Training for the development of creative imagination junior schoolchildren. Features of the development of the imagination of younger students. Beautiful ancient fantasies with transformations

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 and himself, to 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, “influences our feelings in a reverse way, 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-need 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 4-5 to 15-16 years). Meanwhile, when it comes to development, then in preschool, and even more so in school educational institutions they have in mind, first of all, 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 does not need 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 of something new by a person - 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 due 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.

Not without reason, some psychologists compare the imagination with a children's toy - a kaleidoscope, in which, instead of colored glass, all the richness of the surrounding world and inner peace of a person - 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 - both 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 person 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, it cannot successfully proceed academic work schoolboy.

Imagination is a cognitive process, and it is based on the analytical and synthetic activity of the human brain. Analysis helps to isolate individual parts and features of objects or phenomena, synthesis helps to combine them into new, hitherto unseen combinations. 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.

Physiological basis imagination - the formation of new combinations from temporary neural connections already formed in the cortex hemispheres brain.

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 to create a new image by connecting, gluing completely different objects or their properties - for example, a centaur, a dragon, a sphinx or a magic carpet: the ability of birds to fly was transferred to another object. This is a fabulous image - the conditions under which the carpet could fly are not taken into account. 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 - they invented the plane. 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 "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 a certain distance separates two words, that one is sufficiently alien to the other, that their proximity is unusual - only then the imagination will be forced to become more active, seeking to establish a relationship between the indicated words, to 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." Quite another matter is the second combination. “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:

but) exaggeration- intentional emphasizing the features of the external appearance of a person, the qualities of an object;

b) hyperbolization- an exaggeration or miniaturization- an 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, being 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 "At the command 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 are placed 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 they do not touch it anymore, 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 "action in reverse" - to perform an action on an 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 come to the fore. 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 people and the inclusion of the "imagination" of these features in one person.

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 is the 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 senior groups kindergarten and especially at primary school age, the child must be taught to create images according to a description or a 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 is 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, a child can describe the situation “The car was flashing its headlights” 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. Children are read a description of the appearance of a hero. 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 designer. 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 2-3 drawings depicting various figures. For example, triangles, squares, circles with dots and lines inside, chains from different geometric shapes, groups of points, etc. Each drawing should show at least 3 figures so that children can imagine the location of the figures 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 pieces (depending on the age of the children, the number of pieces 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 a detailed description of 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, sonorous names - the 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 - a 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 the railroad, and a train goes 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 detailed map 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 constructor 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. This 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 the 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 plays? There he comes out the door with a guitar in his hand. I hear it 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 5-10 minutes, children should add anything they like 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 the picture;

2 points - simple, standard drawings with repetitions, difficulties in choosing names for some drawings;

3 points - complex, original drawings, good verbalization.

According to the survey conducted by I. M. Nikolskaya and G. L. Bardier using this task, children aged 6-7 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, 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, while walking: “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;

- use gestures and facial expressions;

- exhibits 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 crawling 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;

in) 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 have been used - and nothing from myself, from a personal impression. Such compositions do not help the development of the imagination, but, on the contrary, contribute to the creation and consolidation of certain stamps. Such a "correct" composition should cause 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 brook. 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;

- detailing of images;

- the 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 minutes.

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 is the leader. 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?” etc.

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 aimed not just at the future, but at 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. An ideal is an image in which the most valuable, significant for this person traits and personality traits. 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 aviation 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 don't 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 a 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's remember 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 outdoors 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 incredible 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;

- an explicit or hidden connection of dream images with the urgent needs of a person. 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 mind. All people see dreams. Recent studies have led scientists to believe 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 - complex 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 the imagination 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.

During this period, a significant role is played by the dream. 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. Reading works fiction, the child mentally represents 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 it will become. educational activity.

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 human experience, 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 a 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 fails to understand educational material only because they are 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 come up with 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 start it in any way: this topic does not come from them, it is imposed on them, someone else's. In the process of work, they deviate from the topic, expanding the set framework.

Such children begin to write 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;

- characteristics of the created image itself: an absurdity or an original find of a solution;

- personal orientation - in which area it is brighter, the creation of new images is 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	Not
	Is your child interested in drawing?

