Methods and means of developing imagination in older preschool children. Course work on the topic: "Development of the creative imagination of older preschool children by means of visual activity." Conditions for the development of imagination

22.04.2019

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INTRODUCTION

The urgency of the problem.

Socio-economic transformations in society show the need for the formation of a creatively active personality with the ability to effectively and non-standardly solve new life problems. In this regard, preschool institutions face an important task of development creative imagination the younger generation.

The problem of developing the creative imagination of children is relevant because this mental process is an integral component of any form of creative activity of a child, his behavior in general. V last years on the pages of psychological and pedagogical literature, the question of the role of imagination in the mental development of a child is increasingly being raised.

The question of the development of creative imagination in older children before school age is relevant, since by the first grade, the imagination of children should already be sufficiently formed, and the child should be able to navigate in situations in which various transformations of objects, images, signs take place, and be ready to anticipate possible changes.

Creative imagination is a rather complex psychological process. Creative imagination is the independent creation of new images, included in the process of creative activity, that is, activities that result in original and valuable products. Such imagination is present in any form of activity and behavior of the child.

The study of the creative imagination of preschoolers was carried out by researchers: L.S. Vygotsky, V.P. Glukhov, O.M. Dyachenko, A.V. Zaporozhets, E. M. Mastyukova, R.S. Nemov, S.L. Rubinstein, D.B. Elkonin.

Many authors are modern authors such as G.V. Anufrieva, D.V. Mendzheritska, N.F. Sorokin et al. Considered the problem of theatrical play of preschool children, they argue that now in kindergartens, children have begun to play less, especially in theatrical games

In the works of modern teachers L. V. Artemova "Theatrical games of preschool children", T. N. Doronova "We play in the theater", M. D. Makhaneva "Theatrical activities in kindergarten" games for the development of creative imagination, the content and tasks of work in different age groups ah, the main principles of organizing theatrical activities are highlighted, a method of work is proposed, the features of theatrical activities are revealed, scripts, manuals, and class notes are developed.

Research problem: what are pedagogical conditions development of creative imagination in older preschool children in theatrical games.

The solution to this problem is the goal of our research.

Object of research: the development of the creative imagination of older preschool children.

Subject of research: pedagogical conditions for the development of the creative imagination of senior preschool children in theatrical games.

Research objectives:

1. To study the psychological and pedagogical literature on the research problem.

2. Reveal the essence of the concept of "imagination", features of creative imagination, consider the classification of imagination, identify its types and functions in older preschool children.

3. To clarify the concept, types, principles of the organization of theatrical play in older preschool children.

4. To reveal the level of development of creative imagination in older preschool children.

Research hypothesis: The development of creative imagination in older preschool children will be facilitated by the use of theatrical games.

Research methods: theoretical analysis and generalization of psychological and pedagogical literature on the research topic; empirical: observation, pedagogical experiment, analysis of research results; diagnostic techniques: "Drawing figures" (OA Dyachenko); "Invent a story" (RS Nemov).

Research base: Municipal Budgetary Preschool Educational Institution kindergarten combined type № 47.

The structure of the work consists of an introduction, two chapters: the first chapter is theoretical, the second is practical, conclusions by chapters and conclusions.

CHAPTER I. THEORETICAL BASES FOR DEVELOPING THE CREATIVE IMAGINATION OF SENIOR PRESCHOOL CHILDREN IN THEATRALIZED GAMES

1.1 Development of creative imagination as a psychological and pedagogical problem

In the mental life of a preschooler important role plays the imagination. Imagination in preschool age manifests itself vividly and intensely, therefore many psychologists considered it as an initially given child's ability, which loses its strength over the years. At the same time, the problem of the development of imagination, although it attracts the interest of psychologists, is still one of the least developed and controversial problems of psychology. The essence of imagination lies in the fact that it "grasps" the whole before the parts, on the basis of a separate hint it builds an integral image.

A distinctive feature of imagination is the creation of a new image, and not a simple reproduction of known ideas, which is characteristic of memory or an internal plan of action.

Imagination - the ability of consciousness to create images, representations, ideas and manipulate them; plays a key role in the following mental processes: modeling, planning, creativity, play, human memory. In a broad sense, any process that takes place "in images" is imagination.

In psychology, imagination is interpreted as a kind of synthesis of the sensible and the rational, the peculiarity of which lies in its subjectivity. The role of imagination in the process of creative cognition can be defined as one of the ways to use a person's knowledge to gain new knowledge, as the transfer of knowledge from one area to another, the properties of which must be studied to solve cognitive problems.

The starting point of a child's development, according to Piaget, is thinking that is not aimed at reality, i.e. mirage thinking or imagination. Children's egocentrism is a transitional stage from imagination to realistic thinking. How younger child, the more his thought is aimed at the imaginary satisfaction of his desires. Only at a later age does the child begin to take into account reality and adapt to it.

So, according to this position, imagination differs from realistic thinking in that it:

subconsciously (the child is not aware of his goals and motives);

aimed at their own pleasure, and not real activity v surrounding reality;

is figurative, symbolic thinking, it cannot be expressed in words and communicated to other people.

Imagination plays a much greater role in the life of a child than in the life of an adult. It manifests itself much more often and allows a much easier "departure" from reality.

Increased emotionality is important distinctive feature preschooler's imagination. The invented characters acquire personal significance for the child and begin to live in his mind as completely real.

From the very beginning of its formation, the child's imagination has two main functions - cognitive and affective. The main task of the cognitive imagination is to recreate objective reality, complete the construction of an integral picture of the world, and obtain new impressions. With the help of imagination, children can creatively master the schemes and meanings of human actions, build a holistic image of an event or phenomenon.

The affective function of the imagination is aimed at affirming and protecting one's self. Such protection can be carried out in two ways. First, through repeated reproduction of traumatic influences or situations, the child, as it were, moves away from them, begins to see their sides. Secondly, children create imaginary situations in which they can assert themselves - they feel strong, courageous, dexterous, omnipotent.

The classification of types of imagination proposed by L.M. Vekker, corresponds in its structure to the main levels of representation of cognitive processes: sensory-perceptual imagination; verbal-logical, acting as an element of thinking; emotional.

Imagination is characterized as a "through" mental process, symmetrical to memory, but in the opposite direction.

Although imagination refers to cognitive processes, unlike perception and thinking, it serves a person not only for cognition of the surrounding knowledge, but also for its transformation, the creation of new mechanisms, knowledge, works of art, that is, for creativity in different areas of life and activities.

Active imagination is aimed at solving specific problems. Depending on the nature of these tasks, it is divided into two types: recreational imagination and creative imagination.

The tasks of the recreational imagination are to recreate, restore objects, phenomena, events from their image or verbal description.

Thinking, a concept, is a necessary prerequisite for imagination. Without understanding the text of the description, one cannot imagine all this.

The complexity of the tasks that arise before the imagination depends on the nature of the information about those objects, phenomena that we are trying to imagine - on how complete, detailed and accurate this information is, and in what form they are expressed.

But the brightness, liveliness, clarity of new images does not depend on individual characteristics a person and on how much his imagination is colored by feelings.

The tasks of the creative imagination are to determine possible results actions aimed at discovering or creating new objects, phenomena, situations. In the most vivid form, creative imagination manifests itself in the work of artists, writers, artists, etc. But creative imagination is also necessary for every person.

In modern psychological and pedagogical literature, the theory of the formation of creative activity is considered in close relationship with the development of all mental processes and, first of all, with the development of creative imagination (L.S.Vygotsky, S.L. Rubinstein, A.V. Zaporozhets, D.V. Elkonin , V.V.Davydov).

Exploring the peculiarities of children's imagination, L.S. Vygotsky wrote that the products of real creative imagination in all areas of creative activity belong only to an already matured fantasy, that is, this imagination reaches its full maturity in an adult. In a child "not only the material from which the imagination is built is poorer than that of an adult, but also the nature of the combinations that are added to this material, their quality is significantly inferior to those of an adult."

Analyzing the mechanisms of productive imagination, L.S. Vygotsky noted that already at an early age we find in children creative processes that are best expressed in children's games and the child's play is not a simple memory of the experience, but the creative processing of experienced impressions, combining them, building out of them a new reality that meets the needs and attractions the child himself. In the same way, children's desire to compose is as much an activity of the imagination as play.

The process of creative imagination was also studied by A.N. Leontiev, P. Ya. Galperin, N.N. Poddyakov, O. M. Dyachenko et al. Their research emphasizes the idea that creative imagination is associated with significant novelty and uncertainty of the cognized situation, the resolution of which presupposes an unlimited variety of possible ways.

Psychological research of L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontyev, A.A. Lyublinskaya show that in older preschool age, in comparison with early childhood, a new type of activity appears - creative. The peculiarity of this activity is that it creates an opportunity to go from thought to situation, and not from situation to thought.

V.V. Davydov believed that painting, music and poetry are types of a single process of aesthetic assimilation of reality, and all of them are associated with the development of imagination, a universal ability in relation to any activity.

Research the study of the psychological laws of the development of imagination (the ability to "grasp" the whole before the part and transfer the features of one object of reality to another). The development of these features in preschoolers was considered on the basis of the study of various types of activity, including artistic.

Most Russian psychologists emphasize the figurative nature of creative processes (L.S.Vygotsky, S.L. Rubinstein, A.V. Zaporozhets, etc.). O. M. Dyachenko singles out seven main mechanisms of imagination, which are effective, transformative in nature: typification (creation of an integral image of a synthetic nature); combination (analysis and synthesis of elements of reality); accentuation (emphasizing, sharpening certain features, features of objects); exaggeration or understatement of objects and phenomena; construction (creation of a whole in part); agglutination (combination of heterogeneous properties of reality); assimilation (use of allegories and symbols).

In the study by O.M. Dyachenko based on a modified version of E.P. Torrens, tasks were developed, by completing which the child subordinated his imagination to a certain task (the technique of "Drawing figures"). The originality coefficient (CR) was taken as the main indicator of the success of the task. The study proved that the development of imagination stimulates the performance of creative tasks, and the contradictions that ensure the self-development of imagination arise and are resolved in activity. She analyzed two lines of creativity. The first is associated with the specifics of the activity, and the second with the mastery of the means of artistic expression necessary for the independence and variability of their use.

