Fairy tales will help to cope with children's disobedience. Children's nursery rhymes, jokes and pestles for the smallest, for children of the younger, middle and older groups of the kindergarten: texts, words, rhymes, songs. How nursery rhymes help to cope with children's problems
Department of Education and Science of the Bryansk Region
State budgetary educational institution
secondary vocational education
Novozybkov Professional Pedagogical College
COURSE WORK
The development of creative imagination in children of primary school age
Pakhodina Anna Alexandrovna
Specialty 44.02.02
Teaching in primary school
III course, 31 groups
Scientific adviser:
Pitko Inna Sergeevna
Novozybkov, 2015
Content
Introduction……………………………………………………………………………...3
The concept and types of imagination………………………………………………..…6
Features of creative imagination in children of primary school age……………………………………………………………………………...10
The development of imagination in children of primary school age in the process of creative activity……………………………………………………………..15
Conclusion…………………………………………………………………………….20
List of used literature……………………………………………...22
Introduction
The problem of developing the creative imagination of children is relevant because in recent years society has faced the problem of preserving the intellectual potential of the nation, as well as the problem of developing and creating conditions for gifted people in our country, since this category of people is the main production and creative force of progress.
One of the fundamental principles of modernizing the content of education is its personal orientation, which implies reliance on the subjective experience of students, the actual needs of each student. In this regard, the question arose about the organization of active cognitive and creative activity of students, contributing to the accumulation of creative experience. junior schoolchildren as a basis, without which the self-realization of the individual at the subsequent stages of continuous education becomes ineffective.
the main task elementary school- to ensure the development of the child's personality. The sources of the full development of the child are two types of activity. Firstly, any child develops as he masters the past experience of mankind through familiarization with modern culture. At the heart of this process is educational activity, which is aimed at mastering the child with the knowledge and skills necessary for life in society. Secondly, the child in the process of development independently realizes his abilities, thanks to creative activity. Unlike educational, creative activity is not aimed at mastering already known knowledge. It contributes to the manifestation in the child of initiative, self-realization, the embodiment of his own ideas that aim to create something new. Teachers, providing the implementation of the conditions for the development of creative imagination in teaching students, on the one hand, contribute to its formation, and on the other hand, determine the greater likelihood of preserving creative imagination in the future activities of an adult.
Representatives of many scientific directions and schools, considering the development of a person, his personal, psychological, didactic and other qualities, confirm the productivity of the course this process in the course of activity and communication, emphasizing that not every activity has a developing function, but one that affects the potential of the student, causes his creative cognitive activity. In the psychological literature there are different points of view on the origin and development of the imagination. Proponents of one of the approaches believe that the genesis of creative processes is associated with the maturation of certain structures (J. Piaget, Z. Freud). At the same time, the mechanisms of imagination turned out to be conditioned by characteristics external to this process (the development of the intellect or the development of the child's personality). Another group of researchers believes that the genesis of the imagination depends on the course of the biological maturation of the individual (K. Koffka, R. Arnheim). These authors attributed the components of external and internal factors to the mechanisms of imagination. Representatives of the third approach (T. Ribot, A. Bain) explain the origin and development of imagination by the accumulation of individual experience, while they were considered as transformations of this experience (associations, accumulation of useful habits).
In domestic psychology, research on the development of imagination in preschool children also occupies a significant place. Most authors associate the genesis of the imagination with the development of the child’s play activity (A.N. Leontiev, D.B. Elkonin, etc.), as well as with the mastery of preschool children with activities traditionally considered “creative”: constructive, musical, visual , artistic and literary. S.L. Rubinshtein et al. devoted their research to studying the mechanisms of imagination. The basis for determining the characteristics of the creative activity of primary school students are the works of famous Russian teachers and psychologists A.S. Belkina, L.I. Bozhovich, L.S. Vygotsky, V.V. Davydova, V.A. Petrovsky, E.S. Polat and others. As studies by L.S. Vygotsky, V.V. Davydova, E.I. Ignatieva, S.L. Rubinstein, D.B. Elkonina, V.A. Krutetsky and others, imagination is not only a prerequisite for the effective assimilation of new knowledge by children, but is also a condition for the creative transformation of knowledge available to children, contributes to the self-development of the individual, i.e. to a large extent determines the effectiveness of teaching and educational activities at school.
Thus, the creative imagination of children represents a huge potential for the realization of the reserves of an integrated approach in teaching and upbringing. And great opportunities for the development of creative imagination are represented by the visual activity of children.
The object of research is the features of creative imagination.
The subject is the process of developing the creative imagination of younger students.
The purpose of this course work: to study the features of the development of creative imagination in children of primary school age in the process visual activity.
Based on the goal, it is necessary to solve the following tasks:
To study and analyze the scientific and methodological literature and practical experience on the problem of imagination and creativity.
To identify the features of the creative imagination of younger students.
Develop a system of training sessions creativity younger students.
The following methods were used: the study of theoretical and scientific-methodical literature on the topic of research.
The concept and types of imagination
Imagination is one of the forms of mental reflection of the world. The most traditional point of view is the definition of imagination as a process (A.V. Petrovsky and M.G. Yaroshevsky, V.G. Kazakova and L.L. Kondratiev and others).
Thus, in psychology, there is a growing interest in the problems of creativity, and through it, in imagination, as the most important component of any form of creative activity.
Imagination in psychology is considered as one of the forms of reflective activity of consciousness. Since all cognitive processes are reflective in nature, it is necessary, first of all, to determine the qualitative originality and specificity inherent in the imagination. According to Russian psychologists, the imagination reflects reality not as an existing reality, but as a possibility, a probability. With the help of imagination, a person seeks to go beyond the existing experience and a given moment in time, i.e. he orients himself in a probabilistic, conjectural environment. This allows you to find not one, but many options for solving any situation, which becomes possible due to the repeated restructuring of existing experience. The process of combining elements of past experience into fundamentally new ones corresponds to the probabilistic nature of reflection and constitutes the qualitative specificity of the reflective activity of the imagination, in contrast to other cognitive processes in which the probabilistic nature of reflection does not act as the main, dominant, but only a particular feature.
According to M.V. Gamezo and I.A. Domashenko: "Imagination is a mental process that consists in creating new images (representations) by processing the material of perceptions and ideas obtained in previous experience." Domestic authors also consider this phenomenon as an ability (V.T. Kudryavtsev, L.S. Vygotsky) and as a specific activity (L.D. Stolyarenko, B.M. Teplov). Taking into account the complex functional structure, L.S. Vygotsky considered the use of the concept of a psychological system adequate. According to E.V. Ilyenkov, the traditional understanding of the imagination reflects only its derivative function. The main one - allows you to see what is, what lies before your eyes, that is, the main function of the imagination is the transformation of an optical phenomenon on the surface of the retina into an image of an external thing. So, imagination is the process of transforming images in memory in order to create new ones that have never been perceived by a person before (see Fig. 1).
The process of imagination is peculiar only to man and is necessary condition his work activity. Imagination is always a certain departure from reality. But in any case, the source of imagination is objective reality.
Rice. 1. Essence and physiological basis of imagination
There are two main types of imagination: passive and active.
In the case of passive imagination, there is a separation from practical activities. Here fantasy creates images that are not realized in life. In this case, a person can intentionally, and sometimes unwittingly, temporarily go into the realm of ideas that are far from reality. Patterns of fantasy, deliberately caused, but not connected with the will aimed at bringing them to life, are called dreams.
Active imagination is imagination associated with the performance of a specific practical activity. So, for example, when starting to make crafts, children form its image, think over what materials it can be made of, how to assemble it.
Depending on the independence and originality of images, imagination can be recreative and creative. The re-creative imagination is the imagining of something new to this person, based on a verbal or conditional image of this new (drawing, diagram).
It is very important to create correct ideas about the new to describe it figuratively, to talk about it in such a way as to evoke living images that would concretize the abstract data characterizing this new one. The most important condition for the correct representation of what is described by words is the availability of knowledge on which the images recreated according to the description should be based.
Creative imagination is the creation of new images without relying on finished description or conditional image (drawing, diagram). Creative imagination is the independent creation of new images. Creative imagination allows, bypassing the chain of conclusions, evidence, as if to see something completely new.
Usually, when people talk about imagination, they most often mean creative imagination. It is closely related to creative thinking, but differs from it in that it operates not with the help of concepts and reasoning, but with the help of images. A person does not reason, but mentally sees what he did not see and did not know before, sees vividly, figuratively, in all details.
Many researchers note that in the process of schooling, such mental processes as memory, perception, thinking are mainly "trained", and insufficient attention is paid to the development of the imagination. At the same time, given that all cognitive processes are in a relationship of close connection and interdependence (as elements of a single system), we can say that active development in learning activities any of these functions creates favorable conditions for the development of the imagination.
The question of the relationship between imagination and thinking is, perhaps, the pivotal one in the entire psychology of imagination. There are several points of view on this issue, depending on what the emphasis is on - on the similarity of these processes or on their difference.
If the emphasis is on the difference between imagination and thinking, this leads to a denial of the mutual connection of these processes. Imagination in this interpretation is not considered as an exclusively independent process, independent of other psychological functions. This point of view was developed by V.V. Abramov, S.D. Vladychko, T. Ribot, A.I. Rozov.
Imagination mechanisms:
– dissociation - dissection of a complex whole into parts;
– association - the union of dissociated elements.
Having characterized imagination as a mental process, it is necessary to highlight the features of its development in primary school age.
There are conditions conducive to finding a creative solution: observation, ease of combination, sensitivity to the manifestation of problems.
2. Features creative imagination in children of primary school age
In a child, the imagination is formed in the game and at first is inseparable from the perception of objects and the performance of game actions with them. In children of 6-7 years of age, the imagination can already rely on such objects that are not at all similar to the ones being replaced.
Most children do not like very naturalistic toys, preferring symbolic, home-made, imaginative toys. Parents who so love to give their children huge bears and dolls often unwittingly hinder their development. They deprive them of the joy of independent discovery in games. Children, as a rule, like small, inexpressive toys - they are easier to adapt to different games. Large or “just like real” dolls and animals do little to stimulate the imagination. Children develop more intensively and get much more pleasure if the same stick plays the role of a gun, the role of a horse, and many other functions in various games. Thus, in L. Kassil’s book “Konduit and Shvambrania” a vivid description of the attitude of children to toys is given: “Turned lacquered figures represented unlimited possibilities for using them for the most diverse and tempting games ... Both queens were especially comfortable: the blonde and the brunette. Each queen could work for a Christmas tree, a cab driver, a Chinese pagoda, a flower pot on a stand, and a bishop.
Gradually, the need for an external support (even in a symbolic figure) disappears and internalization occurs - a transition to a game action with an object that does not really exist, to a game transformation of the object, to giving it a new meaning and representing actions with it in the mind, without real action. This is the birth of the imagination as a special mental process.
In children of primary school age, the imagination has its own characteristics. The younger school age is characterized by the activation of the first recreating imagination, and then the creative one. The main line in its development lies in the subordination of the imagination to conscious intentions, i.e. it becomes arbitrary.
Here it should be noted that for a long time in psychology there was an assumption according to which the imagination is inherent in the child "initially" and is more productive in childhood, and with age it obeys the intellect and fades away. However, L.S. Vygotsky shows the untenability of such positions. All images of the imagination, no matter how bizarre they may seem, are based on ideas and impressions received in real life. And so the experience of a child is poorer than that of an adult. And one can hardly say that the child's imagination is richer. Just sometimes, not having enough experience, the child explains in his own way what he encounters in life, and these explanations often seem unexpected and original.
The younger school age is qualified as the most favorable, sensitive for the development of creative imagination, fantasy. Games, conversations of children reflect the power of their imagination, one might even say, a riot of fantasy. In their stories and conversations, reality and fantasy are often mixed, and the images of the imagination can, by virtue of the law of the emotional reality of the imagination, be experienced by children as quite real.
