Larisa Nikishina

DESCRIPTION OF ITEMS

Target: imagination development, thinking, speech.

Equipment: cards on which depicted: tomato, cucumber, banana ... (in count children) .

Game progress

An adult gives each child 2-3 cards for the game. Children should, without pronouncing the name and without helping themselves with facial expressions and gestures, describe in detail the object depicted in the picture. The player who manages to describe the item in detail receives a token. wins baby, which by the end games collected more chips.

Pictures can be selected in different ways. topics: animals, birds, clothing, etc.

WHO WILL BE WHO? WHAT WILL BE?

Target: imagination development, thinking, speech.

Equipment: subject images: chick, calf, foal, caterpillar, tadpole, acorn, egg, tissue.

Game progress

The adult alternately shows the cards for the game and asks children, by whom (or what) will be the item shown in the picture. The player who gives the correct answer receives a chip. wins baby, which by the end games collected more chips. When discussing answers children it is important to emphasize the possibility of several options. For example, an egg may hatch into a chick, a crocodile, a turtle, a snake, or it may turn out to be a scrambled egg.

TALE BOX

Target: imagination development, thinking, speech, ability to work in a team.

Equipment: a box containing circles of different colors.

Game progress

The players sit in a circle. In the center of the circle stands "box with fairy tales". The adult turns to children: “Now we will all compose a fairy tale together. And the magic box will help us.”

The one who starts, pulls out the first item from the box. Now, we need to come up with. Who or what will it be in the fairy tale (person, animal, object)

For example, an adult took out a red a circle: "Once upon a time there was a fox, she became bored in the forest and she went on a journey ..."

An adult pronounces two sentences and invites the player sitting next to him to randomly get a circle and continue the tale. The next player takes out a circle, for example, blue and comes up with a continuation fairy tales:

- ... The fox walked along the path until she reached the blue river. How to cross the river?

the players take turns taking mugs from the box and, in accordance with their color, select characters or objects and continue the tale.

An adult makes sure that the characters and objects introduced into the fairy tale are not repeated.

When the fairy tale is over, you can lay out the used figures on the table and ask children to remember, what figure, what role played.

Picture from the site http://www.lenagold.ru/fon/clipart/d/dev.html

hhhhhhhhhhhhhhhhhhhhhhf

D evelopment of the imagina tion of chil dren aged 5 – 6 in employment.

Imagination is the mental process of creating something new in the form of an image or idea.

A person can mentally imagine what he did not perceive or did not do in the past, he may have images of objects and phenomena that he had not encountered before. Like other mental processes, imagination develops and forms throughout a person's life.

It is well known that children have a well-developed imagination, they are prone to fantasizing. The child's fantasy is most fully manifested in the corresponding types of creative activity and indicates that the child has the inclinations for them. Thanks to the imagination, children turn everyday life into a game, they bring so much fantasy to this game, they get used to it and believe their fiction that adults begin to accept their story as the truth. Imagination helps children get involved in playing social roles, the real performance of which is not yet available to the child. For example, it allows the child to imagine himself during the game as a pilot, sailor, artist, and so on.

One of the manifestations of the imagination is a dream. It is important that the dream evokes the desire to achieve a real and desired goal with the help of one's own efforts, which will also contribute to the development of the child's volitional sphere. Therefore, it is completely unacceptable to punish or ridicule him. In each case, try to figure out what underlies the fantasy, and explain to the child how you can fulfill your dream. If this is not done, then passive dreaming will become habitual for the child, and he will prefer to live in a world he has invented, in a world of dreams. This will lead to a defect in the development of the child's personality - weak will, inability to communicate with other people.

The role of the imagination in the creativity of the child is extremely high: drawing, modeling, music, writing, and so on. The tireless work of the imagination is one of the ways leading to the child's knowledge and mastery of the world around him, to the search for his own path in it.

At school, imagination becomes an important prerequisite for learning: the child needs to imagine situations that he has never encountered, create images that do not have a specific analogue in the surrounding reality, transform the existing image, move from one frame of reference to another. This happens in the classroom in almost all disciplines.

Imagination is one of the components of creative thinking, therefore it is good

developed imagination is very important for the formation of a creative personality.

1. Test "Verbal (verbal) fantasy".

Invite the child to come up with a story (story, fairy tale) about some living creature

(person, animal) or about something else of your choice and state it within 5

minutes. Up to

one minute, and after that the child proceeds to the story.

2. Test "Non-verbal fantasy".

Prepare and give your child a standard sheet of paper and colored pencils (at least

six different colors). The child needs to come up with and draw some kind of picture.

This takes 5 minutes. Then ask the child to make some kind of

more crafts, molding it from plasticine.

In the course of work, the child's fantasy is evaluated according to the following indicators:

1.Speed ​​of imagination.

2. Unusualness, originality of images of the imagination.

3. Wealth of fantasy, depth and detail of images.

4. Emotionality of images.

The speed of images is highly appreciated if the child came up with the plot of the story in the allotted time on their own. If within one minute the child has not come up with the plot of the story, then tell him some idea.

The unusualness and originality of images of the imagination is highly valued if the child

came up with something that he could not see or hear anywhere before, or retold

well-known, but at the same time he brought something new and original into it.