Revealing the features of the structure of the imagination of a preschool child showed the connection between the development of imagination and the development of the child's personality and helped to develop psychological and pedagogical conditions for the development of creative imagination.

As psychologists point out, the older preschooler is attracted by the process of fantasizing. He begins to invent, combine, create new situations, heroes. In his fantasies, he easily uses substitutes: so natural material (cones, leaves, sticks, stones, etc.) is used as play material. At this age, children easily create imaginary worlds, inhabit them with characters that have certain characteristics and act in characteristic situations. For example, they come up with a friend - a little man who participates in all his games. The developing function of the imagination is involved in the creation of such fantasies. Imagination helps a toddler solve an emotional and personal problem. The child includes his characters in specific, life conditions, attributing to them human thoughts, feelings, actions. He interprets animal behavior in a human way, reflecting the experience of social relationships. The child masters non-standard techniques for transforming impressions used in the game and artistic activities... Children often use the method of anthropomorphization - animating objects when creating images, since they constantly meet with him when listening to fairy tales. Also, the most common technique in a child's verbal creativity is to create situations by endowing characters with realistic actions, in which he begins to understand that not everything is possible in them. He feels the measure that the imagination should not cross.

At the age of five, children have dreams of the future. They are situational, often unstable, caused by events that caused an emotional response in children. The support is not only the real object, but also the representations expressed in the word. The child begins to compose fairy tales, shape-shifters, continuing stories (O. M. Dyachenko, L. Yu. Subbotina, etc.).

But all the same, the imagination of the preschooler remains mostly involuntary. The subject of fantasy becomes something that greatly excited him, carried away, amazed: a book he read, a cartoon he saw, or new toy... The growth of the arbitrariness of the imagination is manifested in the development of the ability to create a plan and plan its achievement. Older preschoolers are able to fantasize arbitrarily, planning in advance the process of implementing a plan. They outline a plan for achieving the goal, pre-select ready-made equipment.

Thus, we considered considered that imagination is the ability of consciousness to create images, representations, ideas and manipulate them; plays a key role in the following mental processes: modeling, planning, creativity, play, human memory. We learned that the hallmark of imagination is heightened emotionality. Also, at the senior preschool age, a special activity of imagination is formed - fantasizing, the child masters the techniques and means of creating new images, imagination takes on an arbitrary character, involving the creation of an idea, its planning and implementation, imagination goes into an internal plan, since there is no need for a visual support for creating images.

1.2 Creative imagination of older preschool children

Creative imagination - involves the independent creation of an image, thing, feature that has no analogues, new; realized in original and valuable products of activity. An integral part of technical, artistic and other creativity. At the same time, they differ:

1) objective novelty - if the images and ideas are original and do not repeat anything that exists in the experience of other people;

2) subjective novelty - if they repeat previously created, but for this person are new and original.

One of the least developed problems in the psychology of the child's imagination is the problem of the mental mechanisms of the creative imagination of preschoolers. It is to this problem that the works of O.M. Dyachenko, in which the peculiarities of the imagination of children were clarified different ages on the material of solving imaginary problems.

Creative imagination is based on the independent creation of images of objects that do not exist in our time, or the reproduction of an original modification of an already existing object, a phenomenon, this is a non-standard image of a previously described, read.

Creative imagination is activated where a person discovers something new, finds new ways of working, creates new, original, material and spiritual values valuable to society.

Features of creative imagination:

The concept of creative imagination in the psychological literature has been considered by many scientists. Most psychologists point out that imagination is a very complex process. B.M. Teplov characterized the creative imagination as "the independent creation of new images, included in the process of creative activity, that is, activity that results in original and valuable products. Such is the imagination of a writer, artist, composer, scientist, inventor, etc." ...

The transformation of material in any form of imagination, including creative, is subject to certain laws. The following processes and techniques are characteristic of the creative imagination:

Typification (special generalization) - consists in creating a complex, holistic image that is synthetic in nature. For example, there are professional images of a worker, doctor, etc.

Combination - is the selection and combination of certain features of objects or phenomena. Combining is the combination of the original elements according to a specific logical scheme. The basis for the combination is human experience.

Accentuation - consists in highlighting certain features, signs, sides, properties, their exaggeration or understatement. A classic example is caricature, caricature.

Reconstruction - consists in defining the integral structure of an image in terms of part, attribute or some property.

Agglutination, i.e. "gluing" of various parts that are not connected in everyday life. An example is the classic character of fairy tales man - beast or man - bird.

Hyperbolization is a paradoxical increase or decrease of an object or its individual parts. (Example: a boy with a thumb).

Assimilation - allows you to design schemes, represent certain procedures (modeling, schematization, etc.).

Dismemberment means that something new is obtained as a result of the separation of parts of objects.

Replacement is the replacement of some elements with others.

Analogy - consists in creating a new one by analogy (similarity) with the known.

It should be noted that mental operations are at the heart of all the above processes.

Vygotsky L.S. notes that "in order to understand the psychological mechanism of imagination and related creative activity, it is best to start by clarifying the connection that exists between fantasy and reality in human behavior." He notes the existence of four main forms linking imagination with creative activity:

1) Any image of the imagination is created from images taken from reality and human experience. Vygotsky L.S. considers the following example: "A hut on chicken legs." The images from which the fairytale element is built are images of reality.

2) The established image of the imagination is an element of reality. Studying the stories of historians or travelers, a person imagines a certain picture of an event, for example, the events of the Second World War. Human ideas are the result of creative activity.

3) The process of creative imagination is influenced by emotion. Vygotsky L.S. notes that when creating a new image, the same emotions are manifested that are fixed in the memory together with the previously created images.

4) The image of the imagination can represent something completely new, which has not been in the experience of a person. For example, the image of a car was originally created by the combined imagination of a person and in reality it did not exist. Having embodied in reality, the car became real.

Speaking about the features of the development of creative imagination in senior preschool age, it can be noted that creative imagination cannot be formed by itself: it develops throughout the child's life and depends on the conditions of his life, upbringing, and impressions received. Upbringing contributes to the development of the child's creative imagination to the greatest extent. Creative imagination helps to create new images that are completely different from those that are stored in human memory. It is an active cognitive process, the result of which is the emergence of new images and objects of reality, products of activity. Speaking about the features of the development of the creative imagination of older preschoolers, the following can be noted. This process is close to figurative thinking, but the result of creative imagination is much more unpredictable. The development of creative imagination in older preschool age must be combined with the development of figurative thinking, since most of the children of this age group belong to the artistic type, and not to the mental one. Imagination develops most effectively in activity, therefore it is important to include pupils in subject-practical activity, consistent with age. First of all, it should be an educational game. The child's creative activity must be positively motivated, have a personal meaning, so that its result is high. At the same time, the educator must be friendly to children, constantly motivate them, captivate them with new ideas, techniques, elements, the author of which can be both he himself and preschoolers. More often you need to give complex, unusual tasks that require non-standard solution... The most productive field of activity in the development of the creative imagination of older preschool children should, of course, be considered classes in the development of speech, the visual arts and labor training. In the classroom, you can and even need to combine various types of activities: illustration, drawing, modeling, reading and continuation of a story or fairy tale. It is impossible to especially highlight any work, but to praise all the children for their diligence and activity in order to stimulate their further creative activity.

The creative imagination goes through a certain way of creating images. The first stage in the development of creative imagination begins with the birth of a child. Perceiving the world with the help of the senses, the child accumulates material, which is the basis for future creativity. Then the next stage is the process of processing the perceived material. The main components of the second stage are the dissociation and association of the perceived impressions. Vygotsky L.S. notes that "dissociation consists in the fact that this complex whole is, as it were, cut into parts, individual parts stand out predominantly in comparison with others, some are preserved, others are forgotten." The ability to highlight the individual features of the whole plays a leading role in the creative imagination.

The next stage is the association - the unification of dissociated and changed elements. Associations can occur on a different basis and takes on different forms of images.

The last, final stage is the process of combining images, building them into a specific system.

This is not to say that the process of creative imagination ends immediately. It will be completed when the performance is embodied in the external image.

Thus, we found out that creative imagination presupposes the independent creation of an image, a thing, a feature that has no analogues, new; realized in original and valuable products of activity, is also a rather complex phenomenon and depends on certain factors, that certain techniques and means are characteristic of the creative imagination. The activity of the creative imagination cannot be the same for a child and an adult, since in different periods of a person's life the surrounding reality is perceived differently.

1.3 Theatrical play of older preschool children

The theatrical activity of older preschoolers is very multifaceted and can be carried out in a variety of forms, to which we include theatrical performances, plays, matinees with elements of theatricalization, but still theatrical games are used most often in kindergarten.

Theatrical play is creative play, which is a performance in the person of literary works (fairy tales, stories, specially written dramatizations).

The value of theatrical play for the development of children: develops artistic taste, creativity, and expressiveness of speech; forms a sense of collectivism; develops memory, thinking, imagination; develops stage, singing, dance creativity; expands vocabulary, speech; develops the emotional sphere in the transfer of cunning, benevolence, generosity of heroes; introduces preschoolers to theatrical, dramatic art.

Features of theatrical play: actions of children with puppet characters; direct actions of children by roles; literary activity through dialogues and monologues; pictorial activity is in the nature of spatial-pictorial, or design activity; perform familiar songs on behalf of the characters, staging them, dancing, etc.

There are types of theatrical games:

Games are dramatizations where each child plays a role. Children read the work emotionally (2-4 times); illustrations, slides, gramophone records are selected to play around more complex pieces. Table theater games. Actions with objects, children voice roles, repeat or compose a plot. Children's games with various types of theaters - flannelegraph, finger, "parsley", bibabo, puppets. It is necessary to teach children to act with figures, compose the movements and speech of the characters.

L.V. Artemova divides theatrical play into two groups: dramatization and director's. In dramatization games, the child-artist independently creates an image using a complex of means of expression (intonation, facial expressions, pantomime), performs his own actions of performing the role. In a play-dramatization, the child performs any plot, the scenario of which exists in advance, but is not a rigid canon, but serves as a canvas within which improvisation develops. Types of dramatization: games-imitation of images of animals, people, literary characters; role-based dialogues based on text; staging of fragments of works of art; games-improvisation with plotting out without preliminary preparation.

