. 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, children transform reality in their imagination with varying ease. Some are so constrained by the situation that any mental change 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 is talking about or what is written in the textbook.
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 about.
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 developed in different ways, but it is necessary 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.
Of great importance for the development of the creative imagination of children are various circles: artistic, literary, technical, young naturalists.
The work of circles should be organized so that students see the result of their work, 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."
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 specific 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.
Such children often experience difficulties in writing an essay on a free topic it is very difficult for them to think of something, they cannot bring to life a single image.
Other children are hindered by hints, restrictions. If they write an essay on a given topic, they cannot begin 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 essays on a free topic immediately, as if they have a lot of ready-made plots and images in their heads.
The most common individual features of the imagination include:
the degree of ease and difficulty with which a person is generally given the creation of images of the imagination;
the characteristic of the created image itself: an absurdity or an original find of a solution;
personal orientation in which area is brighter, new images are created faster.
It is good to involve parents in the work on developing the imagination of children.
You can invite them to think about how their child's fantasy is developed by completing the following questionnaire:
|
No. p / p |
Question |
Yes |
No |
| Is your child interested in drawing? |
1. Introduction.
Imagination and fantasy are the most important aspects of our life. Imagine for a moment that a person would not have fantasy or imagination. We would lose almost all scientific discoveries and works of art. Children would not hear fairy tales and would not be able to play many games. And how would children be able to learn the school curriculum without imagination?
Simply put - deprive a person of imagination and progress will stop! This means that the development of imagination in younger students is one of the most important tasks of the teacher, since imagination develops especially intensively at the age of 5 to 12 years.
2. What is imagination?
Imagination is inherent only to man, the ability to create new images (representations) by processing previous experience. Imagination is often called fantasy. Imagination is the highest mental function and reflects reality. With the help of imagination, we form an image of an object, situation, conditions that has never existed or does not exist at the moment.
When solving any mental problem, we use some kind of information. But there are situations when the available information is not enough for an unambiguous decision. Thinking in this case is almost powerless without the active work of the imagination. Imagination provides knowledge when the uncertainty of the situation is great. This is the general meaning of the function of imagination in children, and in adults.
Senior and junior school age are characterized by the activation of the imagination function. First, recreating (allowing you to imagine fabulous images), and then creative (due to which a fundamentally new image is created). Younger students carry out most of their vigorous activity with the help of imagination. Their games are the fruit of wild imagination. They are passionate about creative activities. The psychological basis of the latter is also imagination. When in the process of learning children are faced with the need to comprehend abstract material and they need analogies, support with a general lack of life experience, the child also comes to the aid of imagination.
Imagination is characterized by activity, efficiency. The anticipatory reflection of reality occurs in the imagination in the form of vivid representations, images. For a more complete picture of the types and methods of imagination, you can use the diagram.
Scheme of imagination, its types and methods.
Imagination can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of materials, in accordance with the plan). The creation of images of the imagination is carried out using several methods. As a rule, they are used by a person (and a child especially) unconsciously. The first such way is agglutination , i.e. "gluing" various parts that are not connected in everyday life. An example is the classic character of fairy tales man-beast or man-bird (Centaur, Phoenix). The second way is hyperbolization . This is a paradoxical increase or decrease in an object or its individual parts. The following fairy-tale characters can serve as an example: Dwarf Nose, Gulliver or Boy with a finger. The third way to create fantasy images is schematization . In this case, individual representations merge, the differences are smoothed out. The main similarities are clearly worked out. This is any schematic drawing. The fourth way is typing . It is characterized by highlighting the essential, repeating in some respects homogeneous facts and embodying them in a specific image. For example, there are professional images of a worker, a doctor, an engineer, etc. The fifth way is emphasis . IN created image some part, detail stands out, is especially emphasized. A classic example is a cartoon, a caricature.
The basis for creating any images of fantasy is synthesis and analogy . Analogy can be close, immediate and distant, stepped. For example, the appearance of an aircraft resembles a soaring bird. This is a close analogy. A spaceship is a distant analogy with a sea ship.
Fantasy, like any form of mental reflection, must have a positive direction of development. It should contribute to a better knowledge of the world around us, self-improvement of the individual, and not develop into passive daydreaming, replacing real life with dreams. Fantasizing significantly enriches the experience of the child, introduces him in an imaginary form into situations and spheres that he does not encounter in real life. This provokes the emergence of fundamentally new interests in him. With the help of fantasy, the child gets into such situations and tries such activities that in reality are inaccessible to him. This gives him additional experience and knowledge in the everyday and professional sphere, in the scientific and moral, determines for him the significance of this or that object of life. Ultimately, he develops diverse interests. Fantasy not only develops interests in breadth, ensuring their versatility, but also deepens the already formed interest.
3. The key to successful study.
Any learning is associated with the need to imagine something, to imagine, to operate with abstract images and concepts. All this cannot be done without imagination or fantasy. For example, children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete and free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world. They contribute to the development of abstract-logical memory and thinking, enrich his individual life experience. Everyone knows that one of the most difficult forms of schooling is writing essays on literature. It is also well known that schoolchildren with a rich imagination write them easier and better. However, often these children are distinguished by good results in other subjects. The influence of a well-developed imagination on these successes is not so noticeable at first glance. At the same time, psychological research convincingly proves that it is the imagination that comes to the fore and characterizes all the mental activity of the child. In particular, L. S. Vygodsky held precisely this point of view.
Imagination provides the following activities for the child:
Building an image of the final result of his activity;
Creation of a program of behavior in a situation of uncertainty;
Creation of images that replace activities;
Creation of images of described objects.
Imagination and fantasy are inherent in every person, but people differ in the direction of this fantasy, its strength and brightness.
The attenuation of the function of imagination with age is a negative aspect of personality. At the same time, imagination can not only facilitate the learning process, but also develop itself with the appropriate organization of educational activities. One of the essential methods of training the imagination, and with it thinking, attention, memory, and other related mental functions that support learning activities, are games and tasks of the "open type", i.e., having more than one solution. No less important is the training of the ability to connect abstract or figurative, in a figurative sense, meanings with specific objects and phenomena. Below are a number of tasks that allow you to train the process of imagination of younger students.
4. Development of the imagination of younger students.
Imagination is closely connected with personality and its development. The personality of the child is constantly formed under the influence of all the circumstances of life. However, there is a special area of a child's life that provides specific opportunities for personal development - this is a game. The main mental function that provides the game is precisely imagination, fantasy. Imagining game situations and realizing them, the child forms a number of personal properties, such as justice, courage, honesty, and a sense of humor. Through the work of the imagination, there is a compensation for the still insufficient real opportunities of the child to overcome life's difficulties, conflicts, and solve problems of social interaction.
Exercise "Composing Images from Objects"
(at a math or art lesson)
Draw the given objects using the following set of shapes.
Objects for drawing:face, house, cat, joy, rain, clown.