Features of the development of the imagination of younger students

Imagination plays an important role in the mental development of a younger student. It supplements the perception with elements of past experience, the child's own experiences, transforms the past and present through generalization, connection with emotions, feelings, sensations, ideas. Thanks to the imagination, planning and goal-setting are carried out, in which the future result of the activity of a younger student is created in the imagination, exists in his mind and directs his activity to obtain the desired result. Imagination provides anticipation, modeling and creation of an image of the future (positive or negative consequences of certain actions, the course of interaction, the content of the situation) by summarizing the elements of the child's past experience and establishing cause-and-effect relationships between its elements. If a younger student is deprived of the opportunity to really act or be in a certain situation, then by the power of his imagination he is transferred there and performs actions in his imagination, thereby replacing real reality with an imaginary one. In addition, imagination is an important basis for younger students' understanding of other people and interpersonal communication, contributing to the representation of emotions and states experienced by others at a given time. Thus, imagination occupies an important place in the structure of a child's mental activity, being included in its cognitive emotional-sensory and behavioral components; is an integral part of educational and other activities, social interaction and cognition of younger students: participates in the arbitrary regulation of cognitive processes and mental states of the child, affects the nature of the flow of emotional and volitional processes, provides targeted planning and programming of various activities.

At primary school age, a recreating (reproductive) imagination is developed, involving the creation of images according to a verbal description or a conditional image, and a creative (productive) imagination, which is distinguished by a significant processing of the source material and the creation of new images. The main direction in the development of imagination in primary school age is a gradual transition to an increasingly correct and complete reflection of reality based on accumulated knowledge, from a simple arbitrary combination of ideas to their logically reasoned combination.

A distinctive feature of the imagination of a younger student is also its reliance on specific objects, without which it is difficult for them to create images of the imagination. In the same way, when reading and telling, the younger student relies on the image, on a specific image. Without this, students find it difficult to imagine, to recreate the described situation. Early junior school age imagination relies on specific objects, but with age, the word begins to take the first place.

During the learning process general development the ability to self-regulate and control one's mental activity, imagination also becomes an increasingly manageable and controlled process, and its images arise within the framework of educational tasks associated with a certain content of educational activity. Educational activity contributes to the intensive development of the recreating imagination. In the process of educational activity, younger students are given a lot of descriptive information, which requires them to constantly recreate images, without which it is impossible to comprehend the educational material and assimilate it, i.e., the recreating imagination of a younger student is included in the purposeful educational activity from the very beginning of education. The basis for the imagination of a younger student is his ideas. Therefore, the development of imagination largely depends on the system of thematic ideas formed in the child about various objects and phenomena of the surrounding world. The junior school age as a whole can be considered the most favorable, sensitive period for the development of creative imagination and fantasy. Games, productive activities, communication of younger students reflect the power of their imagination. In their stories, conversations, reality and imaginary images are often mixed up, and the unreal phenomena presented can, due to the law of the emotional reality of the imagination, be experienced by children as quite real. Their experience is so intense that younger students feel the need to talk about it. Such childhood fantasies are often perceived by others as manifestations of deceit and deceit. However, if these stories invented by the child do not pursue any benefit, then they are not lies, but fantasies that are at odds with reality. As the child grows older, such fantasizing ceases to be a simple continuation of the fantasizing of the preschooler, who himself believes in his fantasy as in reality. Younger students begin to realize the conventionality of their fantasizing, its inconsistency with reality.

In the mind of a junior schoolchild, real concrete knowledge and fascinating images of imagination built on their basis coexist. With age, the role of fantasy, divorced from reality, decreases, and the realism of the child's imagination increases, which is due to the expansion of horizons and general awareness of the surrounding reality and the development of critical thinking. The realism of the imagination is manifested in the creation of images that do not contradict reality, but are not necessarily an accurate reproduction of real events. The question of the realism of children's imagination is connected with the question of the relation of the images that arise in younger schoolchildren to reality. The realism of the child's imagination is manifested in all types of activities available to him: in games, in visual and constructive activities, when listening to fairy tales, etc. In play activities, for example, a child's demands for credibility in a play situation increase with age. Good notable events the child strives to depict realistically, as happens in life, and a change in reality is often caused by ignorance, an inability to coherently, consistently depict real events. The realism of the imagination in primary school age is especially pronounced when choosing the attributes of play activities. Unlike preschoolers, younger students make a strict selection of play material on the basis of its maximum proximity to real objects. Amendments to the game situation, imaginary images, introduced in the process of play activity by children of primary school age, give the game imaginary features that are more and more consistent with reality.