A feature of the imagination of younger students, manifested in educational activities, is initially based on perception (primary image), and not on representation (secondary image). For example, a teacher offers a task to children in a lesson that requires them to imagine a situation. It can be such a task: “A barge was sailing along the Volga and carried in holds ... kg of watermelons. There was pitching, and ... kg of watermelons burst. How many watermelons are left? Of course, such tasks start the process of imagination, but they need special tools (real objects, graphic images, layouts, diagrams), otherwise the child finds it difficult to advance in arbitrary actions of the imagination. In order to understand what happened in the watermelon holds, it is useful to give a sectional drawing of a barge. According to L.F. Berzfai, a productive imagination must have the following features in order for the child to enter the school environment painlessly: .
− with the help of imagination, he must be able to reproduce the principles of the structure and development of things;
− have the ability to see the whole before its parts, i.e. the ability to create a holistic image of any object;
− the productive imagination of a child is characterized by “above situationality”, i.e. a tendency to constantly go beyond these conditions, to set new goals (which is the basis of the future ability and desire to learn, i.e. the basis of learning motivation);
− mental experimentation with a thing and the ability to include an object in new contexts, and therefore, the ability to find a method or principle of action.
A child's creativity is determined by two factors:
Subjective (development of anatomical and physiological features);
Objective (the impact of the phenomena of the surrounding life).
The most vivid and free manifestation of the imagination of younger students can be observed in the game, in drawing, writing stories and fairy tales. IN children's creativity manifestations of the imagination are diverse: some recreate reality, others create new fantastic images and situations. When writing stories, children can borrow plots known to them, stanzas of poems, graphic images, sometimes without noticing it at all. However, they often deliberately combine well-known plots, create new images, exaggerating certain aspects and qualities of their characters.
The tireless work of the imagination - effective method knowledge and assimilation of the world around the child, the ability to go beyond personal practical experience, the most important psychological prerequisite for the development of a creative approach to the world.
There are the following stages of creative imagination in children: .
1) preparatory (incitement to create, meeting with the necessary people, etc.);
2) nurturing a plan (in art activity, the child creates a sketch, sketches, selects visual materials);
3) implementation of the idea (creation of a specific work, completion of the work);
4) presentation of the result to the “spectator” (exhibition of works). The last stage for children is of particular importance.
The conditions for the development of students' creative imagination in the process of educational and cognitive activity, depending on the aspects of the activation of cognitive activity (content, organizational, subjective), can be classified as follows (see Table 1). .
Table 1.
Conditions for the development of children's creative imagination in the process of educational and cognitive activity
Content side
Organizational side
Subjective side
Presenting to students a system of tasks and tasks aimed at developing creative imagination.
Didactic material is used, varying for students with different academic performance.
The ability for students to choose the amount of complexity of the form of homework.
The amount of knowledge calculated for each student, taking into account his cognitive abilities, is established, and is selected in connection with this. educational material.
Selection and implementation in the learning process of methods that contribute to the actualization of the student's personal experience and the activation of his creative activity.
Working with cognitive strategies.
The study of educational material, the complexity of which is chosen by the student and varied by the teacher.
The inclusion of schoolchildren in the optimally possible individual, group, collective forms work.
Work with each student, identifying and taking into account inclinations and preferences in the learning process
Democratic style of leadership in the organization of training.
The teacher gives the student the opportunity to choose group or independent work.
The manifestation of both the teacher and students of bright positive emotions.
The orientation of teaching methods to create a situation of success for each student.
Focus on independent search, independent work, independent discoveries of the student
General provisions for understanding individual approach to learning. First, the recognition of the student in the process of teaching his subjectivity. Secondly, learning is not only teaching, but also learning (a special individual activity of the student, and not a direct projection of teaching). Thirdly, the starting point of learning is not the realization of ultimate goals, but the disclosure of the individual cognitive capabilities of each student and the determination of the pedagogical conditions necessary to satisfy the development of the student. Fourthly, communication between the subjects of learning is understood, first of all, as personal communication. Thus, the formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its solution begins already in preschool and at primary school age.
The development of imagination in children of primary school age in the process of creative activity
Modern pedagogy no longer doubts that it is possible to teach creativity. The question, according to I.Ya. Lerner, is only to find the optimal conditions for such learning. Under the creative (creative) abilities of students, we understand "... the comprehensive capabilities of the student in performing activities and actions aimed at creating new educational products for him" .
Through creativity, the child develops thinking. But this teaching is special, it is not the same as they usually teach knowledge and skills. The starting point for the development of the imagination should be directed activity, that is, the inclusion of children's fantasies in specific practical problems. A.A. Volkova states: “Education of creativity is a versatile and complex impact on a child. The mind (knowledge, thinking, imagination), character (courage, perseverance), feeling (love of beauty, passion for image, thought) take part in the creative activity of adults. We must educate the same aspects of the personality in the child in order to more successfully develop creativity in him. Enriching the child's mind with a variety of ideas, some knowledge - means to provide abundant food for creativity. To teach to look attentively, to be observant means to make ideas clearer, more complete. This will help children to more vividly reproduce what they see in their work.
AND I. Lerner identified the following features of creative activity: .
Independent transfer of knowledge and skills to a new situation; seeing new problems in familiar, standard conditions;
Seeing a new function of a familiar object;
The ability to see an alternative solution;
The ability to combine previously known methods of solving a problem in new way;
The ability to create original solutions in the presence of already known ones.
Since creative activity involves the promotion of different approaches, solutions, consideration of the subject from different angles, the ability to come up with an original unusual way decisions - all these features of creative activity are inextricably linked with the imagination. Naturally, the child creates a subjectively new, i.e. new for himself, but it is of great social importance, because in the course of it the abilities of the individual are formed.
Recreating imagination is of great importance in the learning process, because without it, it is impossible to perceive and understand the educational material. Teaching promotes the development of this kind of imagination. In addition, the younger schoolchild's imagination is more and more closely connected with his life experience, and it does not remain a fruitless fantasy, but gradually becomes an incentive to activity. The child seeks to translate the thoughts and images that have arisen into real objects.
Most effective remedy for this - the visual activity of children of primary school students. In the process of drawing, the child experiences a variety of feelings: he rejoices at the beautiful image that he created himself, upset if something does not work out. But the most important thing: by creating an image, the child acquires various knowledge; his ideas about the environment are clarified and deepened; in the process of work, he begins to comprehend the qualities of objects, memorize their characteristic features and details, master fine skills and abilities, learns to use them consciously.
Even Aristotle noted: "Drawing contributes to the versatile development of the child." Prominent teachers of the past - Ya.A. Comenius, I.G. Pestalozzi, F. Frebel - and many domestic researchers. Their works testify: drawing and other types of artistic activity create the basis for full-fledged meaningful communication between children and with adults; perform a therapeutic function, distracting children from sad, sad events, relieve nervous tension, fears, cause a joyful, high spirits, provide a positive emotional state.
Visual activity is an integral part of human culture. Visual activity develops the ability to observe, analyze; creativity, artistic taste, imagination, aesthetic feelings (the ability to see the beauty of shapes, movements, proportions, colors, color combinations), contributes to the knowledge of the world around, the formation of a harmoniously developed personality, develops the senses and especially visual perception based on the development of thinking. It follows that art lessons are necessary and very important in the system of general education.
In the lessons of fine arts, the result of the work is a drawing. This is only the external result of the students, but it encodes the whole path of development of those mental images that were given by the topic. A drawing is that material form into which thoughts have poured out. And the result depended on how diverse and active they were. Here we understand the great importance of the development of imagination in the lessons of fine arts, as important factor in solving various artistic problems. From this we conclude that the imagination in the lessons of fine arts is of an active creative nature.
Any artistic work is inherent in the concept - creativity, because. it (creativity) in the visual arts is associated with the need to create something new, one's own, that did not exist before. This is seen in children's drawings.
When children begin to experiment with form and color in the classroom, they are faced with the need to find a way of depicting in which the objects of their life experience can be reproduced using certain means. The plethora of original solutions they create is always amazing, especially since children usually turn to the most elementary topics. For example, when depicting a portrait of a person, children do not strive to be original, and yet the attempt to reproduce on paper everything that they see makes each child discover a new visual formula for an already known subject. In each drawing, one can notice respect for the basic visual concept of a person. This is proved by the fact that any viewer understands that he has an image of a person in front of him, and not of any other object.
At the same time, each drawing is significantly different from the others. The object represents only an insignificant minimum of characteristic structural features, thus appealing to the imagination in the literal sense of the word. In children's drawings, many solutions are offered for depicting individual parts of the human face. Images vary not only of parts of the face, but also of the contour lines of the face itself. Some drawings have many details and differences, others just a few. Round shapes and rectangular shapes, subtle strokes and huge masses, oppositions and overlaps - all are used to reproduce the same object. But a mere enumeration of geometric differences alone does not tell us anything about the individuality of these images, which becomes apparent due to appearance the entire drawing. These differences are partly due to the stage of development of the child, partly their individual character, partly they depend on the goals for which the drawing was created. Taken together, the drawings testify to the richness of children's artistic imagination. It follows that the role of creative imagination in the lessons of fine arts is great. And the development of creative imagination is one of the main tasks in the system of aesthetic education, because. drawing is a source of creative activity.
In elementary school, the fine arts teaching program includes the following types of lessons: thematic drawing; drawing from nature; decorative drawing. The development of students' imagination is most facilitated by thematic and decorative drawing.
Decorative drawing, mainly develops reproductive imagination, as children usually study in the classroom different kinds folk paintings (Khokhloma, Gzhel, Polkhovo-Maidan painting, etc.) and recreate them. But still, there are tasks that require creative imagination (for example, appliqué, drawing an ornament, etc.).
Thematic drawing most of all contributes to the development of creative imagination. In thematic drawing, the child shows both artistic and creative abilities. And here, first of all, it is necessary to define the concept of the topic itself. There are general themes (“eternal themes” - good and evil, relationships between people, motherhood, courage, justice, beauty and ugliness), which have many manifestations and provoke creativity, and specific topics, with a clear indication of the place and action that require precise implementation . They help diagnose creative imagination.
In order to penetrate deeper into the essence of the implementation of the conditions for the development of creative imagination, as well as to strengthen the connection between pedagogical theory and practice, in the next chapter we will conduct an experimental study of the development of the creative imagination of younger students and develop classes that contribute to the development of the creative imagination of younger students
Conclusion
The relevance of the problem of developing the creative abilities of younger students is due to the need for a scientifically based solution to the practical problems of primary education, the search for ways to improve the organization of creative activity of students.
Imagination is the process of transforming images in memory in order to create new ones that have never been perceived by a person before.
Types of imagination differ in how deliberate, conscious is the creation of new images by a person. According to this criterion, they are divided into arbitrary, or active, imagination - the process of deliberately constructing images in accordance with a conscious plan, a goal, an intention - it is this type of imagination that needs to be specially developed; and involuntary or passive imagination is the free, uncontrolled emergence of images.
Creative imagination - independent creation of new images. Both recreative and creative imagination are very important for a person and must be developed.
The child's imagination develops gradually, as he acquires real life experience. The richer the experience of the child, the more he saw, heard, experienced, learned, the more impressions about the surrounding reality he accumulated, the richer material his imagination has, the more scope opens up for his imagination and creativity, which is most actively and fully realized in games, writing fairy tales and stories, drawing.
Primary school age is a period of intensive and qualitative transformation of cognitive processes (perception, memory, imagination, etc.): they begin to acquire an indirect character and become conscious and arbitrary.
Without a sufficiently developed imagination, the student's educational work cannot proceed successfully, hence the important pedagogical conclusion: the creation of favorable conditions for the development of imagination in the work of children contributes to the expansion of their real life experience, the accumulation of impressions.
The leading components of the imagination of younger students are past experience, subject environment, which depend on the internal position of the child, and the internal position from supra-situational becomes extra-situational.
The following conditions contribute to the development of creative imagination:
Involving students in various activities
The use of non-traditional forms of conducting lessons
Creating problem situations
Do it yourself work
The results of our work showed that the use of a developmental program in working with children gives a positive trend in the development of the imagination of younger students.
List of used literature
Berkinblint M. B., Petrovsky A. V. Fantasy and reality. M. : Politizdat, 2004. 26 p.