Each shape can be used multiple times.
rain face
Cat
Exercise "Pets"
(at the lesson "The world around")
Children are shown pictures of domestic and wild animals. The pictures are very similar, but upon closer examination, you can find distinguishing features. For each picture, the child must give the correct answer (one!) About whether the animal belongs to domestic or other species.
Picture material:
A pig is a wild boar, a dog is a wolf, a cat is a tiger, a turkey is a peacock, a goose is a wild goose, a goat is a mountain goat (doe).
After the children's answers, ask them to talk about their pets, and then determine General characteristics pets.
Exercise "Ridiculous Pictures"
(at the lesson "The world around")
This exercise is primarily for observation. However, a child can only reveal the absurdity in the image if, along with observation, he has a well-developed recreative imagination. So indirectly, this exercise also diagnoses the degree of development of the imagination. Invite the child to look at the pictures below and say what is wrong or ridiculous in them.
Game "Using Items"
(at the Russian language lesson)
The game is aimed at stimulating the child's imagination and general development.
This game has no age restrictions. When repeating the game, you can change the set of items, the main thing is that they are familiar to the child.
Present the pictures to the child in sequence: glasses, an iron, a chair, skates, a glass, etc.
It is proposed to list all the uses of this item that he knows or can imagine.
Game "Three words"
(at the speech development lesson)
This game is for the appreciation of the recreative and creative imagination. In addition, it diagnoses general vocabulary, logical thinking, and general development.
The child is asked to make three words the largest number meaningful phrases, so that they include all three words, and together they make up a coherent story.
Words for work:
PALACE GRANDMA CLOWN
ROBERT MIRROR PUPPY
CAKE LAKE BED
An example of the execution of this text:
“Grandma came to the palace and saw a clown. Grandmother and the clown began to live in the palace. Once the clown was walking through the palace and stumbled on the grandmother's leg. The clown made grandma laugh. Grandmother began to work in the palace as a clown.
Exercise "Binom"
(at the lesson of extracurricular reading)
For the first time, such an exercise for the development of the creative imagination of children was used by J. Rodari.
In this exercise, the creative abilities of the child are clearly manifested, it can be successfully used not only for the development of fantasy, but also for abstract creative thinking.
Each child needs to come up with and write on a piece of paper two columns of four words each. You can write the names of any objects and phenomena, the names of people and animals.
Now the next step. For each of the four pairs of words (one from each column), you need to come up with associations connecting them, the more the better.
For example: if words are invented cat and light bulb then the associations can be:
- the cat is heated under the lamp;
A cat, round and warm, like a light bulb;
The eyes of the cat are burning like a light bulb;
The cat's head is shaped like a light bulb.
etc.
The one who came up with more associations from all four pairs won.
Exercise "Three colors"
(in art class art)
The child is invited to take three colors, in his opinion, the most suitable for each other, and fill the entire sheet with them. What does the drawing look like? If this is difficult for him to do, let him finish the drawing a little if necessary. Now invite him to come up with as many titles for the picture as possible (with explanations).
Exercise "Hear and tell"
(in music class)
The game develops auditory attention, contributes to the expression of the personal characteristics of the child.
Prepare a few objects that can make sounds, or from which sounds can be extracted. Complete with sound toys or musical instruments, wooden spoons, etc.
The child is blindfolded and a number of different sounds are depicted. His task is to recreate some incredible story from the sounds. Then he opens his eyes and tells his story. The most incredible story wins.
OAU DPO Lipetsk Institute for the Development of Education
MBOU secondary school with. Talitsa
ABSTRACT.
Topic: "Development of imagination
For younger students."
Performed
Teacher
primary school
Bulavina I. A.
S. Cherkasy, 2009
Creative
(creation of fundamentally new images)
recreative
(creating an image according to its description)
agglutination
Imagination
psychological function,
aimed at creating new images
Schematization
hyperbolization
Synthesis
Analogy
typing
accentuation
UDC 159.922.7; 371.4 doi: 10.20310/1810-231X-2016-15-4-84-87
CREATIVE IMAGINATION OF YOUNGER STUDENTS
Volodicheva Natalia Vladimirovna
MAOU secondary school № 1, Russia, Tambov e-mail: [email protected]
The article considers the essence and functions of the creative imagination of younger students. Psychological and pedagogical stages of development of creative imagination of preschoolers and younger schoolchildren are revealed. The interrelation of creative imagination and other cognitive processes of a junior schoolchild is revealed. The necessity of studying this aspect as one of the most significant in the life of students is proved. primary school.
Keywords: creative imagination, primary school students, stages of development of creative imagination, internalization, functions of imagination, stages of creative imagination
In domestic psychology, research on the development of creative imagination in children of primary school age occupies a significant place. Most authors associate the genesis of the imagination with the development of the child's play activity (A. N. Leontiev, D. B. Elkonin, etc.), as well as with the mastery of schoolchildren with activities that are traditionally considered "creative": constructive, musical, visual, artistic - literary.
The state of children's creative imagination depends on the following factors:
age;
mental development;
Features of development, i.e. the presence of any violation of psychophysical development;
Individual personality traits: stability, awareness and orientation of motives, evaluative structures of the image of "I", features of communication, the degree of self-realization and evaluation of one's own activity, character traits and temperament;
Development of the process of education and upbringing.
According to L. S. Vygotsky, it is necessary to know the psychological mechanism of children's imagination, the basis of which is the relationship between fantasy and reality. “The creative activity of the imagination is in direct proportion to the richness and diversity, the former experience of a person, because this experience is the material from which
constructs of fantasy are created. The richer the experience of a person, the more material that his imagination has at his disposal. The task of an adult is to expand the experience of the child, which will create conditions for development creative activity children, since the imagination is connected with reality itself, and in the process of its perception, ideas about it are accumulated and refined, thereby enriching the memory with images of the existing.
The psychologist T. Ribot presented the basic law of the development of the imagination in three stages:
Childhood and adolescence - the dominance of fantasy, games, fairy tales, fiction;
Youth is a combination of fiction and activity, "sober prudent reason";
Maturity is the subordination of the imagination to the mind to the intellect.
The creative imagination of a younger student develops gradually, as he acquires real life experience. The richer the experience of a schoolchild, the more he saw, heard, experienced, learned, the more impressions about the surrounding reality he accumulated, the richer material his imagination has, the more scope opens up for his imagination and creativity, which is most actively and fully realized in games, writing fairy tales and stories, drawing.
Modern pedagogy no longer doubts that it is possible to teach creativity. Under the creative abilities of students, we understand the complex capabilities of the student in the performance of activities and actions.
actions aimed at creating new educational products. Through creativity, the child develops thinking.
School age, like all human ages, begins with a critical stage, or a turning point at the age of 7. In the transition from preschool to school age, the younger student changes. The results of many modern studies on this problem boil down to the following: a 7-year-old child is distinguished, first of all, by the loss of childish immediacy. The immediate cause of childish spontaneity is the insufficient differentiation of inner and outer life.