The main directions for the development of the imagination of a younger student:

Improving imaging planning;

increasing the accuracy and certainty of images of the imagination;

an increase in the variety and originality of products of the imagination;

reduction of elements of reproductive reproduction of images;

increase in realism and controllability of images of the imagination;

strengthening the connection of imagination with thinking;

the transition of the imagination from an activity that needs external support to an independent internal activity based on speech.

1. At first, the images of the imagination are vague, unclear, gradually they become more accurate and definite.

2. At first, only a few signs are reflected in the images of the imagination, and by the end of the primary school age there are many more, and significant ones.

3. The processing of images, accumulated knowledge and ideas in grade 1 is insignificant, but by grade 3, children accumulate much more knowledge and images of the imagination become more diverse, generalized and brighter.

4. At first, any image of the imagination requires reliance on a specific object or its image, model, and then reliance on the word gradually develops, which allows younger students to mentally create a new image.

At primary school age, in general, children can imagine much less than an adult, but they have more confidence in the images of their imagination and their weaker control. Therefore, it often seems that the imagination of children is more developed than that of adults. However, younger schoolchildren have much less knowledge and ideas, which make up the material from which images of the imagination are built, than an adult. The nature of the methods used by younger students to synthesize images of imagination, their combinations, quality and variety are also significantly inferior to adults. The lack of developed self-control in fantasizing gives rise to the illusion of ease with which the child produces more and more new images of imagination. Children have only a greater brightness of images, they also have little control over them.

The imagination of a younger student is distinguished by the presence of elements of reproductive, simple reproduction. Initially, the imagination of younger schoolchildren is distinguished by a slight processing of existing ideas. In play or productive activities, children display what they see and experience almost in the order in which it took place in their personal experience. As they grow older, the number of elements of reproductive, simple reproduction in the imagination of a younger student becomes less and less. In the future, the creative processing of ideas and the development of creative imagination are intensified.

The following conditions contribute to the development of creative imagination: the inclusion of students in various activities, the use of non-traditional forms of conducting lessons, the creation of problem situations, excursions, the use of role-playing games, independent work, planning work on the implementation of products, the use of various materials, the use of various types of tasks, in including psychological tasks and exercises. Such aspects of educational and cognitive activity as content, organizational, subject should be activated.

Conditions for the development of creative imagination of younger students on the basis of interdisciplinary connections

1. Interactive learning through collaboration

Methods and techniques: cooperation at the stage of motivation: conversation, didactic games, cooperation at the stage of organization: the formulation of the problem by the teacher or students, options for solving problem-creative tasks during brainstorming, visual methods, methodological drawing, cooperation at the stage of control: encouragement, approval of novelty, unusual design, selection of works for the portfolio

Forms of study:

Means of education: reliance on meaningful and formal knowledge, interest based on the knowledge of mythology, the use of visibility not for copying, but for combining, creating a situation of success in fine art (visibility, methodical drawing, encouragement, approval), creative book (portfolio), individual and collective grade

2. Organization of problem-creative activity

Methods and techniques: didactic games, conversation, heuristic, problematic and visual methods, the use of visualization (including methodical drawing) not for copying, but for combining, cooperation and diplomacy in solving problems, accessible creative tasks of an open type, brain attack, personal or social significance of tasks; creative atmosphere; the use of a variety of visual materials and techniques, the creation of situations of success, encouragement, approval of novelty, extraordinary design

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

Means of education: the use of contradictions between the knowledge of history, mythology and the application of this knowledge in new practical conditions, the discrepancy between knowledge and new requirements; the contradiction between theoretical and practical implementation: knowledge of the methods and ways of creative imagination; mastering the ways of creating an artistic image; mastering the techniques of visual activity with a variety of materials, self-realization in creativity, the implementation of control tasks

3. Use of integrated education content

Methods and techniques: block study of topics in quarters (7-10 lessons), reliance on interdisciplinary knowledge of history and fine arts, the inclusion of mythology, conversation, visual methods, brainstorming, didactic games, the use of a regional component, cooperation, solving practically significant problem-creative problems, ZUN proficiency in fine arts with a variety of materials and technologies

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

Means of education: isolating the general basis of the content of subject programs " art” and “History”, which can be traced in the mythological knowledge of the content of each of the listed items, the use of verbal, visual and audiovisual means (the latter were also used in the first two conditions)

The author believes that since under the conditions secondary school Since the experience of younger students is expanding due to the knowledge of subjects studied in parallel, then educational and cognitive activities aimed at developing creative imagination should be based on interdisciplinary connections that allow transforming the elements of reality using the experience of previous generations.