In the director's game, the child is not an actor, he acts for a toy character, he himself acts as a screenwriter and director, controls toys or their deputies. Such independence in inventing the plot of L.S. Vygotsky considered it especially important for the further formation of the child's play skills and imagination. O. Akulova describes the features of this type of theatrical games as follows: different means verbal expressiveness. The predominant means of expression in these games are intonation and facial expressions, pantomime is limited, since the child acts with a motionless figure or toy. "

Important feature of these games consists in transferring functions from one object of reality to another. Their similarity with director's work is that the child comes up with mise-en-scenes, i.e. organizes the space, performs all the roles himself or simply accompanies the game with a "speaker" text. In these games, the child-director acquires the ability to “see the whole before the parts”, which, according to V.V. Davydov, is the main feature of the imagination as a neoplasm of preschool age.

L.V. Artemova proposes a classification of director's games in accordance with the variety of theaters (tabletop, plane, bibabo, finger, puppet, shadow, etc.):

Tabletop toy theater. Toys and crafts are used that stand firmly on the table and do not interfere with movement;

Desktop picture theater. Characters and decorations - pictures. Their actions are limited. The state of the character, his mood is conveyed by the intonation of the player. Characters appear in the course of the action, which creates an element of surprise, arouses the interest of children;

Stand-book. The dynamics, the sequence of events are depicted using illustrations that replace each other. Turning over the sheets of the stand-book, the presenter demonstrates various plots depicting events;

Shadow theater. It requires a translucent paper screen, black plane characters and a bright light source behind them, thanks to which the characters cast shadows on the screen. The image can also be obtained using the fingers. The display is accompanied by a corresponding sound.

Theatrical play improves and develops many aspects of the personality of a preschooler, especially in the older preschool age, when the qualities of the arbitrariness and awareness of the behavior of children are already sufficiently formed. M. Kudeiko examines theatrical activity in the senior groups of a preschool educational institution in the context of preparing for schooling. M. Kudeiko, in particular, believes that theatrical play of children 6-7 years old solves the following problems:

contribute to the development of manifestations of children's curiosity, the desire to learn new things, assimilate new information and new ways of action;

develop figurative associative thinking, the ability to improvise;

improve perseverance, purposefulness, hard work, which contributes to the formation of strong-willed character traits in preschoolers.

In addition, in the process of theatrical play, preschoolers develop many private skills and abilities. For example, exercises for the development of speech, breathing and voice that accompany a theatrical performance improve speech apparatus child. Performing play tasks in the images of animals and characters from fairy tales helps children to better master plastic, to understand the possibilities of movements.

Unlike theatrical performance, a theatrical play does not require the mandatory presence of the viewer, it does not always imply a clear scenario, attributes (costumes, scenery, etc.), in it, as a rule, there is enough external, conditional imitation, following a certain role, plot. But this does not diminish the pedagogical value of theatrical play. In addition, it has a significant advantage over a theatrical production: it takes much less time to organize a game, which means that such games can be used quite often, as in the structure itself. educational activities and during various regime moments(for example, for a walk).

The implementation of these tasks and the content of work with children of all age groups requires taking into account the basic principles of organizing theatrical play. So O. Akulova formulates the following principles:

1. The most important is the principle of the specificity of this activity, which combines play (free, involuntary) and artistic (prepared, meaningfully experienced) components

2. The principle of complexity assumes the relationship of theatrical play with different types of art and different types of artistic activities of the child.

3. According to the principle of improvisation, theatrical play is considered as a creative activity, which determines the special interaction of an adult and a child, children with each other, the basis of which is a free atmosphere, the encouragement of children's initiative, the absence of a role model, the presence of a child's point of view, the desire for originality and self-expression.

4. All of the above principles find their expression in the principle of integrativity, according to which purposeful work on the development of theatrical and playful activity is included in the integral pedagogical process.

Thus, having considered the basic principles on the basis of which the theatrical play of older preschoolers is built, we found out that the most important of them is the principle of taking into account the age and individual characteristics of children. According to T.A. Gaivoronskaya and V.A. Derkunskaya, this principle “... harmonizes the requirement of compliance with the development of the child normative development, on the one hand, and the recognition of the indisputable fact of the uniqueness, uniqueness of the individual path of development of each child, on the other. "

In the context of the analysis of this principle, it is necessary to briefly dwell on the question of age characteristics communication in children 6-7 years old. In older preschool age, the social situation of the child's development changes significantly, the circle of communication expands: the child is included in the system of diverse relationships, in which he seeks to find a certain place for himself. There is an internal restructuring of the motives of communication, depending on the dynamics of changes in relations with peers and teachers.

L.N. Galiguzova and E.O. Smirnova note that the main thing in this form of communication is meeting the child's need for mutual understanding and empathy.

The older preschooler learns the rules for constructing speech, masters its higher properties (accuracy of transmitted information, consistency, clarity of presentation, etc.), improves the intonation pattern, hones the tempo and volume of the voice. O. M. Kazartseva considers it especially important that by the age of 6-7 the child develops intellectual, regulating, planning functions of speech, namely:

the ability to freely express their thoughts orally and in writing;

the ability to use language means in accordance with the purpose, content and conditions of communication;

the ability to build a dialogue, comprehend its purpose, plan, control statements.

Thus, we found out that the creative imagination at preschool age develops best in theatrical play, from here we found out that theatrical play is a demanded and very important type of children's creativity. Theatrical play lessons have a playful nature, therefore, they contribute to the realization of the child's creative forces and spiritual needs, liberation and self-esteem. Theatrical play is a unique tool in terms of its complexity of impact for the development of moral, physical, intellectual, aesthetic and, of course, communicative qualities of an older preschooler. We also examined the four basic principles of organizing theatrical play, considered the tasks that are solved in the process of engaging in theatrical play, identified the types of theatrical play and considered the classification of director's games

Conclusions for chapter 1

As a result of the analysis of psychological and pedagogical literature on the research problem, we can draw the following conclusions:

Imagination can be defined as the ability to recombine and create new images. The main material for imagination is only a person's own experience and knowledge. Since a child has much less such material than an adult, his imagination is not richer, but poorer. At the same time, imagination plays a much greater role in the life of a child than in the life of an adult - it manifests itself much more often and allows for a much easier "departure" from reality. The specificity of the preschooler's imagination consists in its increased emotionality: the child experiences imaginary events as sharply as real ones.

The first form of manifestation of children's imagination is games with an adult, included in an imaginary situation. The imagination manifests itself most vividly in the preschooler's play (where children endow objects with imaginary functions, take on the roles of imaginary characters) and in creative activities (drawing and verbal creativity). In the older preschool age, imagination becomes possible internally, in terms of ideas.

There are two main functions of imagination - cognitive (reproduction and variation of real events) and affective ("protective").

The cognitive imagination of a preschooler is associated with the rapid development of role-playing, drawing, and construction. However, it is often reproductive in nature, when the child acts on models. Affective imagination at this stage is aimed at overcoming the received psycho-traumatic influences through their repeated variation in play, drawing and other creative activities. Both functions have their own line of development in preschool age.

With the growth of the general level of the child's development, the role of independent forms of behavior increases. The creative processing of experienced impressions, their combination and the construction of a new reality from them, corresponding to the instincts of the child himself, can be realized in the course of theatrical activity.

Theatrical play contributes to the development of creative abilities and cognitive activity of children, moral development preschooler, the formation of cognitive imagination (manifested primarily in the development of the logical-symbolic function of the child) and effective imagination (contributing to the child's understanding of the meanings human relations, adequate emotional response, the formation of emotional control and such higher social feelings as empathy, sympathy, empathy).

preschooler pageant play imagination

CHAPTER II. EXPERIMENTAL WORK ON THE DEVELOPMENT OF CREATIVE IMAGINATION IN ELDER PRESCHOOL CHILDREN IN THEATRALIZED GAMES

2.1 The level of development of creative imagination in older preschool children

The experimental work was carried out in the MBDOU combined type kindergarten No. 47, Belgorod, with older preschool children.

The purpose of the study is to identify the level of development of the creative imagination of senior preschool children.

The structure of the study can be presented in the form of the following plan:

on the basis of the studied literature, guidelines and requirements for this age group, we have chosen those parameters by which we will assess the level of development of the creative imagination of older preschoolers;

10 children of the older group No. 3 were selected for the experiment;

to conduct a comparative analysis, we carried out an ascertaining experiment with selected children to determine the initial level of training of children according to the parameters selected for the study;

the next main and voluminous part of the work is a selection of games and exercises for the development of the creative imagination of older preschoolers;

the next stage of work is of particular importance - carrying out games and exercises with children;

at the end of the experiment, we summarize the results of the experiment and develop effective games and exercises to develop the creative imagination of older preschool children.

To identify the development of creative imagination in older preschool children, we used diagnostic techniques: "Drawing figures" (OA Dyachenko). Purpose: determining the level of development of imagination, the ability to create new images; “Invent a story” (RS Nemov) Purpose: to analyze the level of development of the creative imagination of children of the older group.

Technique No. 1: "Drawing figures".

Purpose: determining the level of development of imagination, the ability to create new images.

Material: 10 cards, half the size of a standard sheet (A5), on each of which is drawn a small (approximately 1x2 cm) figure of an indefinite shape (see Appendix 1), a set of pencils.

Research progress.

The child is invited to finish drawing a figure on each of the cards. Before the examination, the experimenter tells the child: “Now you are going to finish painting the magic figures. They are magical because each figure can be drawn in such a way that you get any picture, any one you want. "

The child is given a simple pencil and a card with a figurine. After the child has finished drawing the figure, he is asked: "What did you do?" The child's answer is recorded. Then, one by one, the remaining cards with figures are presented.

Evaluation of results.

To assess the level of performance of the task by each child, the originality coefficient (CR) is calculated - the number of non-repeating images. Images are considered to be the same, in which the shape for drawing turns into the same element. For example, the transformation of both a square and a triangle into a TV screen is considered a repetition, and both of these images do not count for the child. Then the images are compared, created by each of the children of the examined group on the basis of the same figurine for drawing. If two children turn a square into a TV screen, then this drawing does not count for either of these children. Thus, KO is equal to the number of drawings that are not repeated by the nature of the use of a given figure in the child himself and in none of the children in the group.

The figures for drawing are located horizontally, the names of the children are vertically. Under each figurine, it is recorded which images the child performed. The names of repeated images horizontally (repeats in one child) and vertically (repeats in the same figure for different children) are highlighted (for example, crossed out). The number of uncrossed answers is the QoS of each child. Then, the average CO in the group is displayed (individual CO values are summed up and divided by the number of children in the group).

