Diagnostic techniques. Application of the method “Where is whose place
Natalia Bulatova
ADMINISTRATION OF THE KSTOVSKY MUNICIPAL DISTRICT
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN № 9 "RYABINUSHKA"
DIDACTIC GAME
"WHERE IS WHOSE PLACE?"
Performed:
Educator MBDOU d / s number 9
"Ryabinushka"
Bulatova Natalia Anatolievna
Relevance and significance
The development of fantasy in preschoolers is extremely important for the all-round development of the child. The imagination of preschool children is significantly different from that of adults. At the heart of any image is a combination of materials that are stored in memory. And the life experience of children is not so great. The criticality of children's thinking is at a low level. Children do not yet realize how it happens and how not. They can't figure it out yet. Until about 5-6 years of age, a person still lacks a plan, or it is very unstable. The kid does not think about the practical implementation of the created images. He only fantasizes in order to fantasize.
The purposeful development of imagination in preschool children initially occurs under the guidance of adults. They encourage children to arbitrarily create separate images. After that, the kids independently come up with an idea and a plan for its implementation. First of all, this process takes place during collective games. Activities are carried out using real objects.
Somewhat later, the arbitrariness of the imagination finds a place in individual studies without the use of real objects.
The development of imagination in preschool children can significantly expand the boundaries of knowledge. It helps the child to take part in events that do not exist in the everyday world. For example, a child can save friends during a storm, fly an airplane, etc. Such "childish" activities enrich moral and intellectual experience, help to better understand reality.
Imagination allows you to find non-standard creative solutions to cognitive problems. As Sukhomlinsky said, creating fantastic images, preschoolers discover the truth.
Even while playing, the child understands the consistency of life connections. He will refuse to eat the third dish first, and then the first, explaining that this does not happen.
Fresh images in a child's verbal creativity are no less realistic than in games. The child endows characters with characters and actions depending on their real characteristics, lifestyle, behavior.
In older preschool age, children often come up with their own worlds, inhabit them with different heroes. A common situation is that a toddler comes up with an imaginary friend. Together with him, he plays, communicates, shares with him his secret experiences and problems. Such features of the development of imagination in preschool children should attract the attention of adults.
Older preschoolers love to create their own fairy tales. Moreover, this is no longer just a flight of fantasy, but a real creative activity. Children are interested not only in events, but also in the inner world of the characters, their innermost thoughts and experiences. The guys try to motivate the actions of the heroes. The actions of invented people are saturated with social emotions: empathy, sympathy. The episodes of such tales have an internal logic of development.
Features and specifics of the development of imagination in preschool children
Imagination is arbitrary. It involves the creation of a certain idea, its specific planning and practical implementation.
Imagination gradually turns into fantasy.
The kid masters the means and techniques of creating various images.
The imagination itself is already transferred to the inner plane. The former need for any visual support for creating an image disappears.
Thus, the development of imagination in preschool children is extremely important. When fantasizing, a child does not just play. He learns to know the world around him, acquires the necessary knowledge, becomes more sociable, self-confident. Imagination is also a necessary tool for developing a wide variety of creative skills. The kid can implement his skills on paper, create a figurine from plasticine, write a poem or story. All this contributes to the harmonious development of the personality.
Method game "Where is whose place?"
The author of the technique, E. Kravtsova, In order to play like this, it is necessary to get away from concreteness and reality (in this case, the question of an adult, to simulate the whole situation in his mind - the adult's communication with him (to see the whole before the parts) and transfer functions from one object to another. In other words, the child must show his imagination.
This principle is the basis of the game-method "Where is whose place?"
Its purpose is to see how the child will be able to express his imagination in a rigidly set objective situation.
1. To form the ability to arrange pictures (inserts) in logical places and compose a plot and story based on them.
2. To develop the ability to invent a story based on pictures (inserts) placed by the child himself in "unusual places", linking separate episodes, objects and parts of the picture in the story into a single integral plot, guided by his own plan and showing imagination.
3. To develop in the child a higher level of imagination by composing a story based on a picture with pictures (inserts) laid out in "unusual places" according to the plan of an adult.
The formation of imagination in children presupposes a certain freedom in the use of standards and patterns of activity. Rigidly assigned and uncritically assimilated systems of models by the child hinder the creative solution of problems, lead to monotonous, stereotyped actions, hinder the manifestation of individuality. Thus, speaking about the development of imagination in preschool age, one can use one more indicator, namely, to see how the child applies in practice the learned patterns and standards, that is, whether these patterns are "blinders" that limit his activity and hinder the development of his imagination and fantasy, or they constitute the necessary basis on which the child's imagination and creativity are subsequently built.
The sequence of making the manual.
Any plot picture is suitable for carrying out this technique-game, albeit with some peculiarities.