The features that characterize the crisis of 7 years are associated with the weakening of sensual immediacy, the strengthening of the rational aspect of the perception of reality, which now mediates the experience and the act itself, being the opposite of the naive and direct action characteristic of the child. The child begins to realize his experiences, the concepts “I am happy”, “I am upset”, “I am angry”, “I am kind”, “I am evil” are born. Childhood experiences acquire meaning, as a result, the child develops new relationships with himself, which became possible due to the process of generalization and complication of experiences. This is the so-called affective generalization, or the logic of feelings, when a school-age child learns to generalize his feelings, which are repeated many times with him.
What are the stages in the development of imagination in children of school age? It is known that up to the age of 3 children's imagination exists, as it were, inside other mental processes that are the foundation of imagination. At the age of 3, the child develops verbal forms of imagination, and imagination becomes an independent mental process. At 4-5 years old, a child learns to plan, structure upcoming actions at the mental level.
At the age of 6-7, the imagination is already quite active, meaningful and specific. The first elements of children's creativity appear. Imagination requires an environment that feeds it - this is emotional communication with adults, objective and manipulative activities of various types.
From 6-7 years old to 9-10 years old - the child's junior school period. He appears
standing duties that are associated with educational and cognitive activities. The new social status of the child, the world of normative relations complicates the child's living conditions, often acting for him as stressful, increasing mental tension, which affects the child's physical health, emotional state, and behavior. The standardization of the conditions of life of a younger student taking place at school begins to interfere with his natural development, which until then was taken into account and understood by close people. Basically, the younger student adapts to the standard conditions of the school, which helps him in his educational activities.
Primary school age is a period of intensive and qualitative transformation of cognitive processes (perception, memory, imagination, etc.): they begin to acquire an indirect character and become conscious and arbitrary. Without a sufficiently developed imagination, the student's educational work cannot proceed successfully, hence the important pedagogical conclusion: the creation of favorable conditions for the development of imagination in the work of children contributes to the expansion of their real life experience, the accumulation of impressions.
The leading components of the creative imagination of younger students are past experience, the subject environment, which depend on the internal position of the child, and the internal position from above situational becomes outside situational.
In the life of a junior schoolchild, creative imagination performs a number of specific functions. The first of these is to represent reality in images and be able to use them when solving problems. This function of creative imagination is connected with thinking and is organically included in it. The second function of the imagination is to regulate emotional states. With the help of his imagination, the younger student is able to at least partially satisfy many needs, to relieve the tension generated by them. This vital important function especially emphasized and developed in psychoanalysis.
The third function of creative imagination is associated with its participation in the arbitrary regulation of cognitive processes and states.
human, in particular, perception, attention, memory, speech, emotions. With the help of skillfully evoked images, the younger student can pay attention to the necessary events. Through images, he gets the opportunity to control perception, memories, statements. The fourth function of creative imagination is the formation of an internal plan of action - the ability to carry them out in the mind, manipulating images. Finally, the fifth function is planning and programming activities, drawing up such programs, assessing their correctness, the implementation process.
Creative imagination, as already mentioned, is the creation of a new, original image, idea. In this case, the word "new" has a double meaning: one distinguishes between objectively and subjectively new. Objectively new - ideas that do not currently exist. This new does not repeat the existing one, it is original. Subjectively new - new for the younger student. It can repeat the existing one, but he does not know about it. He discovers it for himself as original, unique and considers it unknown to others.
It should be noted here that for a long time in psychology there was an assumption according to which the imagination is inherent in the child “initially” and 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.
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 images of the imagination can, by virtue of the law of emotional reality,
images to be experienced by children as very real.
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 creative imagination is an effective way for a junior schoolchild 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. The following conditions contribute to the development of the creative imagination of the younger student:
Inclusion of students in various activities;
Use of non-traditional forms of conducting lessons;
Creation of problem situations;
Application of role-playing games;
Independent performance of work;
Use of various materials;
The use of various types of tasks, including psychological and pedagogical ones.
Thus, the creative imagination of children has a significant potential for the implementation of the reserves of an integrated approach to teaching and upbringing. We know a lot about the importance of creative imagination in the life of a primary school student, how it affects his mental processes and states, and even his body. This prompts us to single out and specifically consider the problem of creative imagination. Thanks to the imagination, the younger student creates, intelligently plans his activities and manages them. Creative imagination takes the younger student beyond the limits of his momentary existence, reminds him of the past, opens the future. Possessing a rich imagination, a younger student can "live" in different
time that no other living being in the world can afford.
Creative imagination is the basis of visual-figurative thinking, which allows the younger student to navigate the situation and solve problems without the direct intervention of practical actions. It helps him in many ways in those cases of life when practical actions are either impossible, or difficult, or simply inappropriate (undesirable). Creative imagination differs from perception in that its images do not always correspond to reality, they contain elements of fantasy and fiction. If the imagination paints such pictures to the consciousness, to which nothing or little corresponds in reality, then it is called fantasy. If, in addition, creative imagination is aimed at the future, it is called a dream.
Literature
1. Vygotsky L. S. Imagination and creativity in primary school age. SPb., 1997.
2. Borovik O. V. Development of creative imagination. Guidelines. M., 2000.
3. Bruner D.S. Psychology of knowledge. Beyond immediate information. Imagination in children. M., 1977.
4. Vannik M. E. Creative imagination in the classroom. M., 2005.
5. Vannik M. E. Developing creative imagination in children. M., 2005.
6. Imagination. Philosophical encyclopedic Dictionary. M., 1998.
7. Vecker L. M. Mental processes. Imagination. M., 1974.
1. Vygotskij L. S. Voobrazhenie i tvorchestvo v mladshem shkol "nom vozraste. SPb., 1997.
2. Borovik O. V. Razvitie tvorcheskogo voobra-zheniya. Metodicheskie rekomendacii. M., 2000.
3. Bruner D. S. Psychology poznaniya. Za predelami neposredstvennoj informacii. Voobrazhenie u detej. M., 1977.
4. Vannik M. E. Tvorcheskoe voobrazhenie na urokah. M., 2005.
5. Vannik M. E. Razvivaem tvorcheskoe voobrazhenie u detej. M., 2005.
6. Vision. Filosofskij enciklope-dicheskij slovar ". M., 1998.
7. Vekker L. M. Psihicheskie processy. Voobrazhenie. M., 1974.
CREATIVE IMAGINATION OF YOUNGER PUPILS
Volodicheva Natalia Vladimirovna
MAOU SOSh № 1, Russia, Tambov e-mail: [email protected]
The article discusses the nature and function of the creative imagination of younger pupils. The author reveals the psychological and pedagogical stages of the creative imagination of preschoolers and primary school children. The article reveals the relationship of the creative imagination and other cognitive processes of the younger schoolboy. The authors proved the necessity of studying this aspect as one of the most important in the life of primary school pupils.