Low level of task performance - KO is less than the average for the group by 2 or more points.

Average level - KO is equal to the average for the group or one point above or below the average.

High level - KO is higher than the average for the group by 2 or more points.

Along with the quantitative processing of the results, a qualitative characteristic of the task performance levels is possible.

The following levels can be distinguished:

At a low level, children actually do not understand the task: they either draw something of their own with a given figure, or make a non-objective image ("such a pattern"), sometimes these children (for 1-2 figures) can draw a subject schematic drawing using a given figure ... In this case, the drawings are usually primitive, template schemes. At an intermediate level, children finish drawing most of the figures, however, all drawings are schematic, without details. There are always drawings that are repeated - by the child himself or by other children in the group.

At a high level, children give sketchy, sometimes detailed, but, as a rule, original drawings (not repeated by the child himself or other children in the group). The figure proposed for drawing is usually the central element of the drawing or its secondary detail, the latter being an indicator of creative imagination.

Analysis of the results.

As a result of the methodology carried out with ten children of the older group at the beginning school year the following results were obtained, presented in table 2.1.

Table 2.1 Processing of the obtained results of the "Drawing figures" technique

F.I. of the child

Shapes for drawing

1. Alina Sh.

dinosaur

3.Vladik P.

boat

kitten with bow tie

Princess

Just

Pinocchio

heart

8. Bogdan G.

television

ladder

snowman

10.Milana G.

body-builder

Table 2.2

Coefficient of originality of older preschool children

Quantitative processing:

average KO - 4.5;

low level-10%; average level -80%; high level - 10%.

Qualitative characteristic levels: low level - 10%; average level - 80%; high level - 10%.

The results of the research presented in the table can be observed in the diagram, which displays the coefficient of originality of the creative imagination of older preschool children.

Rice. 2.1 The level of development of creative imagination in children of senior preschool age (results of the diagnosis "Drawing figures" (OA Dyachenko)

This figure shows the coefficient of originality of older preschool children. After processing the results of our methodology, we see that the coefficient of originality of older preschool children is equal to the average.

Thus, after we diagnosed the level of development of creative imagination, we found that children with an average level of development of creative imagination (90%) predominate in this group, there is no low level of development of imagination, and only 10% of children with a high level of development of creative imagination.

Technique number 2. "Think of a story."

Purpose: to analyze the level of development of the creative imagination of children of the older group.

The course of the technique.

The child is asked to come up with a story about someone or something in just 1 minute, and then retell it within two minutes. It may not be a story, but, for example, some kind of story or fairy tale.

Evaluation of results.

Table 2.3 Indicators of the development of creative imagination in older preschool children using the "Think of a story" method

Signs
1. The speed of coming up with a story	Didn't come up with anything in 1 min.	It took about 30 seconds to come up with it. up to 1 min.	I came up with a story in no more than 1 minute.
2. Unusual 3. Originality 4.the plot of the story	The child mechanically retells what he once saw or heard	The child brought something new from himself to what he saw or heard	The plot is completely Invented by the Child himself, unusual and original
3. Variety of images used in stories	It is about one character (event, thing), with very poor characteristics	There are two or three characters (things), and they are all characterized from different sides	There are four or more characters (things, events), characterized from different sides
4. Elaboration and detailing of images, 5.presented in the story	Characters (events, things, etc.) are only named and not characterized in any way	Not only are they named, but also one or two signs are indicated	The objects mentioned in the story are characterized by three or more signs
5. Impressiveness, emotionality of the images in the story	The story does not impress the listener and is not accompanied by emotions on the part of the narrator	The narrator's emotions are barely expressed, and the listeners are emotionally weak in responding to the story.	The story and its transmission by the narrator are emotional and expressive, and the listener is clearly charged with emotion

Table 2.4 Scale for assessing the level of development of imagination

Analysis of the results.

Fictional stories are presented in Appendix 2.

The diagnostic results using the "Think of a story" method can be seen in Table 2.5.

Table 2.5 The results of the development of the level of creative imagination in older preschool children using the "Think of a story" method

thesis, added 01/26/2011

Characteristic features of the creative imagination of children of middle and senior preschool age, comparative analysis the level of its development in children of different age groups. Development of classes for the development of creative imagination, taking into account the age specifics.

term paper, added 04/29/2011

The essence of the concept of "imagination" in psychological and pedagogical science. Types of visual activity and their possibilities for the development of the creative imagination of older preschool children. Features of the development of imagination in preschool age.

term paper added 06/18/2011

Development of creative imagination as a psychological and pedagogical problem. Essential characteristics of the theatrical activity of preschoolers. Psychological and pedagogical conditions and methods for the development of creative imagination in theatrical activities.

term paper, added 02/19/2010

The concept and types of creative imagination. The role of a fairy tale in the development of the creative imagination of preschoolers. Organization of work on the development of creative imagination when working on fairy tales. Summary of the lesson for preschool children "Spring Tale".

term paper, added 07/29/2010

The influence of visual activity on the development of the creative imagination of preschoolers. Improving creativity through the application of the method of teaching children decorative drawing using didactic games and exercise.

term paper, added 02/16/2012

Study of the processes of the development of imagination. Features the development of imagination in older preschool age. Development of creative imagination within the framework of L.A. Wenger "Development". Methodology for the development of imagination L.B. Fesyukova in her work with a fairy tale.

thesis, added 05/04/2011

General characteristics of the imagination. Features of children's activity and its significance for the development of the creative imagination of older preschool children. Recommendations for the development of children's creative imagination by means of non-traditional drawing techniques.

term paper added 02/15/2015

Features of the development of creative imagination in early childhood by means of visual activity. Stimulating the creative activity of children of younger and older preschool age through free choice art materials and equipment.

term paper added on 12/01/2010

The problem of the development of creative imagination in preschool children in psychological and pedagogical research. Conditions for the development of the creative imagination of children aged 5-6 years by means of music. Analysis of the subject-material environment. Game tricks learning.

F.I. baby	Signs	Total number of points



Vladik P.




Veronica S.

Imagination is the ability to construct in the mind from the elements of life experience (impressions, ideas, knowledge, experiences) through their new combinations and correlations something new that goes beyond the previously perceived.

Imagination is the basis of all creative activity. It helps a person to get rid of the inertia of thinking, it transforms the representation of memory, thereby ensuring, in the final analysis, the creation of what is known to be new. In this sense, everything that surrounds us and that is made by human hands, the whole world of culture, in contrast to the natural world - all this is a product of creative imagination.

In the mental life of a preschooler, imagination plays an extremely important role. Imagination in preschool age manifests itself so brightly and intensely that many psychologists viewed it as an originally assigned child's ability, which loses its strength over the years. At the same time, the problem of the development of imagination, although it attracts the unflagging interest of psychologists, is still one of the least developed and controversial problems of psychology. In general terms, imagination can be defined as the ability to recombine images. The essence of imagination lies in the fact that it "grasps" the whole before the parts, on the basis of a separate hint it builds an integral image. A distinctive feature of imagination is a kind of "departure from reality", the creation of a new image, and not a simple reproduction of known ideas, which is characteristic of memory or an internal plan of action. The possibility of constructing a new, imaginary world by a child has been explained by different psychologists in different ways.

Philosopher L.E. Golosovker considers imagination as the initial and highest cognizing and combining human mind, the mind of his myth-making period. He defines imagination in a paradoxical way - "the mind of the imagination", the dialectical logic of the imagination - and opposes it to the mind of science as an abstract mind. Reason gives rise to ideas that humanity lives with.

The creator of psychoanalysis, Z. Freud, considered imagination as the primary, original form of children's consciousness. The pleasure principle that dominates early childhood is reflected in the child's fantasies and dreams. According to Freud, the consciousness of a child before a certain age free from reality and only caters to his desires sensual tendencies.

Piaget continues and develops approximately the same position. The starting point of a child's development, according to Piaget, is thinking that is not directed towards reality, i.e. mirage thinking or imagination. Children's egocentrism is a transitional stage from imagination to realistic thinking. The younger the child, the more his thought is directed towards the imaginary satisfaction of his desires. Only at a later age does the child begin to take into account reality and adapt to it.

So, according to this position, imagination differs from realistic thinking in that it:

subconsciously (the child is not aware of his goals and motives);

aimed at their own pleasure, and not real activity in the surrounding reality;

is figurative, symbolic thinking, it cannot be expressed in words and communicated to other people.

However, it is difficult to imagine, and even more so to prove, that a mirage construction, a dream is a more primary form than thinking aimed at reality. Observations show that in a child at a very early age we are not dealing with hallucinatory pleasure, but with real satisfaction of his needs. As you know, no child experiences the hallucinatory pleasure of imaginary food. A child's pleasure is inextricably linked with reality. The path to early childhood pleasure is through reality, not through withdrawal from it.

The “non-verbal nature” of children's fantasy also remains unproven. In fact, as L.S. Vygotsky, a powerful step in the development of imagination is made in connection with the assimilation of speech. Observations show that delays in speech development always lead to underdevelopment of the child's imagination. Speech frees the child from direct impressions, contributes to the formation and fixation of ideas about the subject; it is speech that gives the child the opportunity to imagine this or that object that he has not seen, to think about it and mentally transform it. The child can express in words that which does not coincide with his real perception; it is this that enables him to be extremely free to deal with the impressions created and expressed by words. Thus, the main means of imagination, like thinking, is speech. Imagination is made possible by speech and develops with it. Consequently, it is not a primary function originally inherent in a child, but the result of his mental and mainly speech development.

The question of the richness of children's imagination is rather complicated. It is believed that the imagination of a child is much richer than that of an adult. Indeed, children fantasize for a variety of reasons: they compose stories, invent fantastic plots, attribute human experiences and relationships to stones or trees, talk to things, etc. However, these elements that are included in children's fantasies are somehow borrowed by them from experience: from fairy tales told by adults, from accidentally heard words or seen films, from those with which they met in their real life... A new combination and recombination of familiar images, the transfer of properties and events from one character to another create a fantastic picture that is completely different from reality.

But all these fantastic combinations are based on the real experience of children, on what they already know. And since they know little and their life experience is much poorer than that of adults, they have less material for imagination. A child can imagine less than an adult. His fantasies are limited by his poor understanding of life and primitive life experiences. This means that the child's imagination is by no means richer, and in many respects even poorer than that of an adult.