Borovik O. V. Development of the imagination // Guidelines. M. : OOO TsGL Ron, 2000. 112 p.
Vannik M. E. Creative imagination in the classroom // Teacher. Educational and methodical edition. 2005. No. 5-6. pp. 14-15.
Vannik M. E. Developing creative imagination in children // Our children. 2005. No. 4. S. 20-22.
Vygotsky L. S. Imagination and creativity in childhood. St. Petersburg: SOYUZ, 2005. 14 p.
Gamezo M. V., Domashenko I. Ya. Atlas of Psychology. M. : Pedagogical Society of Russia, 2006. 276 p.
Ermolaeva-Tomina L. B. Psychology of artistic creativity // Tutorial M. : Academic project, 2003. 34 p.
Ilyenkov E. V. On the imagination // Public education. 2003. No. 3. With. 42.
Kirillova G. D. Initial forms of creative imagination in children // preschool education. 2006. 15 p.
Komarova T. S. Children's fine art: what should be understood by this? // Preschool education. 2005. No. 2. 14 p.
Comenius Ya. A. Maternal school. Great didactics. Selected pedagogical works. In 2 vols. T. 2 / ed. A.I. Piskunov. M., 2006. 49 p.
Kotova T. N. Creative tasks as a means of developing the creative imagination of schoolchildren in the educational process. Novotroitsk, 2007. 24 p.
Lerner N. Ya. Problems of teaching. Moscow: Knowledge, 2003 49 p.
Nemov R.S. Psychology: Textbook. In 3 vols. Book. 1: General foundations of psychology. Imagination. M. : Vlados, 2001. S. 260-271.
Nikiforova O. N. Cognitive processes and abilities in learning. Representation and imagination. M. : Nauka, 2007. 100 p.
Nikolaenko N. N. Psychology of creativity. St. Petersburg: Rech, 2007. 288 p.
Nikolskaya I. M., R. M. Granovskaya R. M. Psychological protection in children. St. Petersburg: Rech, 2001. 517 p.
Rubinshtein S.A. Fundamentals of General Psychology. St. Petersburg: Piter Publishing House, 2000. 712 p.
Slastenin V. A. Pedagogy: Proc. allowance / ed. V.A. Slastenina, M. : Academy, 2002. 576 p.
Subbotina L. Yu. Development of the imagination of children. // A popular guide for parents and educators. Yaroslavl: Academy of Development, 2001. 24 p.
Khutorskoy A.V. Modern didactics: A textbook for universities. St. Petersburg: Piter, 2001. 544 p.
DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF SHAKHTERSK
MINING EDUCATIONAL SCHOOL I-III STAGES № 14
"Training
cognitive abilities
younger students"
(a collection of exercises for the development of cognitive processes)
Compiled
Kostyuchenko L. L.,
elementary teacher
classes
Shakhtersk-2015
INTRODUCTION
“Pupils can only learn successfully
when they can observe, think,
V. A. Sukhomlinsky
Since 2012, I, Kostyuchenko L.L., in my pedagogical activity I am working on the problem of developing the cognitive qualities of younger students through the use of exercises to develop cognitive abilities. aimof this work is the systematization of forms and methods for the development of cognitive qualities and abilities of younger students in the learning process.
Learning is a pedagogical interaction between a student and a teacher, during which the cognitive qualities of the student develop. In the process of education, the student acquires knowledge about the objects and objects of the surrounding world, creates a subjectively new or objectively new product.
Cognitive qualities include:
Physical and physiological qualities: the ability to see, hear, touch, feel the object under study with the help of smell, taste; developed working capacity, energy;
Intellectual qualities: curiosity, erudition, thoughtfulness, ingenuity, logic, "intelligence quotient", meaningfulness, validity, argumentation, ability to analyze and synthesize, the ability to find analogies, use various forms of evidence.
The cognitive development of a child is directly related to the development of his cognitive abilities.In the psychological and pedagogical literature there is no unity in the understanding of "cognitive abilities", and, consequently, there is no unity in terminology. In different sources, synonyms are the concepts of "cognitive abilities" - "general abilities" - "mental abilities" - "mental abilities" - "cognitive abilities", depending on what kind of content the authors put into the concept of "cognitive abilities". Anyway, cognitive abilities are related to general abilities. The successful mastering of any kind of activity, including learning, depends on cognitive abilities. They cover sensory, intellectual, creative abilities. Cognitive abilities are used and developed in the process of mastering knowledge in various sections of educational programs. The formation of cognitive abilities is included in the formation of figurative forms of cognition of reality: perception, figurative memory, visual-figurative thinking, imagination, i.e., in the creation of the figurative foundation of the intellect. Thus, by developing and training the cognitive processes of younger students in the learning process, we, teachers, develop the cognitive abilities of students: the ability to see, imagine, remember, think. For the development of cognitive qualities and abilities in my work I use: didactic games, Mind games and exercises for the development of cognitive abilities.
In this manual, I systematized exercises aimed at developing and training the cognitive processes of younger students: perception, thinking, memory, imagination. The study guide can be used during class as didactic material, as well as in after hours for home work.
Imagination Exercises
1. Exercise "Perform a drawing"
Children are given a sheet with the image of simple geometric shapes: square, circle, triangle, rhombus, etc. - and lines of various shapes: straight lines, broken lines, in the form of an arrow, zigzags, etc. It is proposed to supplement each figure or line so that meaningful images are obtained. You can draw outside, inside the contour of the figure, you can turn the sheet in any direction.
2. Exercise "Wizards" (drawing emotions, feelings)
The student is invited to draw a torso for each pictogram, color the man's clothes with pencils, the color of which (according to the child) matches the emotional state of this pictogram.
3. Exercise "Fold the picture"
4. Exercise "Associations"
The teacher invites the student to find specific visual images that can be associated with each of the words below, for example, love-heart, winter-snow, happiness-mother, etc.
The teacher suggests three different words make one offer. Word examples: apple, giraffe, book; rain, TV, girl, etc.
The teacher offers the children a few words that are logically unrelated:Book Flower Sausage Soap. Invites them to try to find associations that would connect these words and make sentences. The result should be a short story.
The teacher proposes to combine in the imagination two objects that have nothing in common with each other, i.e. not connected by natural associations: "Try to create in your mind an image of each object. Now mentally combine both objects in one clear picture."
Approximate pairs of words: grass - pen, tree - sky, nail - hat, etc.
5. Exercise "Composing a fairy tale"
The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.). Children are invited to come up with a fairy tale from the pictures, following their sequence.
The teacher invites the children to change and compose their own end of familiar fairy tales.
"Kolobok did not sit on the fox's tongue, but rolled on and met ...".
“The wolf failed to eat the goats because…” and so on.
The teacher suggests changing either the hero or the fairy-tale object, spell, etc. in a certain fairy tale. For example:
Fairy tale "Sister Alyonushka and brother Ivanushka" - think up a fairy tale spell, with the help of which brother Ivanushka, turned into a kid, will take on a human form. The fairy tale “Ivan Tsarevich and the Gray Wolf” - imagine that the wolf fell ill and could not help Ivan Tsarevich, think of a fabulous type of transport that Ivan Tsarevich would use.
Exercises for the development of perception and observation
Overlay Image Exercise
The student is presented with 3-5 contour images of objects superimposed on each other. All images must be named.
The student needs to name which letters are hidden in the picture.
Exercise "Hidden Images"
The student is invited to find in the picture all the animals that hid
Exercise "Unfinished Images"
The student is presented with images on which only a part of the object (or its characteristic detail) is drawn, it is required to restore the entire image.
The student needs to complete the letters, numbers
Bitmaps exercise
The student is presented with images of objects, geometric shapes, letters, numbers, made in the form of dots. You need to name them.
Exercise "Inverted Images"
The student is presented with schematic images of objects, letters, numbers, rotated by 180 °. Need to name them
Exercise "Paired Images"
The student is presented with two subject images, outwardly very similar to each other, but having up to 5-7 minor differences. It is required to find these differences.
The student is offered to consider paired plot pictures with distinctive features and find these signs of difference, similarity.
Sliced Image Exercise
The student is presented with parts of 2-3 images (for example, vegetables of different colors or different sizes, etc.). It is required to assemble whole images from these parts.
Options: they offer pictures with images of various objects, cut in different ways (vertically, horizontally, diagonally into 4, 6, 7 parts, curved lines).
Exercise "Geometric shapes"
The student is offered cards with drawings consisting of geometric shapes. You need to determine how many triangles, squares, circles, rhombuses, rectangles, etc. are on the cards.
The student needs to determine the number of triangles
9. Table exercises
The student is offered a table with geometric shapes. You need to count: how many times a circle, a rectangle, etc. occurs.
The student is offered a Schulte table in which you need to show and name the numbers in order.
The student is given a table with letters. Task examples:
Say all the letters in the column as quickly as possible. (Knowledge of letters is fixed)
Name and show all the letters on the 1st line, on the 2nd line. (In addition to knowing the letters, the concept of “line” or “column” is fixed)
Name and show all the letters below the letter M. (In addition to knowing the letters, the ability to navigate on a sheet of paper is fixed)
Name and show all vowels or all consonants, all voiced consonants or voiceless consonants. (Knowledge of vowels and consonants is consolidated)
The student is invited to show a certain letter in the table and count its number (you can cross out the letters)
The student is invited to think about how the right and left tables are connected, and decipher the phrase.
10. Exercise "Messed up lines"
The student is invited to trace each line with his eyes from left to right and put its number at the end.
The student is asked to determine the road, path, line from one object to another.
Without moving your hand along the lines, but only tracing them with your eyes, you need to find the letters corresponding to the numbers, write them out in order and read the words.
Exercise "Puzzles"
The student is asked to put the whole picture together.
You need to add a picture of strips with numbers in order
Exercises for the development of thinking
Exercise "Exclusion of excess"
The teacher offers a series of words that are united in meaning. The student, after reading the row, must determine what common feature unites most of the words, and find one extra. Then he must explain his choice.
Word options:
Pot, frying pan, ball, plate.
Pen, doll, notebook, ruler.
Shirt, shoes, dress, sweater.
Chair, sofa, stool, wardrobe.
Cheerful, bold, joyful, happy.
Red, green, dark, blue, orange.
Bus, wheel, trolleybus, tram, bicycle.
The teacher offers a number of words that are not united by meaning, but by formal features (for example, they start with one letter, with a vowel, there is the same prefix, the same number of syllables, one part of speech, etc.). When compiling such a series, you need to make sure that only one sign matches.
Word options:
Phone, fog, port, tourist. (Three words begin with the letter "T".)
April, performance, teacher, snow, rain. (Four words end in "b".)
Wall, paste, notebook, legs, arrows. (In four words, the stress falls on the first syllable.)
Drawing, power, wind, life, minute. (In four words, the second letter is "I".)
Dog, tomato, sun, plate. (The dog is not round)
2. Exercise "Establishing connections"
The student is asked to choose a logical pair for each word:
feather - ..... (chicken, pillow, etc.)
leaf - ... (tree, book, etc.)
spoon - ... (fork, plate, etc.)
The student needs to identify the fourth word. There is a certain connection between the first two, and the same between the third and fourth. Having established this logical connection, we can name the fourth word.
Tasks:
Monday - Tuesday, March - ? Light - darkness, cold - ?
Rose - flower, closet - ? The term is the sum, the multiplier is ?
Grief - tears, heat -? Age - century, food -?
Eye - sight, ear -? North - south, precipitation - ?
Possible student responses: April, hot, furniture, work, thirst, food, hearing, drought.
The student is called an object or phenomenon, for example, a “helicopter”. It is necessary to write out as many analogues as possible, i.e. other objects similar to it in various essential features. It is also necessary to systematize these analogues into groups, depending on what property of a given object they were selected for. For example, in this case, they can be called: “bird”, “butterfly” (they fly and sit down); “bus”, “train” (vehicles); “corkscrew” (important parts rotate), etc.
3. Exercise "Invisible words"
The teacher asks to restore the order of letters in words:
Dubrzha, kluka, balnok, leon, gona, sug.
Selnots, imza, chenite, tarm, myase.