Key words: creative imagination, younger pupils, the stages of development creative imagination, internalization, functions of imagination, the stages of the creative imagination
Volodicheva Natalia Vladimirovna, primary school teacher, secondary school No. 1, Tambov
Volodicheva Natalia Vladimirovna, Elementary School Teacher of MAOU SOSh № 1, Tambov
DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF SHAKHTERSK
MINING EDUCATIONAL SCHOOL I-III STAGES № 14
"Training
cognitive abilities
younger students"
(a collection of exercises for the development of cognitive processes)
Compiled
Kostyuchenko L. L.,
elementary teacher
classes
Shakhtersk-2015
INTRODUCTION
“Pupils can only learn successfully
when they can observe, think,
V. A. Sukhomlinsky
Since 2012, I, L. L. Kostyuchenko, have been working on the problem of developing the cognitive qualities of younger students through the use of exercises to develop cognitive abilities in my teaching activities. aimof this work is the systematization of forms and methods for the development of cognitive qualities and abilities of younger students in the learning process.
Learning is a pedagogical interaction between a student and a teacher, during which the cognitive qualities of the student develop. In the process of education, the student acquires knowledge about the objects and objects of the surrounding world, creates a subjectively new or objectively new product.
Cognitive qualities include:
Physical and physiological qualities: the ability to see, hear, touch, feel the object under study with the help of smell, taste; developed working capacity, energy;
Intellectual qualities: curiosity, erudition, thoughtfulness, ingenuity, logic, "intelligence quotient", meaningfulness, validity, argumentation, ability to analyze and synthesize, the ability to find analogies, use various forms of evidence.
The cognitive development of a child is directly related to the development of his cognitive abilities.In the psychological and pedagogical literature there is no unity in the understanding of "cognitive abilities", and, consequently, there is no unity in terminology. In different sources, synonyms are the concepts of "cognitive abilities" - "general abilities" - "mental abilities" - "mental abilities" - "cognitive abilities", depending on what kind of content the authors put into the concept of "cognitive abilities". Either way, cognitive ability refers to general ability. The successful mastering of any kind of activity, including learning, depends on cognitive abilities. They cover sensory, intellectual, Creative skills. Cognitive abilities are used and developed in the process of mastering knowledge in various sections of educational programs. The formation of cognitive abilities is included in the formation of figurative forms of cognition of reality: perception, figurative memory, visual-figurative thinking, imagination, i.e., in the creation of the figurative foundation of the intellect. Thus, by developing and training the cognitive processes of younger students in the learning process, we, teachers, develop the cognitive abilities of students: the ability to see, imagine, remember, think. For the development of cognitive qualities and abilities in my work I use: didactic games, intellectual games and exercises for the development of cognitive abilities.
In this manual, I systematized exercises aimed at developing and training the cognitive processes of younger students: perception, thinking, memory, imagination. The textbook can be used during classes as a didactic material, as well as after school hours for home independent work.
Imagination Exercises
1. Exercise "Perform a drawing"
Children are given a sheet with the image of simple geometric shapes: a square, a circle, a triangle, a rhombus, etc. - and lines of various shapes: straight lines, broken lines, in the form of an arrow, zigzags, etc. It is proposed to supplement each figure or line in such a way to get meaningful images. You can draw outside, inside the contour of the figure, you can turn the sheet in any direction.
2. Exercise "Wizards" (drawing emotions, feelings)
The student is invited to draw a torso for each pictogram, color the man's clothes with pencils, the color of which (according to the child) matches the emotional state of this pictogram.
3. Exercise "Fold the picture"
4. Exercise "Associations"
The teacher invites the student to find specific visual images that can be associated with each of the words below, for example, love-heart, winter-snow, happiness-mother, etc.
The teacher offers three different words to make one sentence. Word examples: apple, giraffe, book; rain, TV, girl, etc.
The teacher offers the children a few words that are logically unrelated:Book Flower Sausage Soap. Invites them to try to find associations that would connect these words and make sentences. The result should be a short story.
The teacher proposes to combine in the imagination two objects that have nothing in common with each other, i.e. not connected by natural associations: "Try to create in your mind an image of each object. Now mentally combine both objects in one clear picture."
Approximate pairs of words: grass - pen, tree - sky, nail - hat, etc.
5. Exercise "Composing a fairy tale"
The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.). Children are invited to come up with a fairy tale from the pictures, following their sequence.
The teacher invites the children to change and compose their own end of familiar fairy tales.
"Kolobok did not sit on the fox's tongue, but rolled on and met ...".
“The wolf failed to eat the goats because…” and so on.
The teacher suggests changing either the hero or the fairy-tale object, spell, etc. in a certain fairy tale. For example:
Fairy tale "Sister Alyonushka and brother Ivanushka" - think up a fairy tale spell, with the help of which brother Ivanushka, turned into a kid, will take on a human form. The fairy tale “Ivan Tsarevich and the Gray Wolf” - imagine that the wolf fell ill and could not help Ivan Tsarevich, think of a fabulous type of transport that Ivan Tsarevich would use.
Exercises for the development of perception and observation
Overlay Image Exercise
The student is presented with 3-5 contour images of objects superimposed on each other. All images must be named.
The student needs to name which letters are hidden in the picture.
Exercise "Hidden Images"
The student is invited to find in the picture all the animals that hid
Exercise "Unfinished Images"
The student is presented with images on which only a part of the object (or its characteristic detail) is drawn, it is required to restore the entire image.
The student needs to complete the letters, numbers
Bitmaps exercise
The student is presented with images of objects, geometric shapes, letters, numbers, made in the form of dots. You need to name them.
Exercise "Inverted Images"
The student is presented with schematic images of objects, letters, numbers, rotated by 180 °. Need to name them
Exercise "Paired Images"
The student is presented with two subject images, outwardly very similar to each other, but having up to 5-7 minor differences. It is required to find these differences.
The student is offered to consider paired plot pictures with distinctive features and find these signs of difference, similarity.
Sliced Image Exercise
The student is presented with parts of 2-3 images (for example, vegetables of different colors or different sizes, etc.). It is required to assemble whole images from these parts.
Options: they offer pictures with images of various objects, cut in different ways (vertically, horizontally, diagonally into 4, 6, 7 parts, curved lines).
Exercise "Geometric shapes"
The student is offered cards with drawings consisting of geometric shapes. You need to determine how many triangles, squares, circles, rhombuses, rectangles, etc. are on the cards.
The student needs to determine the number of triangles
9. Table exercises
The student is offered a table with geometric shapes. You need to count: how many times a circle, a rectangle, etc. occurs.
The student is offered a Schulte table in which you need to show and name the numbers in order.
The student is given a table with letters. Task examples:
Say all the letters in the column as quickly as possible. (Knowledge of letters is fixed)
Name and show all the letters on the 1st line, on the 2nd line. (In addition to knowing the letters, the concept of “line” or “column” is fixed)
Name and show all the letters below the letter M. (In addition to knowing the letters, the ability to navigate on a sheet of paper is fixed)
Name and show all vowels or all consonants, all voiced consonants or voiceless consonants. (Knowledge of vowels and consonants is consolidated)
The student is invited to show a certain letter in the table and count its number (you can cross out the letters)
The student is invited to think about how the right and left tables are connected, and decipher the phrase.