And yet, imagination plays a much greater role in the life of a child than in the life of an adult. It manifests itself much more often and allows a much easier "departure" from reality. And most importantly, children believe in what they come up with. Imaginary and real worlds they are not separated by such a clear boundary as in adults. The experiences that are caused by imaginary events are completely real for them and much stronger than for adults. Children 3-5 years old can mourn the fate of a gray goat or kolobok, threaten an evil wizard and try to beat him during a performance, come up with ways to save a bunny from a cunning fox, etc. What happens in an imaginary space (in a fairy tale, not in words, on stage ), evokes in him the strongest emotions, an imaginary character can become a real threat or salvation for him. It is known that adults, for educational reasons, introduce into the life and consciousness of a child various invented characters: Baba Yaga or the Serpent Gorynych, who take naughty children, or good fairies who bring wonderful gifts and perform various magic. These characters become alive and completely real for the child. Children are seriously afraid of the fictional Baba Yaga and are waiting (and sometimes seeing) a good fairy. Cruel jokes of older children on the street: "Baba Yaga is flying!" - cause tears and stampede of the preschooler. Even at home, in an intimate and safe environment, a rhinestone of imaginary events can arise. Numerous childhood fears, which are often found at this age, are explained precisely by the strength and liveliness of the child's imagination.

Increased emotionality is an important hallmark of a preschooler's imagination. The invented characters acquire personal significance for the child and begin to live in his mind as completely real.

One of the least developed problems in the psychology of the child's imagination is the problem of the mental mechanisms of the creative imagination of preschoolers. It is to this problem that the works of O.M. Dyachenko, in which the peculiarities of the imagination of children of different ages were clarified on the basis of solving imaginary problems.

The affective function of the imagination is aimed at affirming and protecting one's self. Such protection can be carried out in two ways. First, through repeated reproduction (or replaying) of traumatic influences or situations, the child seems to move away from them, begins to see their sides. Secondly, children create imaginary situations in which they can assert themselves - they feel strong, courageous, dexterous, omnipotent. Numerous childhood fantasies about their own victories and incredible successes, like their options for saving Ivanushka, Kai and others, just fulfill this function.

The classification of types of imagination proposed by L.M. Vekker, corresponds in structure to the main levels of representation of cognitive processes:

Sensory-perceptual imagination;

Verbal-logical, acting as an element of thinking;

Emotional.

Imagination is characterized as a "through" mental process, symmetrical to memory, but in the opposite direction.

Distinguish between passive and active imagination. Passive is called imagination, which arises "by itself", without setting a special goal. This happens, for example, dreams, states of half-sleep, or delirium. In these cases, the images of imagination, their combinations can be of the most fantastic character. The content of these characters is largely determined not by psychological, but by physiological reasons - by the way in which different parts of the brain are located. Sometimes the content of dreams is manifested by the latent desires or fears of a person, which are not realized by him during wakefulness, influence from the outside internal organs... To some extent reflected in the images of dreams and external influences but often these reflections take on bizarre shapes.

Active imagination is aimed at solving specific problems. Depending on the nature of these tasks, it is divided into two types:

1. recreational imagination;

2. creative imagination.

The tasks of the recreational imagination are to recreate, restore objects, phenomena, events from their image or verbal description. When we listen to a story, read books or fiction, look at pictures, we imagine what is described and shown. It is one thing to understand the content, to grasp the main idea of the story, to trace the sequence of events in the story (these are the tasks of thinking); it is quite another to imagine in the form of living images how a baby lies in a crib and pulls its hands to a toy, how the hero of a novel looks like, how to find oneself in a meadow described by Turgenev. Thinking, a concept, is a necessary prerequisite for imagination. Without understanding the text of the description, one cannot imagine all this. But, in turn, imagination expands understanding, gives it liveliness and concreteness.

It may seem strange that imagination is also required when considering a picture: after all, everything is conveyed there clearly. Nevertheless, if we do not “get used to” the picture, do not imagine images of “a piece of life” on it, we will only glide over it with our eyes, without feeling anything.

Recreational imagination representations vary in their precision and brightness. The accuracy, correctness of constructing representations in the imagination, their compliance with requirements, tasks are largely determined by a person's life experience, a stock of ideas accumulated by him earlier. After all, this is a reservoir from which we draw material for new images. It is unlikely that a person who saw water only pouring from a tap will be able to correctly imagine the sea. It is also determined by the level of understanding of those descriptions and images, according to which representations are created.

But the brightness, liveliness, distinctness of new images does not depend on the stock of ideas, but on the individual characteristics of a person and, above all, on how much his imagination is colored by feelings.

The tasks of creative imagination are to determine the possible results of actions aimed at the discovery or creation of new objects, phenomena, situations. In the most vivid form, creative imagination manifests itself in the work of artists, writers, artists, etc. But creative imagination is also necessary for every person.

In the creative imagination, we create representations, guided only by the goals that we set for ourselves, and these representations differ in their originality and realism. Originality, uniqueness of the representations of the creative imagination is the degree of novelty, dissimilarity from what was already known, and realism is determined by how close the representation created by the imagination is to reality. Preserved for creative imagination and differences in brightness of performances. The results of the creative imagination cannot be assessed on their own, outside of the activities they serve.

The formation of children's imagination is subject to the general laws of the development of this process, but it has its own characteristics and, according to L.S. Vygotsky, each period of childhood has its own form of creativity. Researchers note the fact that the creative imagination in its development gradually moves from elementary forms to complex ones, from simple arbitrary combination to a combination that is logically reasoned.

The process of creative imagination was also studied by A.N. Leontiev, P. Ya. Galperin, N.N. Poddyakov, O. M. Dyachenko and others. Their research emphasizes the idea that creative imagination is associated with significant novelty and uncertainty of the cognized situation, the resolution of which presupposes an unlimited variety of possible ways.

A.A. Lyublinskaya proves that the imagination of older preschoolers is becoming more and more active and creative, and therefore the ability to creative activity develops, children begin to pay more and more attention to the idea, that is, the concept of their work, which reflects the plot of his drawing, game or composition. At the same time, they use in their creative activity not only real objects and phenomena, but also fabulous images.

In the studies of A.V. Petrovsky, O.M. Dyachenko singled out two types of imagination - active and passive. Active imagination is subdivided into recreational and creative. For participation in creative activity, for the development of creative abilities, creative imagination is most significant, since it allows you to discover new, essential characteristics of reality.

Most Russian psychologists emphasize the figurative nature of creative processes (L.S.Vygotsky, S.L. Rubinstein, A.V. Zaporozhets, etc.). O. M. Dyachenko identifies seven basic mechanisms of imagination, which are effective, transformative in nature:

typification (creation of a complete synthetic image);

combination (analysis and synthesis of elements

reality);

accentuation (underlining, sharpening certain

features, features of objects);

exaggeration or understatement of objects and phenomena;

construction (creating a whole piece by piece);

agglutination (combination of heterogeneous properties of reality);

assimilation (use of allegories and symbols).

Thus, creative imagination depends on many factors: age, mental development and developmental characteristics (the presence of any impairment of psychophysical development), individual personality traits (stability, awareness and orientation of motives; evaluative structures of the "I" image; characteristics of communication; degree of self-realization and assessments of their own activities; traits of character and temperament), and, which is very important, from the elaboration of the process of teaching and upbringing.

Imagination is a significant factor in the creative development of a child. The development of creative imagination in older preschool children is also important because the next stage of learning is school, in which creative skills will come in handy. But this does not mean that the child's imagination needs to be developed only immediately before school.

Development of imagination in junior schoolchildren It is also important, since the baby's ability to assimilate material and to approach problem solving in an unconventional, original way depends on him. The preschooler's imagination is developed through games, exercises and activities.

The peculiarities of the formation of imagination in childhood are that it does not develop by itself. To activate the brain activity of preschool children, special techniques are needed. In addition, the development of imagination in older preschool children depends on the child's lifestyle, hobbies, skills, and parenting approach.

Creative skills in childhood create fantasies, new images in the mind of a person, which differ from those already familiar, developed by society. Thanks to the development of this factor, a person becomes a person capable of showing individuality.

And the development of imagination in preschoolers is similar to working on figurative thinking. The difference is that the specifics of these processes are different. You cannot predict what a developed imagination entails. The result is unpredictable, but it cannot be called negative.

B The methods that are used in the preschool educational institution are carried out by experienced teachers who are friendly towards children, have extensive work experience and know how to motivate children so that exercises, techniques and games give tangible results.

In Fantasy - the best way to develop the imagination. Allow your baby to fantasize while playing, walking, communicating or cleaning, fantasize with him. Encourage the preschooler for new fantasies, but consider individual differences. If he comes up with things that you don't like, that doesn't mean that his imagination isn't developing.

Use the following techniques to boost your creativity:

When drawing, creative development is activated, the kid comes up with fantasies and embodies them on paper;
Crafts made of paper, plasticine, polyethylene or natural materials also includes fantasies in children;
Games with fairy tales will give results if you get the children interested so that they fantasize, continuing the beginning of the fairy tale that you will tell;
Choose exercises in a preschool educational institution that are interesting for children. One of the options for the game: invite the children to associate themselves with the animal. Let them explain why they were interested in this animal;
Develop children's fantasies with the help of this game: invite the kids to draw a nonexistent animal or plant. Let them come up with a name for him, tell about him;
No method of developing children's imagination is complete without pictures. From time to time, ask the children to compose stories from pictures, using only their imaginations.

Play games and tricks at the preschool educational institution regularly. At each lesson, get the children interested, come up with new games, study special techniques that take into account the characteristics of an early age.

Diagnostics of the imagination in children of primary school age

In the period of primary school age, the games fade into the background for children. The first is learning, cognitive processes. At this age, children undergo intensive development of brain activity, which is responsible for the peculiarities of the imagination.

To determine the level of development of the imagination, use the knowledge experienced teachers... V elementary school teachers carry out diagnostics of creative abilities. Don't close your eyes to this. If your baby has a low level of development, you have time to fix it. Games for younger students are different from exercises for preschoolers. To develop children's imaginations in elementary school, use the following methods:

Encourage the children to come up with stories. Do not use any pictures in this case, give the guys complete freedom the choice of characters, the place of events and the development of the plot;
Do not limit children to themes when drawing. Let them come up with themes for the drawing and a storyline on their own;
No developmental method is complete without reading books. Moreover, this process cannot be replaced by watching TV. Even a cognitive transmission establishes a monotonous view of the broadcast topic. The book makes you think out some things on your own;
Ask the children to express their opinions on various issues, describe their emotions after another day at school or after watching their favorite cartoon;
Games using associations do not directly develop the imagination, but they perfectly activate the creative processes of the brain.