Pay attention to the empty circles near almost all of the depicted items. Circles of the same size, but with figures drawn on them, must be prepared separately.
As you can see, all the figures shown in the circles have their own specific place in the picture. It is necessary to ask the child to carefully examine the drawing and put the circles in "unusual" places, and then explain why they were there. Depending on the level of development of imagination, children can solve this problem in different ways.
Some children (first level) have significant difficulty completing the assignment. They, as a rule, put the figures in their "rightful" places, and all explanations boil down to the following: the dog is in the kennel because it should be there. If the adult himself puts the circles in the “alien” places, the kid will laugh merrily, but he will still not be able to explain why they ended up there. If you manage to get some explanations from the child, then they will be stereotyped and stereotyped: "The cat is in the flowerbed because she hid," "The dog is in the pond because she hid," etc. From whom and why the cat or the dog hid, children at this level of development of imagination cannot answer.
At the same time, the situation changes radically if we remove the whole picture and, leaving only the circles, talk with the child about where and why this or that character may be. In such conversations with an adult, children, as a rule, show significantly better results than with self-explanations. They can come up with, however, very short and simple, situations and stories (mainly based on the plots of familiar stories and fairy tales, explaining the unusual position of the characters.
Other children (second level) they will not experience any special problems in completing this task. They can easily put the circles with the characters in “foreign” places, but the explanation will cause difficulties for them. Some will even begin to put the figures in their places, as soon as we ask to tell why this or that character found himself in the wrong place. The stories of preschoolers with this level of development of the imagination, as a rule, have real ground under them, at least the kids are trying very hard to prove it. “Last year at the dacha, I saw a cat climb a tree (puts a cat on a tree, my dad told me that dogs love to swim (puts a dog in a pond). It was shown on TV that the dog made friends with the bird and let her in live (puts a bird in a kennel) ", etc. If you change the task and ask the children to explain how an adult or another child arranged the characters, then their stories will become more meaningful and detailed than when they themselves put pictures and tried to explain their If you remove the big picture, then, unlike children with the first level of imagination, they will hardly react to it, that is, their stories and explanations will not become qualitatively worse or better.
Children with high (third level) development of imagination without difficulty arrange circles in "foreign" places and explain their steps. They are characterized by such a stage when they ponder the task proposed to the adult. Some deliberately avert their eyes from the picture, look thoughtfully at the ceiling, stand up to see the image better, squint, etc. Sometimes this stage ends with the child taking on a role, based on which he will lead the explanation. For example: "I am a magician, now I will bring this picture to life", and then a fantastic story follows, explaining the unusual location of objects. Or after some reflections: “There was a picture on the table, and no one knew what to do with it. But then the wind blew (the child begins to blow, and all the objects scattered. ”Then follows a fairy-tale plot. An important feature in the explanations of children with a high level of imagination is that they connect individual episodes, objects and parts of the picture in a single integral plot in their story Another feature is that they find it easier to explain when they put the objects themselves than when they are asked to tell about the objects placed by someone else.
This is probably due to the fact that these children are guided in their actions from the very beginning by a plan, he controls them. When they need to explain “someone else's”, they must penetrate into the “someone else's” plan, and as a rule, children at preschool age do not know how to do this.
Thus, the methodology-game "Where is whose place?" allows you to determine the level of development of imagination in children and establish another feature of this function, namely, the ability to flexibly use previously acquired knowledge and creatively apply it depending on specific conditions and circumstances. This feature is provided by one of the most important properties of imagination - the ability to mentally highlight a certain function in one object and transfer it to another object. As we have seen, the emergence of such a skill requires the ability of children to combine a variety of objects and phenomena into a single semantic plot. Of course, this ability appears only at the end of preschool age.
According to popular belief, as you move up the hierarchicalstructure a person acquires more power and knowledge. It is believed that the president of the company is the most erudite and influential person. This is especially noticeable in such specialized organizations as hospitals and educational institutions. Perhaps you believe that, for example, the head of the department of surgery is the best surgeon, and the head physician is the person with the most power.
This is a misconception.
A few years ago, an acquaintance of mine, second in command at the National Endowment for the Arts in Washington, DC, told me that if you want your bill passed in Congress, look out for the Assistant Assistant to the Chief Congressman. This person can slow down or speed things up. This is the person who writes the bill and either pushes it or makes it gather dust on the shelf. Typically, we focus on the congressman who votes, but by the time the bill goes to the vote, it is the assistant to the aide that influences how the congressman votes.
I recently remembered this advice from my friend. I have kidney failure and did not want to go on dialysis. Instead, I wanted to have a kidney transplant right away. I needed a donor. Sixteen people offered me to become my donors, so I was calm that one of them would definitely fit. All I needed was for all potential donors to be quickly examined at the clinic where I will be operated on. This way, I won't need to do dialysis while waiting for a transplant.