10. Exercise "Messed up lines"
The student is invited to trace each line with his eyes from left to right and put its number at the end.
The student is asked to determine the road, path, line from one object to another.
Without moving your hand along the lines, but only tracing them with your eyes, you need to find the letters corresponding to the numbers, write them out in order and read the words.
Exercise "Puzzles"
The student is asked to put the whole picture together.
You need to add a picture of strips with numbers in order
Exercises for the development of thinking
Exercise "Exclusion of excess"
The teacher offers a series of words that are united in meaning. The student, after reading the row, must determine what common feature unites most of the words, and find one extra. Then he must explain his choice.
Word options:
Pot, frying pan, ball, plate.
Pen, doll, notebook, ruler.
Shirt, shoes, dress, sweater.
Chair, sofa, stool, wardrobe.
Cheerful, bold, joyful, happy.
Red, green, dark, blue, orange.
Bus, wheel, trolleybus, tram, bicycle.
The teacher offers a number of words that are not united by meaning, but by formal features (for example, they start with one letter, with a vowel, there is the same prefix, the same number of syllables, one part of speech, etc.). When compiling such a series, you need to make sure that only one sign matches.
Word options:
Phone, fog, port, tourist. (Three words begin with the letter "T".)
April, performance, teacher, snow, rain. (Four words end in "b".)
Wall, paste, notebook, legs, arrows. (In four words, the stress falls on the first syllable.)
Drawing, power, wind, life, minute. (In four words, the second letter is "I".)
Dog, tomato, sun, plate. (The dog is not round)
2. Exercise "Establishing connections"
The student is asked to choose a logical pair for each word:
feather - ..... (chicken, pillow, etc.)
leaf - ... (tree, book, etc.)
spoon - ... (fork, plate, etc.)
The student needs to identify the fourth word. There is a certain connection between the first two, and the same between the third and fourth. Having established this logical connection, we can name the fourth word.
Tasks:
Monday - Tuesday, March - ? Light - darkness, cold - ?
Rose - flower, closet - ? The term is the sum, the multiplier is ?
Grief - tears, heat -? Age - century, food -?
Eye - sight, ear -? North - south, precipitation - ?
Possible student responses: April, hot, furniture, work, thirst, food, hearing, drought.
The student is called an object or phenomenon, for example, a “helicopter”. It is necessary to write out as many analogues as possible, i.e. other objects similar to it in various essential features. It is also necessary to systematize these analogues into groups, depending on what property of a given object they were selected for. For example, in this case, they can be called: “bird”, “butterfly” (they fly and sit down); “bus”, “train” (vehicles); “corkscrew” (important parts rotate), etc.
3. Exercise "Invisible words"
The teacher asks to restore the order of letters in words:
Dubrzha, kluka, balnok, leon, gona, sug.
Selnots, imza, chenite, tarm, myase.
Pmisyo, kroilk, bubaksha, stovefor, bomeget.
Kovora, kirutsa, shakok, sakob.
The teacher suggests finding another in one word by rearranging the letters.
1. Find the invisible animals by swapping the letters in the words.
Strength, salt, jar, peony.
2. Find the invisible game in the word.
Cone.
3. Find an invisible tree in the word.
Pump.
4. Find an item of invisible clothing in the word.
Bast shoes.
5. Find the invisible flower in the word.
Midge.
The teacher asks to find as many invisible words as possible in the words:pillow, keyboard, rocket, shop, gift, parents.
The teacher offers to make a word, excluding one letter.
Word options:
PLOW -
SCARF -
FEED -
MOLE -
WINDOW -
DYE -
COLLECTION -
4. Exercise "Another letter"
The teacher suggests replacing one letter in a word to make a new word. The number of letters in words cannot be changed. For example:oak - tooth, sleep - catfish, steam - feast.
Words with one missing letter are given. It is necessary to form as many words as possible, substituting one letter for the gap, as in the sample. Sample: ... ol - role, salt, mole, pain, zero.
Word options:
Ro... -
...glasses -
Ba... -
...ar -
...ara -
...aika -
... day -
...om -
The teacher gives the task: get from one word another through a chain of words by replacing one letter at each stage. For example, how to get the word "goal" from the word "smoke"? It is necessary to make several transformations: smoke - house - com - count - goal. Only nouns can be used in the chain, only one letter changes each time. Task options: get the word “steam” from the word “moment”, the word “mouth” from the word “cheese”, the word “ball” from the word “house”, the word “hour” from the word “moment”.
5. Exercise "Addition and subtraction"
The teacher offers fascinating examples of addition and subtraction, which use not the numbers familiar to the student, but words. With them, you need to perform mathematical operations, after guessing the original word and writing the answers in brackets.
A sample solution for such an addition example:
Given: boo + shade = unopened flower
Solution: bu + tone = bud
A sample solution for such an example for subtraction:
Given: mode of transport - o = unit of measurement Solution: metro - o = meter
Addition task options:
b + food = bad luck
k + insect = girl's hairstyle
y + bad weather with rain = danger
y + country house = success
o + opponent = long hole
y + child-girl = angler's tackle
o + tool = edge of the forest
c + animal hair = distributed during fun
y + one = done to the patient
m + fish soup = insect
y + ball in goal = in triangle
for + country house = needs a decision
ka + reward = whim
o + settlement = piece of land
av + tomato = weapon
ba + shade = white bread
ob + for scooping up food = on a notebook and on a book
ku + for nails \u003d hand with fingers pressed to the palms
ko + played by actor = monarch
by + misfortune = success in battle
at + pine forest = apparatus
at + battle = waves near the shore
Answers: misfortune, scythe, threat, luck, ravine, fishing rod, edge, laughter, prick, fly, angle, task, whim, vegetable garden, automatic machine, loaf, cover, fist, king, victory, device, surf.
Subtraction options:
vessel - a \u003d money is stored there
moralizing poem - nya = deep voice
underwear - s = afraid of everything
tomato - at = separate book
shallow place in the river - b \u003d they are written on the blackboard
strong fear - great master = snake
bird - pronoun = criminal
military unit - k \u003d we walk on it at home
facial hair of a man - solemn verse = pine forest
bird - eye = garbage
flower - with = game
fantasy - ta = knight's weapon
you can cook in it - ate = pet
on the neck in winter - f = geometric figure
young plant - oc = human height
the goalkeeper is standing in them - a = on clothes around the neck
sport - c = body has right and left
Answers: bank, bass, coward, volume, chalk, already, thief, floor, boron, rubbish, lotto, sword, cat, ball, growth, gate, side.
The student needs to come up with words - overlays to make a funny or original word, explaining why he thinks so.
Task options:
mosquito + brand = mosquito;
zebra + shell = zebrafish;
tree + crow = tree-crow, etc.
6. Exercise "Patterns"
The student needs to find a pattern within a series of numbers and continue it following the same logic:
3, 5, 7, 9 ... . (Row of odd numbers, next number 11.)
16, 22, 28, 34 ... . (Each next number is 6 more than the previous one, the next number is 40.)