So that there is no doubt about the need for the development of imagination, we will consider the types and functions of this factor in the life of a child.

Types and functions

The peculiarities of the baby's imagination are that initially it has two functions:

Cognitive. This is a recreation own reality, complementing the picture for integrity, coloring the world bright colors and getting unforgettable experience.
Affective. It is self-protection. The kid creates imaginary situations in which he learns to put himself in a team, defend his opinion and work on himself.

Together, these functions make a person a person, teach that living in a society, one should not forget about one's own characteristics. The functions and types of imagination are closely related. If functions ensure the harmonious existence of a person in society, then species arise in connection with the peculiarities of the development of children.

Types of imagination:

Involuntary. It is often found in babies' dreams. Involuntary imagination arises on its own and is not controlled by children. This look needs to be honed so that the baby can consciously control the images that arise in his subconscious.
Arbitrary. It turns on when a clear task is set for the child. It is also developed by playing games and performing game exercises.

The types and functions of imagination answer the question of why it should be developed and why specialists are developing methods to enable creative abilities. But adults play a critical role in the development of children's creativity, so study literature that will answer your questions and help you work with children.

Dyachenko on the imagination of a child

O. M. Dyachenko is the author of the book "Development of the preschooler's imagination". Dyachenko dedicated her to the problematic sides of working on children's imagination. In the book, Dyachenko described the features of the creative development of children, which are associated with age, and highlighted in detail the dynamics of human development. Dyachenko also described games and exercises for working with preschoolers, which, when regular use help fix problems with creative development.

Dyachenko has developed a technique that activates the creative abilities of kids. She liked both parents and teachers in preschool institutions.

Development of imagination in mentally retarded children with CRD

It is typical for mentally retarded children underdevelopment imagination and creativity in general. This is due to the fact that the need for development and acquisition of new knowledge is much less pronounced in children with PDD than in their peers. Therefore, mentally retarded children form distorted, and sometimes not at all correct, ideas about the world around them.

Children with mental retardation need to pay more attention in the classroom than their peers in order to generate an interest in learning in children. Mentally retarded children are characterized by:

Violation of the correct construction of the image;
Lost in situations where you need to quickly create a model of behavior;
The creation of images is unconscious, at the level of intuition.

Pay special attention to children with mental retardation. To develop the imagination of mentally retarded children, use the following techniques:

Compose fairy tales together and small stories, discuss with your child how he would act in the given situation;
Come up with a non-existent car, animal, plant. Draw these objects, embodying your fantasies on paper;
Ask the preschooler to portray animals or cars;
Ask your kid to complete the drawing that you started earlier;
Ask your kid to add whole pictures from geometric shapes.

When teaching mentally retarded children, one should not rely on group lessons... A toddler with CRD should receive much more attention than healthy children, so work with each of them individually, giving the child all the attention.

Thus, the development of imagination in childhood - important process, which many underestimate. It is necessary for the further successful socialization of a person and the achievement of the intended goals.

Discipline: Pedagogy
Kind of work: Coursework
Topic: Development of creative imagination in preschool children

Table of contents.
Introduction.

1.1.
The concept of imagination.
1.2.
Types of imagination and ways of creating creative images.
1.3.
The mechanism of creative imagination.
1.4.
Features of the imagination in children.
1.5.
The influence of the visual activity of children on the development of their imagination.
Chapter 2. Experimental studies of the development of the creative imagination of preschool children.
2.1.
The ascertaining experiment.
2.2.
Formative experiments.
2.3.
Control experiment.
Conclusion.
Literature.
Applications.
Introduction
Relevance of the topic.
Socio-economic transformations in society dictate the need for the formation of a creatively active personality with the ability to effectively and non-standardly solve new
life problems. In this regard, preschool institutions face the important task of developing the creative potential of the younger generation, which in turn requires
improving the educational process, taking into account the psychological laws of the entire system of cognitive processes.
The problem of developing the creative imagination of children is relevant because this mental process is an integral component of any form of creative activity
the child, his behavior in general. In recent years, on the pages of psychological and pedagogical literature, the question of the role of imagination in the mental development of a child, about
determining the essence of the mechanisms of imagination.
As studies by L. S. Vygodsky, V. V. Davydov, E. I. Ignatyev, S. L. Rubinstein, D. B. Elkonin, V. A. Krutetsky and others have shown, the imagination acts not only
a prerequisite for the effective assimilation of new knowledge by children, but it is also a condition for the creative transformation of the knowledge that children have, contributes to the self-development of the individual, that is, in
to a large extent determines the effectiveness of teaching and educational activities in a preschool educational institution.
The creative imagination of children represents a huge potential for the implementation of the reserves of an integrated approach in teaching and upbringing. Great opportunities for development
creative imagination represents the pictorial activity of children.
Research problem.
Imagination and fantasy are the most important aspects of a child's life. It is impossible to master any program without imagination. It is the highest and most essential ability.
person. At the same time, it is this ability that needs special care in terms of development. And the imagination develops especially intensively at the age of 5 to 15 years. And if during this period
the imagination is not specially developed, then in the future there is a rapid decrease in the activity of this function. Together with a decrease in the ability to fantasize in children, the personality is impoverished,
reduced opportunities creative thinking, interest in art, in creative activity is dying out. In order to develop creative imagination in children, special
organization of visual activities.
Object of study.
The object of the study is children preparatory group DOE.
Subject of study.
Organization of work on the development of creative imagination in children of the preparatory group in the process of activity.
Purpose of work.
To study the features and possibilities of the development and activation of the creative imagination of children of the preparatory group in the process of doing visual activities.
Research hypothesis.
The development of creative imagination occurs in the process of activity. The optimal means for its development in six-year-old children in the classroom of visual activity is
artistic and didactic game.
Research objectives.
- to reveal the peculiarities of the imagination of preschool children and its connection with interests and emotions;
- to determine the features of children's activity and its significance for the development of creative imagination;
- to develop a comprehensive methodology for the diagnosis and development of the creative imagination of preschool children;
- to determine the possible ways of development of the creative imagination of children in the process of activity;
- to conduct an experimental test of the worked out forms, methods and means for the development of the creative imagination of preschool children;
- to develop recommendations for the development of the creative imagination of children.
Research base.
Research is carried out on the basis of Kindergarten No. 24, general developmental type. Phosphoritny village, Voskresensky district, Moscow region. Study duration 6
months. The number of subjects is 15 people. Children of the preparatory group (from 6 to 7 years old). Conditions: in a normal environment, in daytime.
Chapter 1. Imagination and its features in preschool age.
1.1. The concept of imagination.
Any activity of a person, the result of which is not the reproduction of impressions and actions that were in his experience, but the creation of new images or actions; will
belong to creative activity. The brain is not only an organ that preserves and reproduces our previous experience, it is also an organ that combines, creatively processes and
creating new positions and new behaviors from the elements of this previous experience. If human activity was limited to one reproduction of the old, then the person would be
a creature turned only to the past, and would be able to adapt to the future only insofar as he reproduces this past. It is the creative activity of a person that makes
his being, facing the future, creating it and modifying its present.
This creative activity, based on the combining ability of our brain, psychology calls imagination. Usually, imagination means everything that is not
real, which is not true. In fact, imagination, as the basis of all creative activity, is equally manifested in all decisively aspects of cultural life,
making possible artistic, scientific and technical creativity.
“Every invention,” says Ribot, “large or small, before becoming stronger, actually realized, was united only by imagination - a building erected in the mind
through new combinations or ratios. "
Imagination is not reality, but it cannot be without reality, because it is the elements of reality that are his nourishing medium. On the other hand, namely
imagination sometimes determines the program of a person's actions, the course of his thoughts, his attitude to the surrounding reality, to his own work, to various forms of his
activities.
Imagination generates design, i.e. idea of the future creation. And when a person starts any work, he “sees” the purpose of his activity, its result. Even the most
A bad architect differs from the best bee from the very beginning in that before building a cell of wax, he has already built it in his head. At the end of the labor process, it turns out
the result, which already at the beginning of this process was present in the human mind, that is, ideal. If a person is engaged in creative work, then he must imagine that nikt ...

Pick up file

INTRODUCTION ………………………………………………………………….
1. IMAGINATION AND ITS FEATURES IN PRESCHOOL AGE ……………………………………………………………… ...
1.1. The concept of imagination ………………………………………………
1.2. Types of imagination and ways of creating creative images ... ... ...
1.3. The mechanism of creative imagination ……………………………… ...
1.4. Features of imagination in children ………………………………… ..
1.5. Influence of children's visual activity on the development of their imagination ……………………………………………………………
2. EXPERIMENTAL STUDIES OF CREATIVE IMAGINATION DEVELOPMENT IN PRESCHOOL CHILDREN ………………………………………………………………………
2.1. The ascertaining experiment ……………………………… ...........
2.2. Formative experiments ……………………………………… ..
2.3. Control experiment ………………………………………… ...
CONCLUSION………………………………………………………………..
REFERENCE LIST ……………………………………………………………………….

INTRODUCTION

The relevance of research. Socio-economic transformations in society dictate the need to form a creatively active personality with the ability to effectively and non-standardly solve new life problems. In this regard, preschool institutions face the important task of developing the creative potential of the younger generation, which in turn requires improving the educational process, taking into account the psychological laws of the entire system of cognitive processes.

The problem of developing the creative imagination of children is relevant because this mental process is an integral component of any form of creative activity of a child, his behavior in general. In recent years, in the pages of psychological and pedagogical literature, the question of the role of imagination in the mental development of a child, of determining the essence of the mechanisms of imagination, has been increasingly raised.

As shown by the research of L.S. Vygodsky, V.V. Davydova, E.I. Ignatieva, S.L. Rubinstein, D.B. Elkonin, V.A. Krutetsky and others, imagination is not only a prerequisite for the effective assimilation of new knowledge by children, but is also a condition for the creative transformation of children's knowledge, contributes to the self-development of the individual, that is, it largely determines the effectiveness of educational activities in preschool educational institutions.