Pmisyo, kroilk, bubaksha, stovefor, bomeget.
Kovora, kirutsa, shakok, sakob.
The teacher suggests finding another in one word by rearranging the letters.
1. Find the invisible animals by swapping the letters in the words.
Strength, salt, jar, peony.
2. Find the invisible game in the word.
Cone.
3. Find an invisible tree in the word.
Pump.
4. Find an item of invisible clothing in the word.
Bast shoes.
5. Find the invisible flower in the word.
Midge.
The teacher asks to find as many invisible words as possible in the words:pillow, keyboard, rocket, shop, gift, parents.
The teacher offers to make a word, excluding one letter.
Word options:
PLOW -
SCARF -
FEED -
MOLE -
WINDOW -
DYE -
COLLECTION -
4. Exercise "Another letter"
The teacher suggests replacing one letter in a word to make a new word. The number of letters in words cannot be changed. For example:oak - tooth, sleep - catfish, steam - feast.
Words with one missing letter are given. It is necessary to form as many words as possible, substituting one letter for the gap, as in the sample. Sample: ... ol - role, salt, mole, pain, zero.
Word options:
Ro... -
...glasses -
Ba... -
...ar -
...ara -
...aika -
... day -
...om -
The teacher gives the task: get from one word another through a chain of words by replacing one letter at each stage. For example, how to get the word "goal" from the word "smoke"? It is necessary to make several transformations: smoke - house - com - count - goal. Only nouns can be used in the chain, only one letter changes each time. Task options: get the word “steam” from the word “moment”, the word “mouth” from the word “cheese”, the word “ball” from the word “house”, the word “hour” from the word “moment”.
5. Exercise "Addition and subtraction"
The teacher offers fascinating examples of addition and subtraction, which use not the numbers familiar to the student, but words. With them, you need to perform mathematical operations, after guessing the original word and writing the answers in brackets.
A sample solution for such an addition example:
Given: boo + shade = unopened flower
Solution: bu + tone = bud
A sample solution for such an example for subtraction:
Given: mode of transport - o = unit of measurement Solution: metro - o = meter
Addition task options:
b + food = bad luck
k + insect = girl's hairstyle
y + bad weather with rain = danger
y + country house = success
o + opponent = long hole
y + child-girl = angler's tackle
o + tool = edge of the forest
c + animal hair = distributed during fun
y + one = done to the patient
m + fish soup = insect
y + ball in goal = in triangle
for + country house = needs a decision
ka + reward = whim
o + settlement = piece of land
av + tomato = weapon
ba + shade = white bread
ob + for scooping up food = on a notebook and on a book
ku + for nails \u003d hand with fingers pressed to the palms
ko + played by actor = monarch
by + misfortune = success in battle
at + pine forest = apparatus
at + battle = waves near the shore
Answers: misfortune, scythe, threat, luck, ravine, fishing rod, edge, laughter, prick, fly, angle, task, whim, vegetable garden, automatic machine, loaf, cover, fist, king, victory, device, surf.
Subtraction options:
vessel - a \u003d money is stored there
moralizing poem - nya = deep voice
underwear - s = afraid of everything
tomato - at = separate book
shallow place in the river - b \u003d they are written on the blackboard
strong fear - great master= snake
bird - pronoun = criminal
military unit - k \u003d we walk on it at home
facial hair of a man - solemn verse = pine forest
bird - eye = garbage
flower - with = game
fantasy - ta = knight's weapon
you can cook in it - ate = pet
on the neck in winter - f = geometric figure
young plant - oc = human height
the goalkeeper is standing in them - a = on clothes around the neck
sport - c = body has right and left
Answers: bank, bass, coward, volume, chalk, already, thief, floor, boron, rubbish, lotto, sword, cat, ball, growth, gate, side.
The student needs to come up with words - overlays to make it funny or original word explaining why he thinks so.
Task options:
mosquito + brand = mosquito;
zebra + shell = zebrafish;
tree + crow = tree-crow, etc.
6. Exercise "Patterns"
The student needs to find a pattern within a series of numbers and continue it following the same logic:
3, 5, 7, 9 ... . (Row of odd numbers, next number 11.)
16, 22, 28, 34 ... . (Each next number is 6 more than the previous one, the next number is 40.)
55, 48, 41, 34 ... . (Each next number is less than the previous one by 7, the next number is 27.)
12, 21, 16, 61, 25 .... (In each pair of numbers, the numbers are reversed, the next number is 52.)
The student needs to determine the pattern of repetition of the sequence and draw this sequence: tree, bush, flower, tree, bush, flower ...
The student needs to find a pattern and complete the missing items:
7. Exercise "Definitions"
The student needs to come up with as many definitions as possible that characterize objects or phenomena.
Snow - cold, fluffy, light, white, lacy, iridescent, thick, beautiful, etc.
River -
Firework -
Clouds -
Kitty -
Rainbow -
The student is invited to think over the listed definitions and guess the object or phenomenon that they characterize.Gusty, hurricane, warm, piercing - wind.
Dark, quiet, moonlit, black - ... (night).
Long, asphalt, forest, broken - ... (road).
Kind, caring, beloved, beautiful - ... (mother).
Short, long, cut, shiny - ... (hair).
Magical, interesting, folk, kind - ... (fairy tale).
Strong, fragrant, sweet, hot - ... (tea).
Hot, cheerful, long-awaited, sunny - ... (summer).
Loyal, shaggy, noisy, beloved - ... (dog).
Round, bright, yellow, hot - ... (sun).
8. Exercise "Confusion"
The teacher gives the student a task: due to unforeseen circumstances, one word disappeared from the sentence, and its place was taken by an inappropriate, random word. Put things in order in each sentence: delete a random word and return the correct word.
I overslept this morning, I was in a hurry, but, unfortunately, I came to school earlier. (with delay)
I bought a loaf, showed it to the conductor and got on the train, (ticket)
It was hot outside, so Masha put on a fur coat. (sundress)
On the roof of my grandmother's house there was a stick from which smoke came out when the stove was heated. (pipe)
When dawn broke, we began to look into the night sky, looking at the stars and the moon. (it got dark)
I like to swim on the beach and roll on the pavement. (sand)
The teacher gives the student a task: in these sentences, the words have changed places, and it has become very difficult to understand what is being said. Restore the correct word order in the sentences.
My friends on the children's playground were playing.
I got a five in the Russian language in a lesson.
Aquarium fish are interesting to watch life.
All for the gifts I made to relatives.
It was quiet on the street after fresh and thunderstorms.
You can see stars in the falling night sky in August.
9. Exercise "Classification"
The student is asked to divide these words into groups according to the number of syllables:pencil case, vase, lamp, lampshade, feather, pencil, pumpkin, desk, ruler, notebook, table, floor, pen, hammer, root . How many groups did you get?
The student needs to enter these words in the appropriate columns of the table: doll, shoes, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, top, pencil, sneakers, pistol.
10. Exercise "Comparison"
The student is offered logical tasks for comparison:
1. Sasha is sadder than Tolik. Tolik is sadder than Alik. Who is the funniest of all?
2. Ira is neater than Liza. Lisa is neater than Natasha. Who is the most careful?
3. Misha is stronger than Oleg. Misha is weaker than Vova. Who is the strongest?
4. Katya is older than Seryozha. Katya is younger than Tanya. Who is the youngest?
5. A fox is slower than a turtle. The fox is faster than the deer. Who is the fastest?
6. The hare is weaker than the dragonfly. The hare is stronger than the bear. Who is the weakest?
7. Sasha is 10 years younger than Igor. Igor is 2 years older than Lesha. Who is the youngest?
8. Ira is 3 cm lower than Klava. Klava is 12 cm taller than Lyuba. Who is the highest?
9. Tolik is much lighter than Seryozha. Tolik is a little heavier than Valera. Who is the lightest?
10. Vera is a little darker than Luda. Vera is much lighter than Katya. Who is the brightest?
11. Lyosha is weaker than Sasha. Andrey is stronger than Lesha. Who is stronger?
12. Natasha is more fun than Larisa. Nadia is sadder than Natasha. Who is the saddest?
13. Sveta is older than Ira and lower than Marina. Sveta is younger than Marina and taller than Ira. Who is the youngest and who is the shortest?
14. Kostya is stronger than Edik and slower than Alik. Kostya is weaker than Alik and faster than Edik. Who is the strongest and who is the slowest?
15. Olya is darker than Tonya. Tonya is lower than Asya. Asya is older than Olya. Olya is taller than Asya. Asya is lighter than Tonya. Tonya is younger than Olya. Who is the darkest, lowest and oldest?
16. Kolya is heavier than Petya. Petya is sadder than Pasha. Pasha is weaker than Kolya. Kolya is more fun than Pasha. Pasha is lighter than Petya. Petya is stronger than Kolya. Who is the lightest, who is the most fun of all, who is the strongest?
11. Exercise "Composing figures from sticks"
The student is asked to change the shape by removing the specified number of sticks.
Task options:
1. Given a figure of 6 squares. It is necessary to remove 2 sticks so that 4 squares remain.
2. In a figure of 5 squares, remove 4 sticks so that 2 unequal squares remain.
3. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.
4. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.
5. In a figure consisting of 9 squares, remove 4 sticks so that 5 squares remain.
The student needs to make a figure from the specified number of sticks.
Task options:
1. Make 2 equal triangles of 5 sticks.
2. Make 2 equal squares of 7 sticks.
3. Make 3 equal triangles from 7 sticks.
4. Make 4 equal triangles from 9 sticks.
5. Make 3 equal squares of 10 sticks.
6. From 5 sticks, make a square and 2 equal triangles.
7. From 9 sticks, make a square and 4 triangles.
8. From 10 sticks, make 2 squares: large and small (a small square is made up of 2 sticks inside a large one).
9. From 9 sticks, make 5 triangles (4 small triangles obtained as a result of attachment form 1 large one).
10. From 9 sticks, make 2 squares and 4 equal triangles (out of 7 sticks make 2 squares and divide into triangles with 2 sticks).
The student needs to shift the sticks to get another figure.
Task options:
1. In the figure, shift 3 sticks so that 4 equal triangles are obtained.
2. In a figure consisting of 4 squares, shift 3 sticks so that 3 of the same squares are obtained.
3. Make a house of 6 sticks, and then shift 2 sticks so that you get a flag.
4. Move 6 sticks so that the ship turns into a tank.
5. Move 2 sticks so that the cow-like figure looks the other way.
12. Exercise "Puzzles"
The student is invited to decipher puzzles with letters:
The student is asked to decipher puzzles with numbers:
The student is asked to decipher the puzzles with pictures:
The student is asked to decipher the puzzles-proverbs:
old friend better than the new two.
Business before pleasure.
Hurry up and make people laugh.
A person is known by his actions.
Memory exercises
Exercise "10 words"
For example:
- book, moon, ringing, honey, window, ice, day, thunder, water, brother;
- cheerful, kind, white, bold, slow, tall, snowy, papery, deep, clean;
- draws, is silent, writes, dances, decorates, reads, does, sings, speaks, listens.
The student is given words written in a column. After 10-15 seconds, these words are removed and a second column of words is offered. The student must find the words that he memorized.
For example:
garden puddle
puddle of soap
river hare
window ball
bow snow
hare bow
flag water
moon forest
snow window
thunderstorm house
The student is asked to memorize 10 logically unrelated words. These words must be connected in a story.
For example:tree, table, river, basket, comb, soap, hedgehog, gum, book, sun.
First, have the children try to imagine the teacher's story:
"Imagine a green beautiful
TREE
. A board begins to grow from it to the side, a leg descends from the board, it turns out
TABLE
. We bring our gaze closer to the table and see a puddle on it, which flows down, turning into a whole
RIVER
. A funnel forms in the middle of the river, which turns into
BASKET
. The basket flies out of the river onto the shore. You come up, break off one edge - it turns out
COMB
. You take it and start combing your hair and then washing it
SOAP
. Soap runs off and hair sticks out
Hedgehog
. You are very uncomfortable and you take
GUM
and tie your hair with it. The rubber band does not hold up and bursts. When it falls down, it turns in a straight line and turns into
BOOK
. You open the book, and from it shines brightly into your eyes
SUN
".