55, 48, 41, 34 ... . (Each next number is less than the previous one by 7, the next number is 27.)
12, 21, 16, 61, 25 .... (In each pair of numbers, the numbers are reversed, the next number is 52.)
The student needs to determine the pattern of repetition of the sequence and draw this sequence: tree, bush, flower, tree, bush, flower ...
The student needs to find a pattern and complete the missing items:
7. Exercise "Definitions"
The student needs to come up with as many definitions as possible that characterize objects or phenomena.
Snow - cold, fluffy, light, white, lacy, iridescent, thick, beautiful, etc.
River -
Firework -
Clouds -
Kitty -
Rainbow -
The student is invited to think over the listed definitions and guess the object or phenomenon that they characterize.Gusty, hurricane, warm, piercing - wind.
Dark, quiet, moonlit, black - ... (night).
Long, asphalt, forest, broken - ... (road).
Kind, caring, beloved, beautiful - ... (mother).
Short, long, cut, shiny - ... (hair).
Magical, interesting, folk, kind - ... (fairy tale).
Strong, fragrant, sweet, hot - ... (tea).
Hot, cheerful, long-awaited, sunny - ... (summer).
Loyal, shaggy, noisy, beloved - ... (dog).
Round, bright, yellow, hot - ... (sun).
8. Exercise "Confusion"
The teacher gives the student a task: due to unforeseen circumstances, one word disappeared from the sentence, and its place was taken by an inappropriate, random word. Put things in order in each sentence: delete a random word and return the correct word.
I overslept this morning, I was in a hurry, but, unfortunately, I came to school earlier. (with delay)
I bought a loaf, showed it to the conductor and got on the train, (ticket)
It was hot outside, so Masha put on a fur coat. (sundress)
On the roof of my grandmother's house there was a stick from which smoke came out when the stove was heated. (pipe)
When dawn broke, we began to look into the night sky, looking at the stars and the moon. (it got dark)
I like to swim on the beach and roll on the pavement. (sand)
The teacher gives the student a task: in these sentences, the words have changed places, and it has become very difficult to understand what is being said. Restore the correct word order in the sentences.
My friends on the children's playground were playing.
I got a five in the Russian language in a lesson.
Aquarium fish are interesting to watch life.
All for the gifts I made to relatives.
It was quiet on the street after fresh and thunderstorms.
You can see stars in the falling night sky in August.
9. Exercise "Classification"
The student is asked to divide these words into groups according to the number of syllables:pencil case, vase, lamp, lampshade, feather, pencil, pumpkin, desk, ruler, notebook, table, floor, pen, hammer, root . How many groups did you get?
The student needs to enter these words in the appropriate columns of the table: doll, shoes, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, top, pencil, sneakers, pistol.
10. Exercise "Comparison"
The student is offered logical tasks for comparison:
1. Sasha is sadder than Tolik. Tolik is sadder than Alik. Who is the funniest of all?
2. Ira is neater than Liza. Lisa is neater than Natasha. Who is the most careful?
3. Misha is stronger than Oleg. Misha is weaker than Vova. Who is the strongest?
4. Katya is older than Seryozha. Katya is younger than Tanya. Who is the youngest?
5. A fox is slower than a turtle. The fox is faster than the deer. Who is the fastest?
6. The hare is weaker than the dragonfly. The hare is stronger than the bear. Who is the weakest?
7. Sasha is 10 years younger than Igor. Igor is 2 years older than Lesha. Who is the youngest?
8. Ira is 3 cm lower than Klava. Klava is 12 cm taller than Lyuba. Who is the highest?
9. Tolik is much lighter than Seryozha. Tolik is a little heavier than Valera. Who is the lightest?
10. Vera is a little darker than Luda. Vera is much lighter than Katya. Who is the brightest?
11. Lyosha is weaker than Sasha. Andrey is stronger than Lesha. Who is stronger?
12. Natasha is more fun than Larisa. Nadia is sadder than Natasha. Who is the saddest?
13. Sveta is older than Ira and lower than Marina. Sveta is younger than Marina and taller than Ira. Who is the youngest and who is the shortest?
14. Kostya is stronger than Edik and slower than Alik. Kostya is weaker than Alik and faster than Edik. Who is the strongest and who is the slowest?
15. Olya is darker than Tonya. Tonya is lower than Asya. Asya is older than Olya. Olya is taller than Asya. Asya is lighter than Tonya. Tonya is younger than Olya. Who is the darkest, lowest and oldest?
16. Kolya is heavier than Petya. Petya is sadder than Pasha. Pasha is weaker than Kolya. Kolya is more fun than Pasha. Pasha is lighter than Petya. Petya is stronger than Kolya. Who is the lightest, who is the most fun of all, who is the strongest?
11. Exercise "Composing figures from sticks"
The student is asked to change the shape by removing the specified number of sticks.
Task options:
1. Given a figure of 6 squares. It is necessary to remove 2 sticks so that 4 squares remain.
2. In a figure of 5 squares, remove 4 sticks so that 2 unequal squares remain.
3. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.
4. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.
5. In a figure consisting of 9 squares, remove 4 sticks so that 5 squares remain.
The student needs to make a figure from the specified number of sticks.
Task options:
1. Make 2 equal triangles of 5 sticks.
2. Make 2 equal squares of 7 sticks.
3. Make 3 equal triangles from 7 sticks.
4. Make 4 equal triangles from 9 sticks.
5. Make 3 equal squares of 10 sticks.
6. From 5 sticks, make a square and 2 equal triangles.
7. From 9 sticks, make a square and 4 triangles.
8. From 10 sticks, make 2 squares: large and small (a small square is made up of 2 sticks inside a large one).
9. From 9 sticks, make 5 triangles (4 small triangles obtained as a result of attachment form 1 large one).
10. From 9 sticks, make 2 squares and 4 equal triangles (out of 7 sticks make 2 squares and divide into triangles with 2 sticks).
The student needs to shift the sticks to get another figure.
Task options:
1. In the figure, shift 3 sticks so that 4 equal triangles are obtained.
2. In a figure consisting of 4 squares, shift 3 sticks so that 3 of the same squares are obtained.
3. Make a house of 6 sticks, and then shift 2 sticks so that you get a flag.
4. Move 6 sticks so that the ship turns into a tank.
5. Move 2 sticks so that the cow-like figure looks the other way.
12. Exercise "Puzzles"
The student is invited to decipher puzzles with letters:
The student is asked to decipher puzzles with numbers:
The student is asked to decipher the puzzles with pictures:
The student is asked to decipher the puzzles-proverbs:
An old friend is better than two new ones.
Business before pleasure.
Hurry up and make people laugh.
A person is known by his actions.
Memory exercises
Exercise "10 words"
For example:
- book, moon, ringing, honey, window, ice, day, thunder, water, brother;
- cheerful, kind, white, bold, slow, tall, snowy, papery, deep, clean;
- draws, is silent, writes, dances, decorates, reads, does, sings, speaks, listens.