How could I do this? I made a mistake that many people make: in search of the most powerful person in the system, I went to the very top of the organizational hierarchy. I called a former client who donated millions of dollars to the hospital and asked for his help. I didn't want to shorten the process or break the protocols, I just wanted to speed up a bit - make a minor change. A client of mine called the rector of the university that owns the hospital and asked for his help. The rector immediately contacted me and said that the head of the kidney transplant department would call me and help me. What else did I need?
But the number didn’t work. Such decisions are not made by the rector of the university, not by the head of the kidney transplant department. Perhaps the secretary decides when and how donors will be checked, and she did not want to break the rules. The head of the department, not wanting to show that he was providing protection, was not going to put pressure on her.
Chancellors and heads of departments may have the authority to make decisions, but when the real power is not in their hands, this does not work. The future of the solution depends on the people who implement it. They are the ones who decide whether it will be implemented or not.
Who has the knowledge in a hierarchical, bureaucratic organization? Not the head of the department or the dean of the university. From experience I can say that those people who climb the bureaucratic top are not the smartest, but the most politically astute. The bureaucratic system is highly politicized, and talented politicians occupy the highest positions in it. The most educated people are often incompetent in politics, so they are in the background in the organizational hierarchy.
The hierarchy does not make it clear where power and knowledge are concentrated. If you want to understand where they are, you need to do your homework.
Just my thoughts
Ichak Kalderon Adizes
Figure 2.2 Attention Fatigue Curve
In some relatively rare cases, they reproduce the same number of the same words. The curve has a plateau shape. Such a lack of an increase in retention of words after their repetition indicates the emotional lethargy of the subjects; no relationship to research, no interest in memorizing more.
The number of words retained and reproduced by the subject an hour after repetition is more indicative of memory in the narrow sense of the word, i.e. about fixing the traces of the perceived.
3) Diagnostics of the level of development of imagination
Methodology "Where Whose Place?"
The author of the technique, Kravtsova E. In order to play like this, you need to get away from concreteness and reality (in this case, an adult's question), simulate the whole situation in your mind - the adult's communication with him (see the whole before the parts) and transfer functions from one object to another ... In other words, the child must show his imagination.
This principle is the basis of the game-method "Where is whose place?" Its psychological meaning is to see how the child will be able to express his imagination in a rigidly given objective situation.
To carry out this technique-game, the following figure is used:
Insert circles are cut separately:
Instruction: "Look carefully at the drawing and put the circles in the" unusual "places. Explain why they ended up there."
Assessment: depending on the level of development of the imagination, children can solve this problem in different ways.
First level: children have difficulty completing the task. They, as a rule, put the figures in their "rightful" places, and all explanations boil down to the following: the dog is in the kennel because it should be there. If an adult himself puts the circles in "foreign" places, then the kid will laugh cheerfully, but he will still not be able to explain why they ended up there. If it is possible to get some explanations from the child, then they will be stereotyped and stereotyped: "The cat is in the flowerbed because she hid," "The dog is in the pond because she hid," etc.
Second level: children will not experience any special problems when completing this task. They can easily put the circles with the characters in "foreign" places, but the explanation will cause them difficulties. Some will even begin to put the figures in their places, as soon as the experimenter asks to tell why this or that character found himself in the wrong place. The stories of preschoolers at this level of development of the imagination, as a rule, have a real basis under themselves, at least the kids are trying to prove it. "Last year at the dacha, I climbed a tree like a cat (puts a cat on my dad told me that dogs love to swim (puts a dog in a pond). It was shown on TV that the dog made friends with a bird and let her live (puts a bird into the kennel) ", etc.
The third level: children easily arrange circles in "foreign" places and explain their steps. They are characterized by such a stage when they ponder the task proposed to the adult. Some deliberately avert their eyes from the picture, look thoughtfully at the ceiling, stand up to see the image better, squint, etc. Sometimes this stage ends with the child taking on a role, on the basis of which he will lead the explanations. For example: "I am a magician, I will bring this picture to life", followed by a fantasy story explaining the unusual location of objects. Or after some reflections: "There was a picture on the table, and no one knew what to do with it. But then the wind blew (the child starts to blow), and all the objects scattered." This is followed by a fabulous plot. An important feature in the explanations of children with a high level of imagination is that they connect in their story separate episodes, objects and parts of the picture into a single integral plot. Another feature is that they find it easier to explain when they put the objects themselves, than when they are asked to tell about the objects placed by someone else. This is probably due to the fact that these children are guided in their actions from the very beginning by a plan, he controls them. When they need to explain "someone else's", they have to penetrate into the "someone else's" idea, and this is something children at preschool age, as a rule, do not know how to do.