The creative imagination of children represents a huge potential for the implementation of the reserves of an integrated approach in teaching and upbringing. The visual activity of children presents great opportunities for the development of creative imagination.

Scientific problem. Imagination and fantasy are the most important aspects of a child's life. It is impossible to master any program without imagination. It is the highest and most essential human ability. At the same time, it is this ability that needs special care in terms of development. And the imagination develops especially intensively at the age of 5 to 15 years. And if during this period the imagination is not specially developed, then subsequently a rapid decrease in the activity of this function occurs. Together with a decrease in the ability to fantasize in children, the personality becomes impoverished, the possibilities of creative thinking decrease, and interest in art and creative activity dies out. In order to develop the creative imagination of children, a special organization of visual activity is needed.

Object of study. The object of the research is the children of the preparatory group of preschool educational institutions.

Subject of study. Organization of work on the development of creative imagination in children of the preparatory group in the process of activity.

Research hypothesis. The development of creative imagination occurs in the process of activity. The optimal means for its development in six-year-old children in the classroom of visual activity is artistic and didactic play.

Purpose of the study. To study the features and possibilities of the development and activation of the creative imagination of children of the preparatory group in the process of doing visual activities.

Research objectives:

- to reveal the peculiarities of the imagination of preschool children and its connection with interests and emotions;

- to determine the features of children's activity and its significance for the development of creative imagination;

- to develop a comprehensive methodology for the diagnosis and development of the creative imagination of preschool children;

- to determine the possible ways of development of the creative imagination of children in the process of activity;

- to conduct an experimental test of the worked out forms, methods and means for the development of the creative imagination of preschool children;

Research base. Research is carried out on the basis of a general developmental educational institution. The number of subjects is 15 people. Children of the preparatory group (from 6 to 7 years old). Conditions: in a normal setting, in the daytime.

Work structure. The coursework consists of an introduction, two main chapters and a conclusion. Contains three figures and seven tables. The bibliographic list includes twenty titles. The work is laid out in thirty-two pages.

1. IMAGINATION AND ITS FEATURES IN PRESCHOOL AGE

1.1. The concept of imagination

Any activity of a person, the result of which is not the reproduction of impressions and actions that were in his experience, but the creation of new images or actions; will belong to creative activity. The brain is not only an organ that preserves and reproduces our previous experience, it is also an organ that combines, creatively processes and creates new positions and new behavior from the elements of this previous experience. If human activity were limited to one reproduction of the old, then a person would be a creature turned only to the past, and would be able to adapt to the future only insofar as he reproduces this past. It is the creative activity of a person that makes him a being, facing the future, creating it and modifying his present.

This creative activity, based on the combining ability of our brain, psychology calls imagination. Usually, imagination means everything that is not real, that does not correspond to reality. In fact, imagination as the basis of all creative activity is equally manifested in all resolutely aspects of cultural life, making artistic, scientific and technical creativity possible.

"Any invention," says Ribot, "large or small, before becoming stronger, actually being realized, was united only by imagination - a building erected in the mind through new combinations or ratios."

Imagination is not reality, but it cannot be without reality, because it is the elements of reality that are his nourishing medium. On the other hand, it is the imagination that sometimes determines the program of a person's actions, the course of his thoughts, his attitude to the surrounding reality, to his own work, to various forms of his activity.

Imagination generates design, i.e. idea of the future creation. And when a person starts any work, he “sees” the purpose of his activity, its result. Even the worst architect differs from the best bee from the very beginning in that before building a cell from wax, he has already built it in his head. At the end of the labor process, a result is obtained that already at the beginning of this process was present in the human mind, that is, ideal. If a person is engaged in creative work, then he must imagine what no one, including himself, has done yet and, therefore, has not seen or heard. Imagination generates an "image" of what will only be created in the process creative work.

There are many different definitions of imagination in the literature. So L.S. Vygodsky notes that “Imagination does not repeat in the same combinations and in the same forms individual impressions that were accumulated before, but builds some new series from the previously accumulated impressions. In other words, bringing something new into the very course of our impressions and changing these impressions so that as a result of this activity a new, previously non-existent image appears, is, as you know, the very basis of that activity that we call imagination. "

“Imagination,” writes S.L. Rubinstein, - is associated with our ability, and the need to create new things. " And further “Imagination is a departure from past experience, its transformation. Imagination is a transformation of the given, carried out in a figurative form. "

“The main feature of the imagination process,” writes E.I. Ignatiev, - in a particular practical activity, it consists in transforming and processing perception data and other material from past experience, as a result of which new impressions are obtained. "

The "Philosophical Encyclopedia" defines imagination as a mental activity that consists in creating representations and mental situations that, in general, have never been directly perceived by a person in reality.

Many researchers note that imagination is the process of creating new images in a visual sense. This tendency refers the imagination to the forms of sensory material. The nature of imagination is synthesis, the unity of the logical and the sensual.

Imagination is a mental process in which reality is reflected in a specific form - objectively or subjectively new (in the form of images, representations, ideas), created on the basis of images of perception, memory, as well as knowledge acquired in the process of verbal communication. When it comes to the objectively new, it means that this product of the imagination is generally created for the first time in society. When it comes to the subjectively new, it means that the created product has novelty only for the creator himself, while in society it is already known.

Imagination is an analytical-synthetic activity that is carried out under the guiding influence of a consciously set goal or feelings, experiences that possess a person at the moment. Most often, imagination arises in problem situation, i.e. in those cases when it is necessary to find a new solution, i.e. an anticipatory practical action of reflection is required, which occurs in a concrete-shaped form, as a result of operating with images.

1.2. Types of imagination and ways of creating creative images

There are several classifications of types of imagination, each of which is based on some of the essential signs of imagination.

On the basis of activity, a distinction is made between passive, contemplative imagination with its involuntary forms (dreams, dreams) and active, practically active imagination. With active imagination, images are always formed consciously with the condition of a set goal.

Depending on the independence and originality of the images of the imagination, it can be recreational and creative.

Recreational imagination is a representation of something new for a given person, based on verbal description or a conventional image of this new one (drawing, diagram, musical notation, etc.). This type of imagination is widely used in various types of human activities, including learning. The leading role in it is played by images of memory. Recreational imagination plays an important role in the process of communication and the assimilation of social experience.

Creative imagination is the creation of new images without relying on a ready-made description or conventional image. Creative imagination is about creating new images on your own. Almost all human culture is the result of the creative imagination of people. In the creative combination of images, the leading role of memory disappears, but emotionally colored thinking takes its place.

Images of creative imagination are created through various techniques, methods. The transformation of material in the imagination obeys certain laws that express its peculiarity. The imagination is characterized by certain processes that include elements of visualization. So, the operation of generalization when creating an image of the imagination is the operation of typification.

Typification as a specific generalization consists in creating a complex, holistic image that is synthetic in nature. For example, there are professional images of a worker, doctor, etc.

A method of imagination is also a combination, which is the selection and combination of certain features of objects or phenomena. Combination is not a simple mechanical combination of initial elements, but their combination according to a specific logical scheme. The basis for the combination is human experience.

The next essential way to create creative images is to accentuate, emphasize certain features, signs, sides, properties, exaggerate or understate them. A classic example is caricature, caricature.

The method of reconstruction also has a certain value in the activity of the imagination, when the integral structure of the image is “conceived” of a part, a sign, a property.

There is a way - aplutination, i.e. "Gluing" of various parts that are not connected in everyday life. An example is the classic character of fairy tales man - beast or man - bird.

Hyperbolization is a paradoxical increase or decrease of an object or its individual parts. (Example: a boy with a thumb).

The mechanism of functioning of the imagination is also the method of assimilation, which in the form of allegories and symbols plays a significant role in aesthetic creativity... In scientific knowledge, the method of assimilation is also important: it allows one to construct schemes, to represent certain procedures (modeling, schematization, etc.).

The method of dismemberment is that the new is obtained as a result of the separation of parts of objects.

Reception of substitution is the replacement of some elements with others.

There is also an analogy. Its essence lies in the creation of a new one by analogy (similarity) to the known.

Determining the peculiarity of the imagination associated with the named methods of reality, it should be emphasized that all of them, one way or another, proceed not only in abstraction, but also in the form of sensuality. These processes are based on mental operations, but sensuality is the form of all transformations here.

The ultimate source of the operations of the imagination is the subject-practical activity, which serves as the foundation for the transformation and design of the content of the images of the imagination. Therefore, the basis for imagination is sensory images, but their transformation is carried out in a logical form. (1)

1.3. The mechanism of creative imagination

The base of imagination is always perceptions, which provide the material from which new things will be built. Then comes the process of processing this material - combining and recombining. The constituent parts of this process are dissociation (analysis) and associations (synthesis) of the perceived.

The activity of the creative imagination does not end there. A full circle will be completed when the imagination is embodied, or crystallizes in external images. Being embodied outside, having taken a material embodiment, this "crystallized" imagination, having become a thing, begins to really exist in the world and affect other things. This imagination becomes reality.

Thus, the products of the imagination have described a circle in their development. The elements from which they are built were taken from reality by man. Inside a person, in his thinking, they have undergone complex processing and turned into products of the imagination.

Finally incarnated, they returned to reality again, but returned with a new active force that changes this reality. This is the full circle of creative activity of the imagination. (2)

1.4. Features of imagination in children

Creative imagination depends on many factors: age, mental development and developmental characteristics (the presence of any impairment of psychophysical development), individual personality traits (stability, awareness and orientation of motives; evaluative structures of the "I" image; characteristics of communication; degree of self-realization and self-assessment. activity; character traits and temperament), and, which is very important, from the elaboration of the process of teaching and upbringing.

The child's experience develops and grows gradually; it is distinguished by a deep originality in comparison with the adult's experience. The attitude to the environment, which by its complexity or simplicity, by its traditions and influences, stimulates and directs the process of creativity, is again completely different for the child. The interests of a child and an adult are different, and therefore it is understandable that the child's imagination works differently than that of an adult.

As noted above, a child's imagination is poorer than that of an adult. At the same time, there is still an opinion that a child's imagination is richer than that of an adult. Children can do anything out of everything, said Goethe. A child lives in a fantasy world more than in a real one. But we know that the interests of the child are simpler, more elementary, poorer, and finally, his relationship with the environment also does not have the complexity, subtlety and diversity that mark the behavior of an adult, but these are all the most important factors that determine the work of the imagination. As the child develops, imagination also develops. That is why the products of real creative imagination in all areas of creative activity belong only to already matured fantasy.