The student is given words written in a column. After 10-15 seconds, these words are removed and a second column of words is offered. The student must find the words that he memorized.
For example:
garden puddle
puddle of soap
river hare
window ball
bow snow
hare bow
flag water
moon forest
snow window
thunderstorm house
The student is asked to memorize 10 logically unrelated words. These words must be connected in a story.
For example:tree, table, river, basket, comb, soap, hedgehog, gum, book, sun.
First, have the children try to imagine the teacher's story:
"Imagine a green beautiful
TREE
. A board begins to grow from it to the side, a leg descends from the board, it turns out
TABLE
. We bring our gaze closer to the table and see a puddle on it, which flows down, turning into a whole
RIVER
. A funnel forms in the middle of the river, which turns into
BASKET
. The basket flies out of the river onto the shore. You come up, break off one edge - it turns out
COMB
. You take it and start combing your hair and then washing it
SOAP
. Soap runs off and hair sticks out
Hedgehog
. You are very uncomfortable and you take
GUM
and tie your hair with it. The rubber band does not hold up and bursts. When it falls down, it turns in a straight line and turns into
BOOK
. You open the book, and from it shines brightly into your eyes
SUN
".
Then the children come up with their own story (other words are used) and share it with each other. At the final stage, the teacher dictates words to them, and they, imagining on their own, memorize them.
The teacher gives the children 10 words, they must be regrouped, combined according to some feature, in order to facilitate memorization; and then come up with a story that would bring them together.
For example:bear, cart, bee, bell, camomile, air, vase, cat, sun, water.
15-20 cards with the image are laid out in front of the student.
individual objects (for example, an apple, a trolleybus, a kettle, an airplane, a pen, a shirt, a car, a horse, a flag, a rooster, etc.). The student is told: "I will now tell you a few words. Look at these pictures, choose from them the one that will help you remember every word, and put it aside." Then the first word is read. After the child puts the picture aside, the second word is read, and so on. Next, he must reproduce the presented words. To do this, he takes the pictures put aside in turn and with their help recalls the words that were called to him.
An example set of words:fire, plant, cow, chair, water, father, kissel, sit, mistake, kindness.
The exercise can be done in two stages. At the 1st stage, it is necessary to use a graphic representation of the concept. The teacher tells the children: "Try to make a drawing for each of the words I have named." A visual image that directly corresponds to a concept arises easily, almost automatically, while in the case of an indirect correspondence, efforts of the imagination are needed.
An approximate list of possible series:
Series #1
Truck Smart Cat
Anger Coward Boy
Fun game Naughty child
tree good weather
Punishment Interesting tale
Series #2
Merry holiday Joy
Dark Forest Disease
Despair Fast Man
Courage Sadness
Deaf old woman Warm wind
Series #3
Doubt Envy
Willpower Day
Success Fear
Speed Strong character
Justice good friend
2nd stage - the presentation of words or phrases in the mind, without fixation on paper.
Exercise "Remember pairs of words"
Pick up 8-10 pairs of words related in meaning. The student needs to read these pairs of words and remember. Then the teacher reads the first word, and the student says the second. Can be recorded.
For example:
apple orchard
chicken chick
Vacuum cleaner
Cow-milk, etc.
The student needs to combine in his imagination two objects that have nothing in common with each other, i.e. unrelated by natural associations. Let, for example, the words "hair" and "water" be given; why not imagine hair getting wet in the rain, or hair being washed?
Sample pairs for training:
Pot - corridor Sun - finger
Carpet - coffee Yard - scissors
Ring - lamp Cutlet - sand
Nail - book Monkey - coat
Beetle - chair Dentist - toilet
First, let the children practice out loud, telling each other their pictures, then work on their own. In the next lesson, dictate to them one word from each pair - they must remember and write down the second. Draw their attention to the result.
Exercise "Remember and draw"
For a student to memorize for 15-20 seconds. any symbols or geometric shapes are offered. For example:
Then they are closed, and the child draws what he remembers. At the end, you can compare the results.
For a student to memorize for 15-20 seconds. a sheet with written letters is offered (from 3 to 7). For example:
Then the teacher closes the letters, the student writes them down from memory on his piece of paper.
For a student to memorize for 15-20 seconds. a sheet with written numbers (from 3 to 7) is offered. For example:
Then the teacher closes the numbers, the student writes them down from memory on his piece of paper.
The teacher gives the student a card, warning that he must carefully consider and remember the combinations of all the figures. 30 seconds are allotted for memorization, then he returns the card. Next, the student must close his eyes and mentally restore the drawing. Then he must draw on the sheet everything that he remembered. After the work is completed, the student's drawing is compared with the sample, the errors are discussed. The number of elements drawn from memory, their shape, size and location relative to each other are checked.
For this exercise you will need a piece of paper and pencils. The figure below shows 12 images. Children are invited to consider the drawings of the first line, covering the rest with a sheet of paper so that they do not distract attention. After 30 seconds, ask them to cover the entire page and draw from memory the items in the first row. Then invite them to compare how their drawings match those of the sample. Then move on to the next line. You can work with the last two lines at the same time.
The student is asked to look closely at the picture. It contains the names of animals. You need to imagine these animals in the places where their names are placed, and invent a story that connects them with each other.
Then the drawing is closed, and the student must reproduce the names of the animals in their places on a piece of paper.
The student is given blanks with figures for memorization and reproduction. He looks at the 1st form and tries to remember the proposed pairs of images (figures and sign). Then the form is removed and he is offered the 2nd form - for reproduction, on which he must draw in the empty cells in front of each figure the pair corresponding to it.
Exercise "What has changed"
7-10 pictures or objects are laid out in front of the student, they are given time to memorize, then the student is asked to turn away and 1-2 pictures (objects) are removed. The student must name what has changed.
7-10 pictures or objects are laid out in front of the student, they are given time to memorize, then the student is asked to turn away and swap 2-3 pictures (objects). The student must name what has changed.
Exercise "Remember and find"
The student is offered to memorize the objects shown in 3-4 pictures and name them from memory. Then he must look for their image in 10-12 similar pictures, but randomly scattered. The same exercise can be used to recognize letters or numbers using specially made cards or a cash register of letters and numbers. Gradually, the number of memorized pictures can be increased.
For the lesson, you will need 6 cards, each of which shows a combination of geometric shapes. All 6 combinations have a visual similarity to each other, but, nevertheless, differ from each other. The student is given one of the cards for memorization for 10 seconds. After careful study, he returns it and, with his eyes closed, mentally restores the drawing. At this time, the teacher lays out all 6 cards in front of him in random order and offers to find among the similar ones the one he memorized. It is necessary to ensure that the cards with figures are not turned upside down when presented again, otherwise the appearance of the figure may change. The saturation and complexity of the combinations of geometric shapes on the cards depends on the age of the student, his capabilities and the duration of the lessons on the development of visual memory.
Prepare tables depicting objects, geometric shapes. Show the student for 4-5 seconds. a card with the image of objects and offer to remember them, in order to then find them among others at the bottom of the table. The same is with geometric shapes.