Development of creative abilities in children of preschool and primary school age. Diagnostics of the development of imagination.
Game methodology for teachers and parents.
The proposed game technique not only allows you to determine how much the child's imagination is developed, but also is a means of his development.
"Where is whose place?"
The psychological meaning of this technique is to see how the child will be able to express his imagination in a rigidly given objective situation: to get away from concreteness and reality (for example, from an adult's question), to simulate the whole situation in his mind (to see the whole before the parts) and transfer functions from one object to another.
Stimulus material.
Any plot picture is suitable for carrying out this technique-game, albeit with some peculiarities. Here is an example of such a picture (Fig. 1).
There are empty circles next to all the objects depicted. For the game, you will also need circles of the same size, but with figures drawn on them (Fig. 2). All figures shown in circles have their own specific place in the picture.
Game task.
The adult asks the child to carefully examine the drawing and put the circles in "unusual" places, and then explain why they ended up there.
Analysis of the assignment.
Depending on the level of development of imagination, children can solve this problem in different ways.
Some children (first level) have significant difficulties completing the task. They, as a rule, put the figures in their "rightful" places, and all explanations boil down to the following: the dog is in the kennel because it should be there. If an adult himself puts the circles in "foreign" places, then the kid will laugh cheerfully, but he will still not be able to explain why they ended up there. If you manage to get some explanations from the child, they will be stereotyped and stereotyped: "The cat is in the flowerbed because she hid," "The dog is in the pond because she hid," etc. From whom and why a cat or a dog hid, children at this level of development of imagination cannot answer.
At the same time, the situation changes radically if we remove the whole picture and, leaving only the circles, talk with the child about where and why this or that character may be. In such conversations with an adult, children, as a rule, show significantly better results than with self-explanations. They can come up with - albeit very short and uncomplicated - situations and stories (mainly based on stories and fairy tales they are familiar with) that explain the unusual position of the characters.
Other children (second level) will not experience any special problems while completing this task. They can easily put the circles with the characters in "foreign" places, but the explanation will cause them difficulties. Some will even begin to put the figures in their places, as soon as we ask to tell why this or that character found himself in the wrong place.
The stories of preschoolers with this level of development of the imagination, as a rule, have real ground under them, at least the kids are trying very hard to prove it. "Last year at the dacha, I saw a cat climb a tree (puts a cat on a tree), my dad told me that dogs love to swim (puts a dog in a pond). It was shown on TV that the dog made friends with the bird and let her go to live (puts the bird in the kennel) ", etc.
If you change the task and ask the children to explain how an adult or another child arranged the characters, then their stories will become more meaningful and detailed than when they themselves put pictures and tried to explain their actions. If we remove the big picture, then, unlike children with the first level of imagination, they will hardly react to it, i.e. their stories and explanations will not get any better or worse in quality.
Children with a high (third) level of development of imagination can easily arrange circles in "foreign" places and explain their steps. They are characterized by such a stage when they ponder the task proposed to the adult. Some deliberately avert their eyes from the picture, look thoughtfully at the ceiling, stand up to see the image better, squint, etc.
Sometimes this stage ends with the child taking on a role, on the basis of which he will lead the explanations. For example: "I am a magician, now I will bring this picture to life" - and then a fantastic story follows, explaining the unusual location of objects. Or after some reflections: "There was a picture on the table, and no one knew what to do with it. But then the wind blew (the child starts to blow), and all the objects scattered." This is followed by a fabulous plot.
An important feature in the explanations of children with a high level of development of imagination is that they connect in their story separate episodes, objects and parts of the picture into a single integral plot. Another feature is that they find it easier to explain when they put the objects themselves, than when they are asked to tell about the objects placed by someone else.
This is probably due to the fact that these children are guided in their actions from the very beginning by a plan, he controls them. When they need to explain "someone else's", they have to penetrate into the "someone else's" idea, and this, as a rule, children at preschool age do not know how to do. All the figures shown in the circles have their own definite place in the picture, but we ask the child to carefully examine the drawing and put the circles in "unusual" places, and then explain why they ended up there.
The formation of imagination in children presupposes a certain freedom in the use of standards and patterns of activity. Rigidly assigned and uncritically assimilated systems of models by the child hinder the creative solution of problems, lead to monotonous, stereotyped actions, hinder the manifestation of individuality.
Thus, speaking about the development of imagination in preschool age, one can use one more indicator, namely, to see how the child applies in practice the learned patterns and standards, i.e. are these samples "blinders" limiting his activity and hindering the development of his imagination and fantasy, or they constitute the necessary basis on which the child's imagination and creativity are subsequently built.
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