The intensive development of the creative imagination of younger students in the learning process takes place on the basis of the principle of creative awakening (creating a creative atmosphere in the classroom that encourages students to creative activity based on new, vivid, emotional impressions and ideas), the principle of dialogism (creative cooperation between the teacher and students), the principle creative self-expression (reflection of one's own impressions in the created images), based on the close relationship of "external" and "internal" psychological conditions. These include a favorable psychological climate in the classroom, trust between the teacher and students, the “openness” of the student to the experience of creative activity, the internal locus of evaluating activity, etc. Favorable conditions for unlocking the creative potential of teachers and students are created within the framework of innovative education. The level of recreative imagination that a child has reached by the end of primary school age can be assessed by such indicators as formal adequacy, emotionality, originality and integrity of the image reconstruction. To assess the level of development of the creative imagination of younger students, one can use such criteria as the quantitative productivity of activity, originality of imagination, flexibility in the use of ideas.

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Introduction

The relevance of this course work lies in the fact that research on the problem of studying the features of the development of creative abilities, in particular, imagination, in children of primary school age lies in the fact that in modern sociocultural conditions, when there is a process of continuous reform, a radical change in all public institutions, skills thinking in an extraordinary way, creatively solving tasks, designing the intended end result acquire special significance.

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

Prerequisites for further creative development and self-development of the individual are laid in childhood. As a result, increased demands are placed on initial stages the formation of the personality of the child, especially to the primary school, which largely determines its further development.

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

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

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

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

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

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

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

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

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

Research methods:

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

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

Chapter I Theoretical basis features of the imagination of younger students

1.1 Imagination as the highest mental function

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

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

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

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

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

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

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

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

The image of the final result of real objective activity;

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

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

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

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

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

According to E.V. Ilyenkov, "The essence of imagination lies in the ability to "grasp" the whole before the part, in the ability to build a complete image on the basis of a single hint, the tendency to build a complete image." "A distinctive feature of the imagination is a kind of departure from reality, when a new image is built on the basis of a separate sign of reality, and not just the existing ideas are reconstructed, which is typical for the functioning of the internal plan of action."

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

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

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

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

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

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

Imagination can be of four main types:

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

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

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

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

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

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

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

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

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

1.2 Psychological features junior schoolchildren

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

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

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

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

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

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

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

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

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

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

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

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

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

Communicating, the child simultaneously reflects in the mind the qualities and properties of a communication partner, and also cognizes himself. However, now in pedagogical and social psychology the methodological foundations of the process of formation of younger schoolchildren as subjects of communication have not been developed. By this age, the basic block of psychological problems of the personality is structured and the mechanism of development of the subject of communication changes from imitative to reflexive [Lioznova E.V., 2002].

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

1.3 Features of the imagination of younger students

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

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

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

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

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

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

Senior preschool and junior school age are qualified as the most favorable, sensitive for the development of creative imagination, fantasies. Games, conversations of children reflect the power of their imagination, one might even say, a riot of fantasy. In their stories and conversations, reality and fantasy are often mixed, and the images of the imagination can, by virtue of the law of the emotional reality of the imagination, be experienced by children as quite real. The experience is so strong that the child feels the need to talk about it. Such fantasies (they are also found in adolescents) are often perceived by others as lies. 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 children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Imagination can be of four main types:

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

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

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

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

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

2.1 Study of the characteristics of the imagination of younger students

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

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

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

The following methods were used in the study.

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

Purpose: diagnosis of the development of imagination in children.

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

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

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

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

Method #3. "Solving Unusual Problems".

Purpose: to determine the level of development of imagination.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Technique No. 3 "Solving unusual problems"

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

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

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

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

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

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

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

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

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

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

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

Conclusions from the results of the study

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

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

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

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

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

Three people each belonged to the high and low levels.

Conclusion

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

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

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

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

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

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

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

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

Bibliography

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

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Coursework on the topic:

"Features of the imagination of younger students"

Introduction

Chapter I Theoretical foundations of the characteristics of the imagination of younger students

1.1 Imagination as the highest mental function

1.2 Psychological characteristics of younger students

1.3 Features of the imagination of younger students

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

2.1 Diagnostic program for studying the characteristics of the imagination of younger students

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

2.3 The program for the development of imagination in younger students

Conclusion

Bibliography

Appendix

Introduction

The relevance of this course work lies in the fact that research on the problem of studying the features of the development of creative abilities, in particular, imagination, in children of primary school age lies in the fact that in modern sociocultural conditions, when there is a process of continuous reform, a radical change in all public institutions, skills thinking in an extraordinary way, creatively solving tasks, designing the intended end result acquire special significance.