French psychologist T. Ribot presented the basic law of the development of imagination in three stages:

childhood and adolescence - the domination of fantasy, games, fairy tales, fiction;

youth - a combination of fiction and activity, "a sober calculating mind";

maturity - the subordination of the imagination to the intellect.

A child's imagination begins to develop quite early, it is weaker than that of an adult, but it takes up more place in his life.

What are the stages in the development of imagination in preschool children?

Up to three years of age in children, imagination exists within other mental processes, in which its foundation is laid. At the age of three, the formation of verbal forms of imagination takes place. Here imagination becomes an independent process.

At 4 - 5 years old, the child begins to plan, draw up in his mind a plan for future actions.

At 6-7 years of age, the imagination is active. The recreated images appear in different situations, characterized by content and specificity. Elements of creativity appear.

Psychologists believe that the development of imagination requires the presence of certain conditions: emotional communication with adults; subject-manipulative activity; the need for different types of activities.

1.5. The influence of visual activity in the development of the creative imagination of preschool children

For almost a century baby drawing arouses the interest of numerous researchers. Representatives of various sciences approach the study of children's drawing from different angles. Art critics strive to look into the origins of creativity. Psychologists, through children's drawing, are looking for an opportunity to penetrate into the peculiar inner world of the child. Educators are looking for optimal learning paths that promote comprehensive development children.

So what is this "visual activity", or, in other words, drawing? First of all, it is one of the first and most accessible means of self-expression for a child. Children draw what they think about, what attracts their attention, put their attitude towards it into the depicted, live in the drawing. Drawing is not only fun, but also creative work.

At the same time, visual, motor, muscular-tactile analyzers are included in the work. In the visual activity, the originality of many aspects of the child's psyche is manifested. Drawing helps us get to know the child better, makes it possible to obtain material that reveals the features of thinking, imagination, emotional-volitional sphere. Not to mention the benefits of drawing lessons, developing memory and attention, speech and fine motor skills, taming the child to think and analyze, measure and compare, compose and imagine.

Imitating the actions of adults, the child already in early childhood begins to manipulate pencils and paper, creating scribbles. Gradually, the child leaves from thoughtless scratching on paper. He begins to understand the function of pencils, his movements become more precise and varied. This is the period of pre-visual activity. A drawing appears when a child associates some of his scribble with objects and deliberately creates imaginary objects. The verbal formulation of intention is the beginning of visual activity. In the beginning, the desire to depict with the memory of a familiar graphic image. Most often these are circular curves in which the child "sees" an uncle, aunt, etc. Gradually, such an image no longer satisfies him, and he begins to look for new graphic images. "Cephalopods" appear. A significant leap in the development of both the child himself and the drawing occurs in preschool age. Under the influence of adults, images of houses, trees, flowers, cars appear. The child overcomes patterns and begins to draw what is interesting to him. Everything that only he is able to imagine, imagine in his fantasy, the child tries to draw. Many have an interest in the fantasy world, they draw wizards, princesses, fairies, sorcerers, etc. Children also draw what happens in the real life of adults. Drawing, like playing, helps a child to master it. social environment, the world in which he lives.

Everything necessary qualities imaginations (breadth, arbitrariness, stability, brightness, originality) do not arise spontaneously, but under the condition of systematic influence from adults. Influence should enrich and clarify the child's perception and ideas about the world around him, and not be reduced to "imposing" ready-made topics on him. The child needs to be helped to get acquainted with reality in order to portray it, to develop the ability to operate with images in order to create new ones on their basis. It is important to develop cognitive interests in children. If this work is not carried out with him, then the imagination will lag significantly behind in development. As a result, by the beginning of schooling, the child may not be ready to learn teaching material, requiring a sufficiently developed level of imagination. By this age, such mental formations as arbitrariness, an internal plan of action, and reflection should already appear. Thanks to these neoplasms, it appears and qualitatively the new kind imagination - arbitrary imagination. Purposefulness, stability of ideas increases, images of imagination are visual, dynamic and emotionally colored. There is a creative processing of representations.

So, developing imagination from early childhood, we not only improve cognitive processes and the ability to create, but also shape the personality of the child.

One of the tasks of the experimental part of the work was to study the influence of visual activity on the development of imagination. The experiment involved 15 children of the preparatory group, aged 6 to 7 years.

The ascertaining experiments were aimed at revealing the level of development of the imagination of the subjects. For this purpose, the technique of E. Torrens "Incomplete figures" was used. The test is designed to diagnose the creative (creative) abilities of children.

This technique, being, in fact, a "miniature model of the creative act" (E. Torrens) allows you to fully study the features of the creative imagination and trace the specifics of this process. This technique activates the activity of the imagination, revealing one of its main properties - seeing the whole before the parts. The child perceives the proposed test - the figures as parts, details of any wholes and completes, reconstructs them.

2. EXPERIMENTAL STUDIES OF CREATIVE IMAGINATION DEVELOPMENT IN PRESCHOOL CHILDREN

2.1. Ascertaining experiment

Creativity test.

Experimental material. A set of images of geometric shapes. (Shown in Fig. 1)

Rice. 1

Research order.

The children were given a task. Instruction: the sheet shows geometric figures: square, triangle, circle. Draw them in such a way that you get a meaningful image of an object. Moreover, drawing can be carried out both inside the contour of the figure and outside it at any convenient turn of the sheet and the image of the figure, which is convenient for the child. use each shape in different angles.

The quality of the drawings in terms of their artistry, respect for proportions, etc. it is not taken into account in the analysis, since, first of all, we are interested in the very concept of the composition, the variety of emerging associations, the principles of the embodiment of ideas.

Analysis of the results .

All children's works can be divided into 4 groups.

Group 1 - original images in all three cases.

Group 2 - original images in two cases.

Group 3 - original images in one case.

Group 4 - no original images.

The total number of original images for the whole group was also counted. When calculating the original images in a group, not only the individuality of the figurative solution was taken into account, but also the variability of the embodiment of the image by different children.

Table No. 1

F.I. of the child			Triangle

Total number of original images: 7

Table No. 2.

List of objects depicted by children.

F.I. of the child			Triangle
		briefcase
		television
	sunflower	lifting Tap.
	alarm	television
		the car lay down.	Bell
	alarm
		television

			pyramid
		television TV on pedestals.
		potato

Output : The presented results showed that the work is mainly 3, 4 groups. Few original images have been produced. The most common images in images created by children:

Circle - sun, ball;

Square - TV, briefcase, house;

Triangle - tree, house, person.

The ascertaining experiment.

Rice. 2

2.2. Formative experiment

Exercise "Three colors".

This exercise develops imagination well, creative thinking, artistic perception, imagination.

They offered the child to take three paints, in his opinion, the most suitable friend friend, and fill out the whole sheet with them. What does the drawing look like? Come up with a title for your painting.

Table No. 3

F. and. baby	Names of paintings	Number of titles
	Forest, hot day
	Shelf, beach
	Colored paper
	Cake, different candies
	Waterfall, summer day
	Multicolored ribbons
	Forest, hot day, beach
	Ditches, cloudy day
	Moon, night, rocket in the sky
	Airplane in the sky
	Park, leaf fall, autumn
	Flower field
	Tractor in the field
	Forest, curtain, ravine, sunset
	Multicolored crayons

1 person - 4 titles 7%

3 people - 3 titles each 20%

5 people - 2 titles each 33%

6 people - 1 title 40%

Modified Rorschach test.

Target : develops children's creative imagination; teaches to find the similarity of the image of obscure outlines with real objects, images.

Equipment : 10 cards with spots of various configurations.

The course of the lesson. Children should point out the similarity of the ink blot, with any object, image. As a result of the lesson, three types of answers in children are distinguished: some cannot find the similarity of an ink blot with any object, others indicate similarities with one object, and others can establish similarities with several objects. It is necessary to teach children to highlight the whole, the part from the spot.

Table No. 4

I. F. child		Number of titles
	Fountain, tower
2. Ilyusha L.	Bouquet, wood, ice cream
3. Christina M.	Flower, beetle

5. Seryozha L.	Butterfly, fireworks
	Bird, fish
	ladybug, bug
	Hare, bear
9. Glory K.	Eagle owl, frog
10. Ilyusha F.
11. Danil M.
12. Alena S.	Rocket, dove
13. Dima P. 14. Vadik K. 15. Sasha Z.	Feather, chicken, ship, plane

Sasha Z. - 4 titles.

Ilyusha L. and Vlad G. - 3 names each.

Development levels.

2.3. Control experiment

Target : On the basis of the conducted formative experiment to reveal the level of development of the creative imagination of children with the help of tests among the subjects.

Creativity test.

The children were again asked to finish drawing geometric shapes.

Table 6

F. and. baby			triangle

2.L. Ilyusha
3. M. Christina

5.L. Seryozha



9.K. Slava
10. F. Ilyusha
11.M.Danil
12.S. Alena
13.P.Dima
14. K. Vadik
15.Z. Sasha

Table No. 7

F. and. baby			Triangle
			Vase with Flowers
	Novog. a toy	Briefcase	Triangle

		Birdhouse

		Pot

	snowman	Television
	Aquarium
		Cage with a parrot.
			Pencil

		Table with vase

		Napkin	Pinocchio

Original images 24.

Output : Thus, the performed diagnostic task and its analysis revealed that after the different exercises found more high rates, original images 24.

Control experiment

Rice. 3

CONCLUSION

A prerequisite development of the creative imagination of children is the inclusion of the subject in active forms activity and, above all, subject-creative. Visual activity can be successfully used in the development of creative imagination in children.

Possible ways for its development in drawing lessons can be: the use of artistic and didactic games; drawing on themes; expressive means of painting. But the use of games in the classroom for visual activity plays an especially important role.

Based on the results of the experimental work, it can be seen that our hypothesis was confirmed. Children have increased their level of creative imagination. Children very willingly joined in game situations, their interest in drawing increased.

The interrelation of visual activity with play creates in children a motive of activity that is personally significant for each child, and this, in turn, ensures its effectiveness. And the result of the activity is higher, since the child does not just draw, but conveys images of play in images, which contributes to the development of creative imagination.

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