Imagination is a special form of the human psyche, standing apart from other mental processes and at the same time occupying an intermediate position between perception, thinking and memory. The specificity of this form of mental process lies in the fact that imagination is characteristic only of a person.
Thanks to the imagination, a person creates, intelligently plans his activities and manages them. Imagination is the basis of visual-figurative thinking, which allows a person to navigate the situation and solve problems without the direct intervention of practical actions.
Imagination can be of four main types: active, passive, productive and reproductive. Active imagination is characterized by the fact that, using it, a person voluntarily, by an effort of will, causes appropriate images in himself. Images of passive imagination arise spontaneously, in addition to the will and desire of a person. The productive imagination is distinguished by the fact that in it reality is consciously constructed by a person, and not just mechanically copied or recreated. But at the same time, in the image it is creatively transformed. The task of reproductive imagination is to reproduce reality as it is, and although there is also an element of fantasy, such imagination is more like perception or memory than creativity.
Imagination is not given to a person as a given at birth, this form of the cognitive process develops and transforms throughout the entire period of human development.
But the level and specificity of a person's imagination at different stages of his development will not be the same. Consider the specifics of the imagination of children of different age groups.
The main trend that arises in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality, the transition from a simple arbitrary combination of ideas to a logically reasoned combination.
If a child of 3-4 years old is satisfied with two sticks laid crosswise for the image of an airplane, then at 7-8 years old he already needs an external resemblance to an airplane. A schoolboy at the age of 11-12 often designs a model himself and demands from it an even more complete resemblance to a real aircraft.
The realism of the child's imagination is manifested in all forms of activity available to him: in the game, in visual activity, when listening to fairy tales, etc.
However, it should be noted that children of primary school age are not deprived of fantasizing, which is at odds with reality (cases of childish lies, etc.). Fantasizing of this kind still plays a significant role and occupies a certain place in the life of a younger schoolchild. But nevertheless, it is no longer a simple continuation of the fantasizing of a preschooler who himself believes in his fantasy as in reality. A schoolboy of 9-10 years old already understands the "conventionality" of his fantasizing, its inconsistency with reality.
The imagination of a younger student is also characterized by another feature: the presence of elements of reproduction, simple reproduction. This feature of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and situations that they observed in adults, play out stories that they experienced, which they saw in the cinema, reproducing the life of the school, family, etc. without changes. .
The most essential feature of fantasy in adolescence is its bifurcation into subjective and objective imagination. Strictly speaking, fantasy is formed for the first time only in the transitional age. The child does not yet have a strictly defined function of imagination. The adolescent, on the other hand, is aware of his subjective fantasy as a subjective and objective fantasy cooperating with thinking, he is also aware of its true limits.
Fantasy, as it were, is divided into two channels. On the one hand, it becomes at the service of the emotional life, needs, moods, feelings that overwhelm the teenager. It is a subjective activity that gives personal satisfaction, reminiscent of children's play.
We can say that the creative images created by the fantasy of a teenager perform the same function for him that a work of art performs in relation to an adult. This is art for itself.
Along with this channel of fantasy, which primarily serves the emotional sphere of the adolescent, his fantasy also develops along another channel of purely objective creativity. Fantasy is one of the manifestations of human creative activity, and it is in the transitional age, approaching thinking in concepts, that it is widely developed in this objective aspect.
Human imagination goes through stages of development, which gives reason to believe that imagination can be developed. What are the basic principles for the development of imagination?
- Before proceeding with the development of creative activity in children, they should form the necessary speech and thinking skills for this.
- New concepts should only be introduced in familiar content,
- The content of developing techniques should focus on the personality of the child and his interaction with other children.
- The focus should be on mastering the meaning of the concept, not the rules of grammar.
- The child should be taught to look for a solution, considering, first of all, the possible consequences, and not the absolute merits.
- Encourage children to express their own ideas about the problem being solved.
Thus, imagination is an important integral mental process of formation, which in children depends on many facts, but is completely controlled by adults.
We conducted a study of creative imagination, taken from a workshop on general psychology by T.I. Pashukov, A.I. Dopir, G.V. Dyakonov.
The purpose of the study: to assess the characteristics of creative imagination.
Objects of study: students of grades 2 and 11 of the Lyceum Modern Technologies Department No. 2 of Penza.
The subjects were asked to read the words written on the form and make sentences from them so that each of them contains all three words. The proposals were written down on a sheet of paper. It took 10 minutes to work. The indicators of creativity in this study are: the value of points for the most witty and original proposal; the sum of points for all sentences invented by the subjects within 10 minutes.
If the subject came up with sentences very similar to each other with a repetition of the topic, then the second and all subsequent sentences of this type are evaluated by half of the initial score.
The qualitative characteristic of creativity, determined by the value of points received for the most witty and original proposal, corresponds to the maximum assessment of any of the sentences compiled by the subject. This score does not exceed 6 and indicates the development of creativity or originality. If the score of this indicator is 5 or 4, then the manifestation of creativity should be considered average. Finally, if this score was only 2 or 1, then this is a low indicator of creativity, or the subject's intention to act illogically and thereby puzzle the researcher.
The results of the study are presented in Table 1, where the numbers indicate the serial numbers of the study participants.
Table 1. Results of the study for students in grades 2 and 11.
The level of development of the imagination |
|||
The study revealed that the level of creative imagination in 11th grade students is higher than that of 2nd grade students.
The average level of development of creative imagination of 11th grade students is 5.4 points.
The average level of development of creative imagination of 2nd grade students is 3.1 points.
The development of the imagination is a purposeful process that pursues the task of developing the brightness of imaginary images, their originality and depth, as well as the fruitfulness of the imagination.
A child spends most of his life at school, where he develops, where his socialization and adaptation to the world take place. The school has a great influence on the development of all cognitive processes of the child, including imagination. Therefore, in schools it is necessary to pay attention to the development of imagination.
Most of all, the development of the imagination of students is facilitated by such subjects of the school curriculum as fine arts, music, literature and others. At drawing lessons, children sculpt, draw, make collages, do design work - all this helps not only to fantasize, but also to bring their ideas to life. At music lessons, children are often asked to draw the images that pop up in their minds when listening to a certain melody, this allows the child to understand the mood of the composer through their associations and images. Literature lessons also give room for creativity. children not only get acquainted with the outstanding works of the classics, but also write themselves (compositions, essays, comments, etc.).
In addition to school activities, the development of the imagination of students is positively influenced by all kinds of thematic cool watch and school competitions, performances. Therefore, extracurricular activities are no less important than educational ones.
Thus, while studying at school, students acquire knowledge, skills and develop their imagination.
Imagination is necessary in any human activity: teaching, work, creativity, play can proceed successfully only if there is imagination.
Not a single complex mental process can take place without the participation of the imagination. For example, a volitional act requires a necessarily developed imagination - ideas about the goal and means of action: imaginary objects, actions, situations can play the role of motives for volitional actions.
So, imagination is the main driving force of the creative process of a person and plays a huge role in his whole life.