Then the children come up with their own story (other words are used) and share it with each other. At the final stage, the teacher dictates words to them, and they, imagining on their own, memorize them.
The teacher gives the children 10 words, they must be regrouped, combined according to some feature, in order to facilitate memorization; and then come up with a story that would bring them together.
For example:bear, cart, bee, bell, camomile, air, vase, cat, sun, water.
15-20 cards with the image are laid out in front of the student.
individual objects (for example, an apple, a trolleybus, a kettle, an airplane, a pen, a shirt, a car, a horse, a flag, a rooster, etc.). The student is told: "I will now tell you a few words. Look at these pictures, choose from them the one that will help you remember every word, and put it aside." Then the first word is read. After the child puts the picture aside, the second word is read, and so on. Next, he must reproduce the presented words. To do this, he takes the pictures put aside in turn and with their help recalls the words that were called to him.
An example set of words:fire, plant, cow, chair, water, father, kissel, sit, mistake, kindness.
The exercise can be done in two stages. At the 1st stage, it is necessary to use a graphic representation of the concept. The teacher tells the children: "Try to make a drawing for each of the words I have named." A visual image that directly corresponds to a concept arises easily, almost automatically, while in the case of an indirect correspondence, efforts of the imagination are needed.
An approximate list of possible series:
Series #1
Truck Smart Cat
Anger Coward Boy
Fun game Naughty child
tree good weather
Punishment Interesting tale
Series #2
Merry holiday Joy
Dark Forest Disease
Despair Fast Man
Courage Sadness
Deaf old woman Warm wind
Series #3
Doubt Envy
Willpower Day
Success Fear
Speed Strong character
Justice good friend
2nd stage - the presentation of words or phrases in the mind, without fixation on paper.
Exercise "Remember pairs of words"
Pick up 8-10 pairs of words related in meaning. The student needs to read these pairs of words and remember. Then the teacher reads the first word, and the student says the second. Can be recorded.
For example:
apple orchard
chicken chick
Vacuum cleaner
Cow-milk, etc.
The student needs to combine in his imagination two objects that have nothing in common with each other, i.e. unrelated by natural associations. Let, for example, the words "hair" and "water" be given; why not imagine hair getting wet in the rain, or hair being washed?
Sample pairs for training:
Pot - corridor Sun - finger
Carpet - coffee Yard - scissors
Ring - lamp Cutlet - sand
Nail - book Monkey - coat
Beetle - chair Dentist - toilet
First, let the children practice out loud, telling each other their pictures, then work on their own. In the next lesson, dictate to them one word from each pair - they must remember and write down the second. Draw their attention to the result.
Exercise "Remember and draw"
For a student to memorize for 15-20 seconds. any symbols or geometric shapes are offered. For example:
Then they are closed, and the child draws what he remembers. At the end, you can compare the results.
For a student to memorize for 15-20 seconds. a sheet with written letters is offered (from 3 to 7). For example:
Then the teacher closes the letters, the student writes them down from memory on his piece of paper.
For a student to memorize for 15-20 seconds. a sheet with written numbers (from 3 to 7) is offered. For example:
Then the teacher closes the numbers, the student writes them down from memory on his piece of paper.
The teacher gives the student a card, warning that he must carefully consider and remember the combinations of all the figures. 30 seconds are allotted for memorization, then he returns the card. Next, the student must close his eyes and mentally restore the drawing. Then he must draw on the sheet everything that he remembered. After the work is completed, the student's drawing is compared with the sample, the errors are discussed. The number of elements drawn from memory, their shape, size and location relative to each other are checked.
For this exercise you will need a piece of paper and pencils. The figure below shows 12 images. Children are invited to consider the drawings of the first line, covering the rest with a sheet of paper so that they do not distract attention. After 30 seconds, ask them to cover the entire page and draw from memory the items in the first row. Then invite them to compare how their drawings match those of the sample. Then move on to the next line. You can work with the last two lines at the same time.
The student is asked to look closely at the picture. It contains the names of animals. You need to imagine these animals in the places where their names are placed, and invent a story that connects them with each other.
Then the drawing is closed, and the student must reproduce the names of the animals in their places on a piece of paper.
The student is given blanks with figures for memorization and reproduction. He looks at the 1st form and tries to remember the proposed pairs of images (figures and sign). Then the form is removed and he is offered the 2nd form - for reproduction, on which he must draw in the empty cells in front of each figure the pair corresponding to it.
Exercise "What has changed"
7-10 pictures or objects are laid out in front of the student, they are given time to memorize, then the student is asked to turn away and 1-2 pictures (objects) are removed. The student must name what has changed.
7-10 pictures or objects are laid out in front of the student, they are given time to memorize, then the student is asked to turn away and swap 2-3 pictures (objects). The student must name what has changed.
Exercise "Remember and find"
The student is offered to memorize the objects shown in 3-4 pictures and name them from memory. Then he must look for their image in 10-12 similar pictures, but randomly scattered. The same exercise can be used to recognize letters or numbers using specially made cards or a cash register of letters and numbers. Gradually, the number of memorized pictures can be increased.
For the lesson, you will need 6 cards, each of which depicts a combination of geometric shapes. All 6 combinations have a visual similarity to each other, but, nevertheless, differ from each other. The student is given one of the cards for memorization for 10 seconds. After careful study, he returns it and, with his eyes closed, mentally restores the drawing. At this time, the teacher lays out all 6 cards in front of him in random order and offers to find among the similar ones the one he memorized. It is necessary to ensure that the cards with figures are not turned upside down when presented again, otherwise the appearance of the figure may change. The saturation and complexity of the combinations of geometric shapes on the cards depends on the age of the student, his capabilities and the duration of the lessons on the development of visual memory.
Prepare tables depicting objects, geometric shapes. Show the student for 4-5 seconds. a card with the image of objects and offer to remember them, in order to then find them among others at the bottom of the table. The same is with geometric shapes.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru//
Posted on http://www.allbest.ru//
Introduction
The relevance of this course work lies in the fact that research on the problem of studying the features of the development of creative abilities, in particular, imagination, in children of primary school age lies in the fact that in modern sociocultural conditions, when there is a process of continuous reform, a radical change in all public institutions, skills thinking in an extraordinary way, creatively solving tasks, designing the intended end result acquire special significance.
Creatively thinking person is able to solve the tasks assigned to him faster and more economically, to overcome difficulties more effectively, to set new goals, to provide himself with greater freedom of choice and action, that is, in the final analysis, to most effectively organize his activities in solving the tasks set for him by society. It is a creative approach to business that is one of the conditions for educating an active life position of a person.
Prerequisites for further creative development and self-development of the individual are laid in childhood. In this regard, increased demands are placed on the initial stages of the formation of a child's personality, especially on the primary school stage, which largely determines its further development.
The problems of creativity and imagination have been widely developed in Russian psychology. Currently, researchers are searching for an integral indicator that characterizes a creative person. A great contribution to the development of problems of abilities, creative thinking was made by psychologists like B.M. Teplov, S.L. Rubinstein, B.G. Ananiev, N.S. Leites, V.A. Krutetsky, A.G. Kovalev, K.K. Platonov, A.M. Matyushkin, V.D. Shadrikov, Yu.D. Babaeva, V.N. Druzhinin, I.I. Ilyasov, V.I. Panov, I.V. Kalish, M.A. Cold, N.B. Shumakova, V.S. Yurkevich and others.
The object of research is imagination as the highest mental function.
The subject of the study is the development of the imagination of children of primary school age.
The purpose of the study is to study the development of the imagination of children of primary school age.
Hypothesis: we assume that primary school students have specific features of imagination: for each child, reproductive imagination will prevail over productive one.
Conduct an analytical review of the literature on the research topic,
To reveal the concept of imagination and study the patterns of its development,
To study the dynamics of the development of the imagination of children of primary school age,
To analyze the results of the study of the features of the imagination of younger students.
Research methods:
Theoretical methods: analysis of scientific literature on the problem. Empirical methods: observation, testing, analysis of products of activity (creativity). Data processing method: qualitative and quantitative analysis of the research results. Presentation of research results: figures, tables.
Research base. State Educational Institution "Yanovskaya Children's School named after. N, L, Tsurana, Senno district. Number of participants - 21 people (2 - 4 classes).
Chapter I. Theoretical foundations of the characteristics of the imagination of younger students
1.1 Imagination as the highest mental function
The experimental study of imagination has been a subject of interest for Western psychologists since the 1950s. The function of imagination - the construction and creation of images - has been recognized as the most important human ability. Its role in the creative process was equated with the role of knowledge and judgment. In the 1950s, J. Guilford and his followers developed the theory of creative (creative) intelligence.
The definition of imagination and the identification of the specifics of its development is one of the most difficult problems in psychology. According to A.Ya. Dudetsky (1974), there are about 40 different definitions of imagination, but the question of its essence and difference from other mental processes is still debatable. So, A.V. Brushlinsky (1969) rightly notes the difficulties in defining imagination, the vagueness of the boundaries of this concept. He believes that "Traditional definitions of imagination as the ability to create new images actually reduce this process to creative thinking, to operating with ideas, and concludes that this concept is generally still redundant - at least in modern science."
S.L. Rubinstein emphasized: "Imagination is a special form of the psyche that only a person can have. It is continuously connected with the human ability to change the world, transform reality and create something new."
With a rich imagination, a person can live in different times, which no other living being in the world can afford. The past is fixed in images of memory, and the future is presented in dreams and fantasies. S.L. Rubinstein writes: "Imagination is a departure from past experience, it is a transformation of the given and the generation of new images on this basis."
L.S. Vygotsky believes that “Imagination does not repeat impressions that have been accumulated before, but builds some new rows from previously accumulated impressions. Thus, introducing something new into our impressions and changing these impressions so that as a result a new, previously non-existent image , constitutes the basis of that activity which we call imagination.
Imagination is a special form of the human psyche, standing apart from other mental processes and at the same time occupying an intermediate position between perception, thinking and memory. The specificity of this form of mental process lies in the fact that imagination is probably characteristic only of a person and is strangely connected with the activity of the organism, being at the same time the most "mental" of all mental processes and states.
In the textbook "General Psychology" A.G. Maklakov gives the following definition of imagination: “Imagination is the process of transforming ideas that reflect reality, and creating new ideas on this basis.
In the textbook "General Psychology" V.M. Kozubovsky contains the following definition. Imagination is the mental process of a person creating in his mind an image of an object (object, phenomenon) that does not exist in real life. Imagination can be:
The image of the final result of real objective activity;
a picture of one's own behavior in conditions of complete informational uncertainty;
the image of a situation that resolves problems that are relevant to a given person, the real overcoming of which is not possible in the near future.
Imagination is included in the cognitive activity of the subject, which necessarily has its own object. A.N. Leontiev wrote that "The object of activity acts in two ways: firstly - in its independent existence, as subordinating and transforming the activity of the subject, secondarily - as an image of the object, as a product of the mental reflection of its properties, which is carried out as a result of the activity of the subject and cannot be realized otherwise" . .
The selection in the subject of its specific properties necessary for solving the problem determines such a characteristic of the image as its partiality, i.e. dependence of perception, ideas, thinking, on what a person needs - on his needs, motives, attitudes, emotions. “It is very important to emphasize here that such “partiality” is itself objectively determined and is expressed not in the adequacy of the image (although it can be expressed in it), but that it allows one to actively penetrate into reality.”
The combination in the imagination of the subject contents of the images of two objects is associated, as a rule, with a change in the forms of representation of reality. Starting from the properties of reality, the imagination cognizes them, reveals their essential characteristics through their transfer to other objects, which fix the work of the productive imagination. This is expressed in metaphor, symbolism, characterizing the imagination.
According to E.V. Ilyenkov, "The essence of imagination lies in the ability to "grasp" the whole before the part, in the ability to build a complete image on the basis of a single hint, the tendency to build a complete image." " Distinctive feature imagination is a kind of departure from reality, when, on the basis of a separate sign of reality, new look rather than simply reconstructing existing ideas, which is typical for the functioning of the internal plan of action.