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

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

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

An object research - imagination as the highest mental function.

Subject research - features of the imagination of children of primary school age.

Target research - to identify the characteristics of the imagination of children of primary school age and propose a program for the development of imagination at this age.

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

Tasks:

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

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

Compile and implement a diagnostic program to study the characteristics of the imagination of younger students,

To analyze the results of the study of the characteristics of the imagination of younger students,

Develop a program to develop the imagination of younger students.

Research methods:

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

Research base. School No. 52 in Tula (Zarechensky district, Oktyabrskaya st., 199), students of the 2nd grade in the amount of 14 people.

diagnosis imagination feature child

ChapterI. Theoretical foundations of the characteristics of the imagination of younger students

1.1 Imagination as the highest mental function

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

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

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

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

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

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

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

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

The image of the final result of real objective activity;

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

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

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

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

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

According to E.V. Ilyenkov, "The essence of imagination lies in the ability to "grasp" the whole before the part, in the ability to build a complete image on the basis of a single hint, the tendency to build a complete image." "A distinctive feature of the imagination is a kind of departure from reality, when a new image is built on the basis of a separate sign of reality, and not just the existing ideas are reconstructed, which is typical for the functioning of the internal plan of action."

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

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

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

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

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

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

Imagination can be of four main types:

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

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

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

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

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

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

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

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

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

1.2 Psychologicalfeatures of younger students

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

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

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

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

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

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

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

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

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

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

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

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

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

Communicating, the child simultaneously reflects in the mind the qualities and properties of a communication partner, and also cognizes himself. However, now in pedagogical and social psychology the methodological foundations of the process of formation of younger schoolchildren as subjects of communication have not been developed. By this age, the basic block of psychological problems of the personality is structured and the mechanism of development of the subject of communication changes from imitative to reflexive [Lioznova E.V., 2002].

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

1.3 Peculiaritiesimagination of younger students

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

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

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

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

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

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

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 that way), then we are dealing with fantasizing, inventing stories, and not with lies. This kind of storytelling is normal for kids. In these cases, it is useful for adults to join the children's game, to show that they like these stories, but precisely as manifestations of fantasy, a kind of game. Participating in such a game, sympathizing and empathizing with the child, an adult must clearly designate and show him the line between the game, fantasy and reality.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Imagination can be of four main types:

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

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

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

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

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

2.1 Diagnostic programresearch on the characteristics of the imagination of younger students

Purpose of the pilot study- in a practical way to identify the features of the development of the imagination of younger students.

The study involved younger schoolchildren - students of the 2nd grade of the secondary school No. 52 in Tula. Number of participants - 14 people. Among them, 7 boys and 7 girls, aged 7 to 9 years.

IN methods: observation, testing and analysis of products of children's creative activity.

IN The study included the following methods.

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

Target: diagnosis of the development of imagination in children.

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

Methodology №2. "Test of divergence of thinking" (Gilford tasks).

Target: determination of the level of development of divergent thinking.

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

Method #3."Solving Unusual Problems".

Target: determination of the level of development of imagination.

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

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

Target: determine the level of development of figurative imagination.

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

Diagnostic program:

	The purpose of the methodology	Criterion under study
1. Methodology for studying the features of imagination based on the Torrens test "Incomplete figures"	diagnostics of the development of imagination in children	creative imagination
2. "Test of divergence of thinking" (Gilford tasks).	study of creativity, creative thinking	Creativity, creative thinking
3. "Solving unusual problems."	Determine the level of development of creative imagination	creative imagination
4. Four paper clips” (O.I. Motkov)	determine the level of development of figurative imagination	figurative imagination

2.2 Analysis of the results of the studyfeatures of imagination in primary school age

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

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

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

Picture 1. Distribution of children of the group according to the levels of imagination development according to the results of methodology No. 1

So, according to the results of this technique, most of the subjects were assigned to the second (6 hours) and third (5 hours) levels of imagination development, which corresponds to 42.84% and 35.7%.