Imagination is necessary element creative activity of a person, expressed in the construction of the image of the products of labor, and ensuring the creation of a program of behavior in cases where the problem situation is also characterized by uncertainty. Depending on the various circumstances that characterize the problem situation, the same task can be solved both with the help of imagination and with the help of thinking.
From this we can conclude that the imagination works at that stage of cognition, when the uncertainty of the situation is very high. Fantasy allows you to "jump" through some stages of thinking and still imagine the final result.
Imagination processes have an analytic-synthetic character. Its main tendency is the transformation of representations (images), which ultimately ensures the creation of a model of a situation that is obviously new, that has not arisen before. Analyzing the mechanism of imagination, it must be emphasized that its essence is the process of transforming ideas, creating new images based on existing ones. Imagination, fantasy is a reflection of reality in new, unexpected, unusual combinations and connections.
So, imagination in psychology is considered as one of the forms of reflective activity of consciousness. Since all cognitive processes are reflective in nature, it is necessary, first of all, to determine the qualitative originality and specificity inherent in the imagination.
Imagination and thinking are intertwined in such a way that it can be difficult to distinguish between them; both of these processes are involved in any creative activity, creativity is always subordinated to the creation of something new, unknown. Operating with existing knowledge in the process of fantasizing implies their mandatory inclusion in the system of new relationships, as a result of which new knowledge may arise. This shows: "... the circle closes... Cognition (thinking) stimulates the imagination (creating a transformation model), which (the model) is then verified and refined by thinking," writes A.D. Dudetsky.
According to L.D. Stolyarenko, several types of imagination can be distinguished, the main ones being passive and active. The passive, in turn, is divided into voluntary (dreaming, dreams) and involuntary (hypnotic state, fantasy in dreams). Active imagination includes artistic, creative, critical, recreative, and anticipatory.
Imagination can be of four main types:
Active imagination is a sign of a creative type of personality that constantly tests its inner capabilities, its knowledge is not static, but continuously recombines, leads to new results, giving the individual emotional reinforcement for new searches, the creation of new material and spiritual values. Her mental activity is supraconscious, intuitive.
Passive imagination lies in the fact that its images arise spontaneously, in addition to the will and desire of a person. Passive imagination can be unintentional and intentional. Unintentional passive imagination occurs with a weakening of consciousness, psychosis, disorganization of mental activity, in a semi-drowsy and sleepy state. With deliberate passive imagination, a person arbitrarily forms images of escape from reality-dreams.
The unreal world created by the individual is an attempt to replace unfulfilled hopes, make up for heavy losses, and ease mental trauma. This type of imagination indicates a deep intrapersonal conflict.
The task of reproductive imagination is to reproduce reality as it is, and although there is also an element of fantasy, such imagination is more like perception or memory than creativity. Thus, a direction in art called naturalism, as well as partly realism, can be correlated with reproductive imagination.
Productive imagination is distinguished by the fact that in it reality is consciously constructed by a person, and not just mechanically copied or recreated, although at the same time it is still creatively transformed in the image.
Imagination has a subjective side associated with individual personality characteristics of a person (in particular, with his dominant hemisphere of the brain, type of nervous system, features of thinking, etc.). In this regard, people differ in:
brightness of images (from the phenomena of a clear "vision" of images to the poverty of ideas);
by the depth of processing of images of reality in the imagination (from complete unrecognizability of the imaginary image to primitive differences from the real original);
by the type of the dominant channel of imagination (for example, by the predominance of auditory or visual images of the imagination).
1.2 Psychological features junior schoolchildren
Primary school age (from 6-7 to 9-10 years old) is determined by an important external circumstance in a child's life - admission to school.
A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Close adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age. New social situation development introduces the child into a strictly normalized world of relationships and requires him to organize arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of skills in educational activities, as well as for mental development. Thus, the new social situation of schooling toughens the child's living conditions and acts as a stressful one for him. Every child who enters school has increased mental tension. This is reflected not only in physical health, but also in the behavior of the child [Davydov 13., 1973].
Before school, the individual characteristics of the child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. The school standardizes the conditions of a child's life. The child will have to overcome the trials that have piled on him. In most cases, the child adapts himself to standard conditions. Education becomes the leading activity. In addition to mastering special mental actions and actions serving writing, reading, drawing, labor, etc., the child, under the guidance of a teacher, begins to master the content of the main forms of human consciousness (science, art, morality, etc.) and learns to act in accordance with traditions and new people's social expectations.
According to the theory of L.S. Vygotsky, school age, like all ages, opens with a critical, or turning point, period, which was described in the literature earlier than others as a crisis of seven years. It has long been noted that in the transition from preschool to school age a child changes very sharply and becomes more difficult to educate than before. This is some kind of transitional stage - no longer a preschooler and not yet a schoolboy [Vygotsky L.S., 1998; p.5].
Recently, a number of studies devoted to this age have appeared. The results of the study can be schematically expressed as follows: a 7-year-old child is distinguished, first of all, by the loss of childish spontaneity. The immediate cause of childish immediacy is the lack of differentiation between inner and outer life. The child's experiences, desires and expression of desires, i.e. behavior and activity usually represent an insufficiently differentiated whole in the preschooler. The most significant feature of the crisis of seven years is usually called the beginning of differentiation of internal and outside child's personality.
The loss of immediacy means the introduction into our actions of an intellectual moment that wedged between experience and immediate action, which is in direct contrast to the naive and direct action characteristic of the child. This does not mean that the crisis of seven years leads from a direct, naive, undifferentiated experience to the extreme pole, but, indeed, in each experience, in each of its manifestations, a certain intellectual moment arises.
At the age of 7, we are dealing with the beginning of the emergence of such a structure of experience, when the child begins to understand what it means "I rejoice", "I am upset", "I am angry", "I am kind", "I am evil", i.e. . he has a meaningful orientation in his own experiences. Just as a three-year-old child discovers his relationship with other people, so a seven-year-old discovers the very fact of his experiences. Thanks to this, some of the features that characterize the crisis of seven years come to the fore.
Experiences acquire meaning (an angry child understands that he is angry), thanks to this, the child develops such new relationships with himself that were impossible before the generalization of experiences. As on a chessboard, when with each move completely new connections between the pieces arise, so here completely new connections between experiences arise when they acquire a certain meaning. Consequently, the whole character of the child's experiences is rebuilt by the age of 7, just as a chessboard is rebuilt when the child has learned to play chess.
By the time of the crisis of seven years, for the first time, a generalization of experiences, or an affective generalization, the logic of feelings, arises. There are deeply retarded children who experience failure at every turn: ordinary children play, an abnormal child tries to join them, but he is refused, he walks down the street and is laughed at. In a word, he loses at every step. In each individual case, he has a reaction to his own insufficiency, and in a minute you look - he is completely pleased with himself. Thousands of individual failures, but no general feeling of low value, he does not generalize what has happened many times already. A child of school age has a generalization of feelings, i.e., if a situation has happened to him many times, he has an affective formation, the nature of which also relates to a single experience, or affect, as a concept relates to a single perception or memory . For example, a child of preschool age does not have real self-esteem, pride. The level of our requests to ourselves, to our success, to our position arises precisely in connection with the crisis of seven years.
A child of preschool age loves himself, but self-love as a generalized attitude towards himself, which remains the same in different situations, but self-esteem as such, but a child of this age does not have a generalized relationship to others and an understanding of his value. Consequently, by the age of 7, a number of complex formations arise, which lead to the fact that the difficulties of behavior change dramatically and radically, they are fundamentally different from the difficulties of preschool age.
Such neoplasms as pride, self-esteem remain, but the symptoms of the crisis (manipulation, antics) are transient. In the crisis of seven years, due to the fact that differentiation of the internal and external arises, that for the first time a meaningful experience arises, an acute struggle of experiences also arises. A child who does not know whether to take bigger or sweeter candies is not in a state of internal struggle, although he hesitates. Internal struggle (contradictions of experiences and choice of one's own experiences) becomes possible only now [Davydov V., 1973].
A characteristic feature of primary school age is emotional impressionability, responsiveness to everything bright, unusual, colorful. Monotonous, boring classes sharply reduce cognitive interest at this age and give rise to a negative attitude towards learning. Going to school makes a big difference in a child's life. Begins new period with new responsibilities, with the systematic activity of teaching. The life position of the child has changed, which makes changes in the nature of his relations with others. The new circumstances of the life of a small schoolboy become the basis for such experiences that he did not have before.
Self-esteem, high or low, gives rise to a certain emotional well-being, causes self-confidence or disbelief in one's own strength, a feeling of anxiety, an experience of superiority over others, a state of sadness, sometimes envy. Self-esteem is not only high or low, but also adequate (corresponding to the true state of affairs) or inadequate. In the course of solving life problems (educational, everyday, gaming), under the influence of achievements and failures in the activities performed, the student may experience inadequate self-esteem - increased or decreased. It causes not only a certain emotional reaction, but often a long-term negatively colored emotional well-being.
Communicating, the child simultaneously reflects in the mind the qualities and properties of a communication partner, and also cognizes himself. However, now in pedagogical and social psychology the methodological foundations of the process of formation of younger schoolchildren as subjects of communication have not been developed. By this age, the basic block of psychological problems of the personality is structured and the mechanism of development of the subject of communication changes from imitative to reflexive [Lioznova E.V., 2002].
An important prerequisite for the development of a younger student as a subject of communication is the appearance in him, along with business communication a new extra-situational-personal form of communication. According to M.I. Lisina, this form begins to develop from the age of 6. The subject of such communication is a person [Lisina M.I., 1978]. The child asks the adult about his feelings and emotional states, and also tries to tell him about his relationships with peers, demanding from the adult an emotional response, empathy with his interpersonal problems.
1.3 Features of the imagination of younger students
The first images of the child's imagination are associated with the processes of perception and his play activity. A one and a half year old child is still not interested in listening to stories (fairy tales) of adults, since he still lacks the experience that generates perception processes. At the same time, one can observe how, in the imagination of a playing child, a suitcase, for example, turns into a train, a silent doll, indifferent to everything that happens, into a crying little man offended by someone, a pillow into an affectionate friend. During the period of speech formation, the child uses his imagination even more actively in his games, because his life observations are sharply expanded. However, all this happens as if by itself, unintentionally.
Arbitrary forms of imagination "grow up" from 3 to 5 years. Imagination images can appear either as a reaction to an external stimulus (for example, at the request of others), or initiated by the child himself, while imaginary situations are often purposeful, with an ultimate goal and a pre-thought-out scenario.
The school period is characterized by the rapid development of the imagination, due to the intensive process of acquiring versatile knowledge and using it in practice.
Individual features of the imagination are clearly manifested in the process of creativity. In this sphere of human activity, imagination about significance is placed on a par with thinking. It is important that for the development of imagination it is necessary to create conditions for a person under which freedom of action, independence, initiative, and looseness are manifested.
It has been proven that imagination is closely connected with other mental processes (memory, thinking, attention, perception) that serve learning activities. Thus, not paying enough attention to the development of imagination, primary teachers reduce the quality of education.
In general, primary schoolchildren usually do not have any problems associated with the development of children's imagination, so almost all children who play a lot and in a variety of ways in preschool childhood have a well-developed and rich imagination. The main questions that in this area may still arise before the child and the teacher at the beginning of training relate to the connection between imagination and attention, the ability to regulate figurative representations through voluntary attention, as well as the assimilation of abstract concepts that can be imagined and presented to the child, as well as to an adult, hard enough.
Senior preschool and junior school age are qualified as the most favorable, sensitive for the development of creative imagination, fantasies. Games, conversations of children reflect the power of their imagination, one might even say, a riot of fantasy. In their stories and conversations, reality and fantasy are often mixed, and the images of the imagination can, by virtue of the law of the emotional reality of the imagination, be experienced by children as quite real. The experience is so strong that the child feels the need to talk about it. Such fantasies (they are also found in adolescents) are often perceived by others as lies. Parents and teachers often turn to psychological counseling, alarmed by such manifestations of fantasy in children, which they regard as deceit. In such cases, the psychologist usually recommends that you analyze whether the child is pursuing any benefit with his story. If not (and most often it happens so), then we are dealing with fantasizing, inventing stories, and not with lies. This kind of storytelling is normal for kids. In these cases, it is useful for adults to join the children's game, to show that they like these stories, but precisely as manifestations of fantasy, a kind of game. Participating in such a game, sympathizing and empathizing with the child, an adult must clearly designate and show him the line between the game, fantasy and reality.
At primary school age, in addition, there is an active development of the recreative imagination.
In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan).
The main trend that arises in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality, the transition from a simple arbitrary combination of ideas to a logically reasoned combination. If a child of 3-4 years old is satisfied with two sticks laid crosswise for the image of an airplane, then at 7-8 years old he already needs an external resemblance to an airplane ("so that there are wings and a propeller"). A schoolboy at the age of 11-12 often designs a model himself and demands from it an even more complete resemblance to a real aircraft ("so that it would be just like a real one and would fly").
The question of the realism of children's imagination is connected with the question of the relation of the images that arise in children to reality. The realism of the child's imagination is manifested in all forms of activity available to him: in play, in visual activity, when listening to fairy tales, etc. In play, for example, a child's demands for credibility in a play situation increase with age.
Observations show that the child strives to depict well-known events truthfully, as happens in life. In many cases, the change in reality is caused by ignorance, the inability to coherently, consistently portray the events of life. The realism of the younger schoolchild's imagination is especially evident in the selection of game attributes. For a younger preschooler in the game, everything can be everything. Older preschoolers are already selecting material for the game according to the principles of external similarity.
The younger student also makes a strict selection of material suitable for play. This selection is carried out according to the principle of maximum closeness, from the point of view of the child, of this material to real objects, according to the principle of the possibility of performing real actions with it.
The obligatory and main protagonist of the game for schoolchildren in grades 1-2 is a doll. With it, you can perform any necessary "real" actions. She can be fed, dressed, she can express her feelings. It is even better to use a live kitten for this purpose, since you can already really feed it, put it to bed, etc.
The corrections to the situation and images made during the game by children of primary school age give the game and the images themselves imaginary features, bringing them closer and closer to reality.
A.G. Ruzskaya notes that children of primary school age are not deprived of fantasizing, which is at odds with reality, which is even more typical for schoolchildren (cases of children's lies, etc.). “Fantasying of this kind still plays a significant role and occupies a certain place in the life of a younger student. But, nevertheless, it is no longer a simple continuation of the fantasizing of a preschooler who himself believes in his fantasy as in reality. A 9-10 year old student already understands "conventionality" of one's fantasizing, its inconsistency with reality.
Concrete knowledge and fascinating fantastic images built on their basis coexist peacefully in the mind of a junior schoolchild. With age, the role of fantasy, divorced from reality, weakens, and the realism of children's imagination increases. However, the realism of a child's imagination, in particular the imagination of a younger schoolchild, must be distinguished from its other feature, close, but fundamentally different.
The realism of the imagination involves the creation of images that do not contradict reality, but are not necessarily a direct reproduction of everything perceived in life.
The imagination of a younger schoolchild is also characterized by another feature: the presence of elements of reproductive, simple reproduction. This feature of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and situations that they observed in adults, play out stories that they experienced, which they saw in the cinema, reproducing the life of the school, family, etc. without changes. The theme of the game is the reproduction of impressions that took place in the lives of children; the storyline of the game is a reproduction of what was seen, experienced, and necessarily in the same sequence in which it took place in life.
However, with age, the elements of reproductive, simple reproduction in the imagination of a younger student become less and less, and more and more creative processing of ideas appears.
According to L.S. Vygotsky, a child of preschool and primary school age can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in the everyday, "cultural sense of the word, i.e. something like what is real, imaginary, in a child, of course, more than in an adult.However, not only the material from which the imagination builds is poorer in a child than in an adult, but also the nature of the combinations that are added to this material, their quality and the variety is considerably inferior to the combinations of an adult.Of all the forms of connection with reality that we have listed above, the child's imagination, to the same extent as the adult's imagination, has only the first, namely, the reality of the elements from which it is built.
V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.
In the process of educational activity of schoolchildren, which goes in the primary grades from living contemplation, big role, as psychologists note, plays the level of development of cognitive processes: attention, memory, perception, observation, imagination, memory, thinking. The development and improvement of the imagination will be more effective with purposeful work in this direction, which will entail the expansion of the cognitive abilities of children.
At primary school age, for the first time, there is a division of play and labor, that is, activities carried out for the sake of pleasure that the child will receive in the process of the activity itself and activities aimed at achieving an objectively significant and socially assessed result. This distinction between play and work, including educational work, is an important feature of school age.
The importance of imagination in primary school age is the highest and necessary human ability. However, it is this ability that needs special care in terms of development. And it develops especially intensively at the age of 5 to 15 years. And if this period of imagination is not specially developed, in the future there will be a rapid decrease in the activity of this function.
Along with a decrease in a person’s ability to fantasize, a person becomes impoverished, the possibilities of creative thinking decrease, interest in art, science, and so on goes out.
Younger students carry out most of their vigorous activity with the help of imagination. Their games are the fruit of the wild work of fantasy, they are enthusiastically engaged in creative activities. The psychological basis of the latter is also creative
imagination. When, in the process of learning, children are faced with the need to comprehend abstract material and they need analogies, support with a general lack of life experience, imagination also comes to the aid of the child. Thus, the significance of the function of imagination in mental development is great.
However, fantasy, like any form of mental reflection, must have a positive direction of development. It should contribute to a better knowledge of the surrounding world, self-disclosure and self-improvement of the individual, and not develop into passive daydreaming, replacing real life with dreams. To accomplish this task, it is necessary to help the child use his imagination in the direction of progressive self-development, to enhance the cognitive activity of schoolchildren, in particular the development of theoretical, abstract thinking, attention, speech and creativity in general. Children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world.
Thus, one cannot but agree with the conclusions of psychologists and researchers that imagination is one of the most important mental processes and the level of its development, especially in children of primary school age, largely depends on the success of mastering the school curriculum.
Conclusion for the chapter: so, we examined the concept of imagination, the types and features of its development in primary school age. In this regard, the following conclusions can be drawn:
The definition of imagination and the identification of the specifics of its development is one of the most difficult problems in psychology.
Imagination is a special form of the human psyche, standing apart from other mental processes and at the same time occupying an intermediate position between perception, thinking and memory.
Imagination can be of four main types:
Active imagination - is characterized by the fact that, using it, a person, at his own request, by an effort of will, causes appropriate images in himself.
Passive imagination lies in the fact that its images arise spontaneously, in addition to the will and desire of a person. Passive imagination can be unintentional and intentional.
There is also a distinction between the reproducing, or reproductive, and the transforming, or productive imagination.
Diagnostics of children of primary school age showed that the level of imagination development can be divided into three levels: high, medium and low.
Chapter II. Practical experimental work to identify the characteristics of the imagination of younger students
2.1 Study of the characteristics of the imagination of younger students
The purpose of the experimental study is to identify in a practical way the features of the development of the imagination of younger students.
The study involved younger schoolchildren - students of the 2nd, 3rd, 4th grades of the State Educational Institution "Yanovskaya Children's School named after. N, L, Tsurana, Senno district. Number of participants - 21 people. Among them, 10 boys and 11 girls, aged 7 to 9 years.
The following methods were involved in the study: observation, testing and analysis of children's creative activity products.
The following methods were used in the study.
Method #1. A technique for studying the features of imagination based on the Torrens test "Incomplete figures".
Purpose: diagnosis of the development of imagination in children.
This technique allows you to fully study the features of the creative imagination of children and trace the specifics of this process. From the point of view of E. Torrens, the activity of creative imagination begins with the emergence of sensitivity to problems, shortcomings, missing elements, disharmony, etc., i.e. in conditions of lack of external information. In this case, the figures for drawing and the corresponding instruction provoke the appearance of such sensitivity and create an opportunity for a multi-valued solution to the task. According to the terminology of E. Torrens, there is an identification of difficulties, the emergence of conjectures or the formation of hypotheses regarding the missing elements, the verification and re-verification of these hypotheses, their possible embodiment, which is manifested in the creation of diverse drawings. This technique activates the activity of the imagination, revealing one of its main properties - the vision of the whole before the parts. The child perceives the proposed test figures as parts of some integrity and completes, reconstructs them.
Method #2. "Test of divergence of thinking" (Gilford tasks).
Purpose: to determine the level of development of divergent thinking.
This test is aimed at studying creativity, creative thinking. Children are offered a task in which they need to find a use for an ordinary brick and a tin can. It is not just the total number of proposed options that is subject to evaluation, but only options that are fundamentally different in function or in the property used. For example, in the case of a brick - to build a residential building, a school, lay down a stove, build a fortress wall, close up a hole, and all similar answers, no matter how many there are, belong to the same category and receive one point. It is necessary that the answers use different properties of the brick. Brick is not only a building material. It has weight, can heat up and store heat or prevent heat, has coloring properties, and many others. All suggestions to use tin cans to carry water, store small items, feed cats, keep worms for fishing, etc., where the can is used as a container, also belong to the same function and are valued at one point. Points are awarded precisely for the variety of features and functions used.
Method #3. "Solving Unusual Problems".
Purpose: to determine the level of development of imagination.
This technique is aimed at activating intentional passive imagination, because. Children are asked to describe the proposed situation. imagination student thinking
Method No. 4. “Four paper clips” (O.I. Motkov)
Purpose: to determine the level of development of figurative imagination.
This technique is designed to study the processes of imagination. Children are offered a task in which they must use four paper clips to create a figure or some kind of composition, and then depict it on a blank sheet (A4). Each drawing must be signed.
2.2 Analysis of the results of the study of the characteristics of imagination in primary school age
Method #1. methodology for studying the individual characteristics of the imagination (according to Torrens). The data of diagnostics of younger schoolchildren according to the first method are given in Table No. 1. Next, we will analyze the results of diagnostics according to the first method, we will make a percentage distribution by levels of imagination development based on the results of the first method:
Table number 1. Percentage distribution of children by levels of imagination development based on the results of the first method.
According to table No. 1, a graph was constructed that clearly reflects the difference in the level of imagination development in this group of children.
Figure 1. Distribution of children in the group by levels of imagination development based on the results of methodology No. 1
So, according to the results of this technique, most of the subjects were assigned to the second (9 hours) and third (6 hours) levels of imagination development, which corresponds to 42.9% and 28.6%.
The works of children assigned to the 2nd level of development of the imagination are characterized by a less schematic image, the appearance of a greater number of details both inside the main contour and outside it. The drawings of children of the 3rd level are characterized by the appearance of a "field of things" around the main image, i.e. object design of the environment.
Two children or 19% are assigned to the 4th level of imagination development. In the works, a widely developed subject environment is noted, the children, having turned the test figure into some kind of object, add more and more new elements to the drawing, organizing a holistic composition according to an imaginary plot. And, finally, one subject was assigned to the 5th level; the work is characterized by the repeated use of a given figure in the construction of a single semantic composition. Not a single child was assigned to the first and sixth levels.
Technique No. 2 "Test of divergence of thinking" (Gilford tasks). The diagnostic data of younger schoolchildren according to the second method are given in Table No. 2. Next, we will analyze the results of diagnostics using the second method, and make up the percentage distribution by levels of development of creative thinking based on the results of the second method:
Table No. 2 Percentage distribution of children by levels of development of creative thinking based on the results of the second method.
According to table No. 2, a graph was constructed that clearly reflects the difference in the level of development of creative thinking in this group of children.
Figure 2. Distribution of children in the group by levels of development of creative thinking based on the results of methodology No. 2.
So, according to the results of this technique, most of the subjects (10 people) were classified as having a low level of development of creative thinking, which corresponds to 47.6%. 7 children or 33.4% belonged to the average level, and, accordingly, 4 students reached a high level of development of creative thinking (19%).