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

Two children or 14.3% are assigned to the 4th level of imagination development. In the works, a widely developed subject environment is noted, the children, having turned the test figure into some kind of object, add more and more new elements to the drawing, organizing a holistic composition according to an imaginary plot. And, finally, one subject was assigned to the 5th level; the work is characterized by the repeated use of a given figure in the construction of a single semantic composition. Not a single child was assigned to the first and sixth levels. Method #2"Test of divergence of thinking" (Gilford tasks). The diagnostic data of younger schoolchildren according to the second method are given in Table No. 2. Next, we will analyze the results of diagnostics using the second method, and we will make up the percentage distribution by levels of development of creative thinking based on the results of the second method:

Table number 2 Percentage distribution of children by levels of development of creative thinking based on the results of the second method.

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

Figure 2. The distribution of the children of the group according to the levels of development of creative thinking according to the results of methodology No. 2.

So, according to the results of this technique, most of the subjects (8 people) were classified as having a low level of development of creative thinking, which corresponds to 57.12%. 4 children or 28.6% belonged to the average level, and, accordingly, 2 students reached a high level of development of creative thinking (14.3%).

Method #3"Solving Unusual Problems"

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

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

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

Figure 3 The distribution of the children of the group according to the levels of development of the imagination according to the results of methodology No. 3.

So, according to the results of this method, most of the subjects (10 people) were classified as having a high level of imagination development, which corresponds to 71.4%. 2 people each or 14.3% were classified as medium and low.

Method #4“Four paper clips” (O.I. Motkov)

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

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

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

Figure 4 The distribution of the children of the group according to the levels of development of the imagination according to the results of methodology No. 4.

So, according to the results of this method, most of the subjects (10 people or 71.4%) are classified as having an average level of imagination development. Two students got into the first and third levels.

Conclusions from the results of the study

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

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

Based on the results of the Guilford test, we found that children at this age have not yet formed divergent thinking - out of the total sample (14 people), 8 students did not cope with the task.

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

Based on the results obtained by the results of the “solving unusual problems” methodology, we come to the conclusion that in children of this group, the level of imagination at a high level is developed in 10 people, which is 71.4% of the total sample.

Two people each belonged to the high and low levels.

2.3 Complex of games and exercisesaimed at developing imagination in children of primary school age

The purpose of the program: the development of imagination in children of primary school age.

Program objectives:

Forms and methods of conducting: exercises, games, assignments.

Lesson name (lesson number)	Purpose of the lesson	Time allotted for each lesson
1. exercise "UFO"	development of imagination, activation of attention, thinking and speech.	15-20 minutes for drawing
2.exercise "funny drawing"	Team building, emancipation of emotions, development of imagination.	Not limited
3. exercise "depict an animal"	Closure correction, imagination development	Not limited
4. exercise "looking into the future"	development of imagination, visual skills, activation of thinking and speech.	Not limited
5. task "a drawing of what cannot be"	development of imagination, creation of a positive emotional state, emancipation of children.	Not limited
6. game "sea and sky"	development of imagination, teaching children to express emotions	20-30 minutes
7. game "what will happen if ..."	imagination development	Not limited
8. game "self-portrait"	in a joking way, increase the ability of players to correlate the external characteristics and images of people with various professions, the development of imagination	From 20 minutes
9. game "sculpture"	Imagination development, teach children to control the muscles of the face, arms, legs, and relieve muscle tension	From 20 minutes
10. game "what did the bunny do?"	development of the emotional sphere.
11.game "braggart contest"	Developing imagination, increasing team cohesion

This course work can be used by teachers as methodical material to study the characteristics of the imagination of children. If the teacher knows the features of imagination and creative thinking, knows in what period intensive development takes place, then he will be able to influence the correct development of these processes.

Of great importance for the development of creative imagination are circles: artistic, literary, technical. But the work of circles should be organized in such a way that students see the results of their work.

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

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

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

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

Features of the development of imagination in home schooling

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

Creative tasks

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

"Dot, dot, two hooks..."

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

"blots"

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

"Think and Draw"

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

Topics for such assignments can be:

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

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

"Books - babies"

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

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Your best outfit!
Aunt Nyurochka is coming
And her daughter Shurochka,
And her cat is Murochka,
And we are very happy with them.
M. Schwartz

new thing

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

Rybka

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

nursery rhymes

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

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

Didactic game exercises

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

"Make an object"

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

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

"Drudles"

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

"Associations"

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

Mobile games as exercises for the imagination

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

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

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

"Funny Names"

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

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

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

"Ocean is shaking"

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

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

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

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