Technique No. 3 "Solving unusual problems"
The diagnostic data of younger schoolchildren according to the third method are given in Table No. 3. Next, we will analyze the results of diagnostics according to the third method, we will make a percentage distribution by levels of imagination development based on the results of the third method:
Table 3 Percentage distribution of children by levels of imagination development based on the results of the third method.
According to table No. 3, a graph was constructed that clearly reflects the difference in the level of imagination development in this group of children.
Figure 3. Distribution of children in the group by levels of imagination development based on the results of methodology No. 3.
So, according to the results of this technique, most of the subjects (15 people) were classified as having a high level of imagination development, which corresponds to 71.4%. 3 people each or 14.3% were classified as medium and low.
Method No. 4 “Four paper clips” (O.I. Motkov)
The diagnostic data of younger schoolchildren according to the fourth method are given in Table No. 4. Next, we will analyze the results of diagnostics according to the fourth method, we will make a percentage distribution by levels of imagination development based on the results:
Table No. 4 Percentage distribution of children by levels of imagination development based on the results of the fourth method.
According to table No. 4, a graph was constructed that clearly reflects the difference in the level of imagination development in this group of children.
Figure 4. Distribution of children in the group by levels of imagination development based on the results of methodology No. 4.
So, according to the results of this method, most of the subjects (15 people or 71.4%) are classified as having an average level of imagination development. Three students got into the first and third levels.
Conclusions from the results of the study
So, the features of the imagination of children of primary school age are as follows:
Based on the results of the E. Torrens test, we see that children of primary school age reach the 4th level of imagination development (4 people): a widely developed subject environment appears in the products of the creative activity of younger students, children add more and more new elements to the drawing, organizing a holistic composition according to an imaginary plot; as well as the 5th level of development of the imagination, 2 children reached: in the products of creative activity, the repeated use of a given figure when building a single semantic composition is already characteristic, and the possibility of repeated use of a test-figure as an external stimulus when creating an image of the imagination, indicates the plasticity of the imagination, more a high level of formation of its operational components;
Based on the results of the Guilford test, we found that children at this age have not yet formed divergent thinking - out of the total sample (21 people), 10 students did not cope with the task.
Based on the results obtained by the fourth method (4 paper clips), we found out that figurative imagination was developed at a high level in 3 people and in 3 people it was developed at a low level. Most of the sample, according to the results of the methodology, corresponds to the average level of development of figurative imagination.
Based on the results obtained by the results of the “solving unusual problems” methodology, we come to the conclusion that in children of this group, the level of imagination at a high level is developed in 15 people, which is 71.4% of the total sample.
Three people each belonged to the high and low levels.
Conclusion
Imagination is a special form of the human psyche, standing apart from other mental processes and at the same time occupying an intermediate position between perception, thinking and memory. The specificity of this form of mental process lies in the fact that imagination is probably characteristic only of a person and is strangely connected with the activity of the organism, being at the same time the most "mental" of all mental processes and states. Imagination is a special form of reflection, which consists in creating new images and ideas by processing existing ideas and concepts.
The development of the imagination goes along the lines of improving the operations of substituting real objects with imaginary ones and recreating imagination. Imagination, due to the peculiarities of the physiological systems responsible for it, is to a certain extent connected with the regulation of organic processes and movement. Creative abilities are defined as the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.
The study of imagination as a creative process has been carried out. Imagination is a special form of the human psyche, standing apart from other mental processes and at the same time occupying an intermediate position between perception, thinking and memory. The specificity of this form of mental process lies in the fact that imagination is probably characteristic only of a person and is strangely connected with the activity of the organism, being at the same time the most "mental" of all mental processes and states. The latter means that the ideal and mysterious nature of the psyche is not manifested in anything other than imagination. It can be assumed that it was the imagination, the desire to understand and explain it, that drew attention to psychic phenomena in antiquity, supported and continues to stimulate it today. Imagination is a special form of reflection, which consists in creating new images and ideas by processing existing ideas and concepts. The development of the imagination goes along the lines of improving the operations of substituting real objects with imaginary ones and recreating imagination. Imagination, due to the peculiarities of the physiological systems responsible for it, is to a certain extent connected with the regulation of organic processes and movement.
The features of the imagination of younger schoolchildren are revealed. The school period is characterized by the rapid development of the imagination, due to the intensive process of acquiring versatile knowledge and using it in practice. Senior preschool and junior school age are qualified as the most favorable, sensitive for the development of creative imagination, fantasies. At primary school age, in addition, there is an active development of the recreative imagination. In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan). In the process of educational activity of schoolchildren, which starts from living contemplation in the primary grades, a large role, as psychologists note, is played by the level of development of cognitive processes: attention, memory, perception, observation, imagination, memory, thinking. The development and improvement of the imagination will be more effective with purposeful work in this direction, which will entail the expansion of the cognitive abilities of children.
Based on the results of the study, the following conclusions were drawn about the features of the development of the imagination of children of primary school age:
The level of development of imagination in this group is at the average level of development.
Creative thinking (divergent) of junior schoolchildren has not yet been formed, because primary school age is not sensitive for this type of thinking.
As a result of the work carried out, its goals and objectives were achieved, the hypothesis was confirmed.
Bibliography
1. Brushlinsky A.V. Imagination and creativity // Scientific work. M., 1969.
Similar Documents
Determination of the content of the concept of "imagination" and the study of the laws of its development. Development of a diagnostic program to identify the features of imagination in children of primary school age. Drawing up a program for the development of imagination in children.
term paper, added 07/22/2011
The concept of imagination and cognitive processes, their connection with perception. Features of creative imagination in younger students, experimental work on their study. Diagnostic program study of the characteristics of creative imagination.
thesis, added 05/02/2015
Imagination and creativity of the individual. Experimental study of the characteristics of creative abilities, imagination and psyche of younger schoolchildren. Imagination function: construction and creation of images. Theory of creative (creative) intelligence.
term paper, added 05/24/2009
Studies of the thinking process in psychology. Psychological features of the development of verbal-logical thinking in younger students. The use of games in the development of cognitive processes in children of primary school age.
thesis, added 09/08/2007
The history and potential of imagination in artistic creation. Classification of types of imagination. Study of the influence of imagination on the psychological functions of a preschooler. The study of the psychological conditions for the development of imagination in preschool children.
term paper, added 05/18/2016
Thinking as a mental feature of a person. Specificity of thinking in children of primary school age with hearing impairments. Determination of the level of development of visual-figurative thinking of younger schoolchildren with mental retardation and hearing impairment.
term paper, added 10/05/2014
The concept of imagination as a mental process of creating new images and ideas. The development of imagination in preschoolers. Features of imagination in children of specific age groups. Using fairy tales and stories to develop children's imagination.
term paper, added 11/27/2009
The concept, main types and functions of the imagination. The problem of creative imagination in psychology. Imagination in the structure of scientific knowledge. Level of detailed display of the conceived idea. Relationship of the tendency to risk with the presence of imagination and sophistication.
term paper, added 09/11/2014
Researchers working with the TRIZ system. Correlation of imagination with creativity, thinking, ability to create an artistic image. Features of imagination at school age in the artistic, motor sphere and cognitive activity.
term paper, added 11/17/2014
Practical tasks for the study of sensations and perception. Memory diagnostic methods. Methods for diagnosing the thinking of younger schoolchildren. Methods for studying the imagination. Method for assessing the level of speech. Methods for assessing the attention of a younger student.
Nursery rhymes and counting rhymes for newborns, schoolchildren and preschoolers.
Many mothers believe that a newborn needs only constant care and feeding. Actually it is not. Required for early dates establish emotional contact with the baby. It is for this that children's songs, nursery rhymes and pestles are used.
Nursery rhymes and jokes for the little ones allow you to make mom and baby closer. At the same time, they help develop the child's speech, his fine motor skills and understand the emotions of adults. All this has a positive effect on the development of the baby, both mentally and physically. Over time, your baby will sing these songs with you.
Below are interesting nursery rhymes and pestles for the smallest children. Speak sips after waking up and combine with tactile contact. That is, stroke the baby and tickle him.
Children in kindergarten are already quite independent. They have basic skills and can go potty and feed on their own. At this age, songs help develop the baby's memory and improve his speech. If your child is not yet speaking, constantly communicate with him and try to describe objects. At this age, focus on speech development. You can even use speech therapy tongue twisters. This will avoid some speech problems in the future.
VIDEO: Lullabies for babies
All learning for kids should be built in a playful way. This eliminates boring cramming and instills diligence in the crumbs. Such nursery rhymes and jokes can be combined with some kind of dance moves. It develops the child's memory and improves socialization in society. Below are educational and game nursery rhymes.
Counting books allow you to quickly teach your child to count. The most popular is the counting rhyme from our childhood “I count to five”. But besides that, there is a lot more. They combine play and score. The child will learn all the numbers very quickly, after which it will be possible to show them to him and teach him to count on fingers or cubes.
Children of this age need to instill a love of cleanliness. That is why we recommend pronouncing wash basins during morning hygiene procedures. Toddlers will be able to learn the names of body parts and faces. Children in kindergarten need to complicate the task. Often, speech therapy tongue twisters are remade into nursery rhymes and counting rhymes. In this way, speech defects can be corrected.
Toddlers of preschool age may not eat very well. Under no circumstances should they be forced. Try to interest the child. This will help you nursery rhymes and jokes.
Be sure to tell your children about fruits and vegetables. This will help children group foods into specific groups. The child will learn to generalize and classify a variety of objects. Be sure to describe vegetables and characterize them.
This kind of rhyme is suitable for children. nursery group. Indeed, in most junior groups there are already toilets in the gardens. Potty rhymes will help teach kids to relieve themselves and not pee in their pants. Do not force children, they may become afraid of the potty.
This kind of fun is designed for kids of three years. They will help to distinguish between the right and left parts of the body, as well as parts of the torso. At the same time, a kid who is carried away by a nursery rhyme will become independent much faster. It should be understood that a child of 4 years old must dress himself and fasten zippers and buttons.
At the age of 4, it is worth paying more attention to counting books and games that allow you to learn the alphabet. All games should keep children focused. After all, 4 years is the age when the child must concentrate for further learning.
To cheer up the kids, it is worth combining words with movements. Suitable charging, combined with rhymes.
This kind of nursery rhymes and pestles are known to everyone since childhood. These are most often pieces from various works. Below are the most popular.
Ancient nursery rhymes and jokes at the moment may seem strange to modern mothers. But not so long ago, such nursery rhymes were used by our grandmothers.
Nursery rhymes, jokes and pestle for children with movements
When a child is a newborn, then all the nursery rhymes and pests are told by the mother and everything is done for the child, but when the baby is 3 years old, you can introduce rhymes with movements. This will allow the child to do several things at the same time. And teach some autonomy. That is, the child will be able to dress and think and talk. Such nursery rhymes with movements strengthen the child's nervous system and allow him to master interesting skills.
VIDEO: Rhymes with movements
Nursery rhymes, jokes and pestle for children of primary school age
Such nursery rhymes are necessary in order to give the child a break and distract him from classes. After every 10 minutes of a lesson or class, it is recommended to take short breaks that will allow children to relax and be distracted.
VIDEO: Pestels for schoolchildren
How nursery rhymes will help to cope with children's disobedience: psychological consultation, advice, recommendations
It is quite difficult to cope with children 3-4 years old. It is at this age that the main task of parents and kindergarten teachers is to teach the child that there is time for games and activities. Often children at this age do not want to obey and check the limits of what is permitted.
Adviсe:
- If your child got up on the wrong foot and does not want to go to the garden, cheer him up with nursery rhymes. Even in bed, tell a nursery rhyme after sleep, about birds that get up early.
- If he does not want to wash, take the baby to the tap and tell the washroom nursery rhyme. The child will listen, and will perform all tasks independently.
- If the child cries and is naughty, do not shout, but tell him a comforting joke. This will help keep the baby entertained.
- Try to spend more time with your child and tell him interesting nursery rhymes. Be sure to connect them with movements.
VIDEO: How to respond to children's whining?
As you can see, nursery rhymes and pestles will not only cheer up the baby, but also teach him to count, dress, wash and go to the potty.
VIDEO: Nursery rhymes and counting rhymes