The richness, depth and detail of fantasy are judged by enough a large number various living beings, objects, situations and actions, various characteristics and signs attributed to all this in the child's story, by the presence in the story of various details and characteristics of images. If a child uses more than 7 such features in his story, and the object of the story is not depicted schematically, then we can say that his fantasy is well developed.

The emotionality of images of the imagination is assessed by how vividly and

invented events, characters and their actions are enthusiastically described.

There are many exercises for the development of imagination in children 5-7 years old. Below

Here are some of the ones I use in class:

1. Game "Pantomime".

This game is designed to develop imagination and creativity.

Ask the child to depict any object with gestures, facial expressions and sounds (in

rides, car, kettle, plane, animal) or any action (washing, calculating

sleeping, drawing, swimming). If it doesn't work the first time, show yourself

how to do it. Play "Guessing Game": the child guesses what you are depicting

whether, and then vice versa - you have to guess what the child depicts through mi-

mickey and gestures. Try to come up with funny ideas.

2. Exercise for the development of visual imagination.

Offer the child a drawing with different unfinished images and ask

him to draw something interesting using these images (fig.1). When the child-

Nok will make a drawing, ask him to tell him what he has drawn.

3. Exercise "Points".

Show your child how to draw a picture by connecting the dots. And now

invite him to try to draw something by connecting the dots. Use

all points each time is not necessary (Figure 2).

4. Exercise "Combination".

The child is asked to come up with and draw as many objects as possible using geo-

metric figures: circle, semicircle, triangle, rectangle, square (Fig. 3).

5. The game "What does it look like?".

Children are shown various incomprehensible images and the question is asked: “What does it look like?”. Children come up with different associations (Fig. 4).

6. The game "Wizards".

Offer the child a sheet of paper with an incomprehensible image and ask him to turn it into something with the help of "Magic Wands" - colored pencils. After completing the task, the child shows his drawing, and the children will find out what kind of image it is.

7. The game "Guess".

The student guesser leaves the office, the group collectively thinks of some object. When the guesser returns, everyone takes turns saying what the item looks like. You need to guess which item is hidden (preferably for the minimum number of comparisons).

8. The game "Yes - no."

The teacher thinks of an animal and invites the children to guess it with the help of questions. Before the start of the game, he emphasizes that there are a lot of animals and if you just try to guess, it will be long and uninteresting. Therefore, it is better to ask questions that indicate various signs (Flying? Domestic? Horns? Predator? etc.). In order for children to strive to ask only “strong” questions that narrow the circle of search, the teacher limits their number (for example, no more than 15 questions). The game can be played twice in a row, while the animals must belong to different classes(e.g. mosquito, snake, shark, deer…). When playing this game, you can also guess different objects, plants, etc.

9. Game "Continue the story."

The teacher talks about something, then the story is interrupted and the teacher says: “What do you think happened next?” Children come up with a continuation and ending of the story.

10. Game "Transformation".

The teacher says: “Now we are in the classroom. But suddenly some sorcerer bewitched him and turned, for example, into a forest (airplane, shop, etc.). What will all the surrounding objects turn into? Children come up with what the desks, chairs, floor, walls, ceiling, etc. will turn into then.

11. Game "Imagine".

The teacher asks the children questions such as: imagine that

School for cats opened;

All people have learned to fly;

You have become small, like an insect;

You have grown a tail;

The elephant will dance;

They gave you a hat - invisible ... - what would happen then?

12. Game " familiar things- unusual use.

The teacher gives the task to the children: come up with some unusual application for ordinary things.

For example, a hat - you can collect berries in it, an umbrella - when opened, you can wear it on it.

wat, etc.

13. Exercise "Why did this happen?"

In this activity, children make up short stories. The teacher gives the task: name as many reasons as possible for each situation:

All the electric lights in the whole house suddenly went out;

The tree standing in the yard was covered with birds;

The river overflowed its banks;

Going up to the house, one could see that all the windows were wide open;

Suddenly, a loud, drawn-out animal growl was heard from the forest;

At the beginning and end of the year, you can offer children a questionnaire "If I were a wizard" in game form. Sample survey questions:

If I were a wizard, then I would wish:

For yourself,

For your family;

For our city;

For our country;

For all people on earth...

Application No. 1

Figure #1

Figure #2

Figure #3

Figure #4

municipal institution management of education - education committee

Municipal educational institution additional education for children
"Center of children's creativity"

METHODOLOGICAL DEVELOPMENTS

FOR THE DEVELOPMENT OF COGNITIVE

PROCESSES IN CHILDREN 5 - 6 YEARS

Compiled by: teacher of additional education

Bryakotnina Irina Alexandrovna

Mezhdurechensk, 2004

Application No. 1

Imagination- fantasy, human mental activity, is the most important aspect of our life. If we did not have imagination, we would lose almost all scientific discoveries and works of art, images created by writers and inventions of designers. Guess, intuition, leading to discovery, is impossible without imagination. Along with a decrease in the ability to fantasize, a person's personality is depleted, the possibilities of creative thinking are reduced, and interest in art and science is extinguished.

The main task of the imagination- presenting the expected result before its actual implementation. With the help of imagination, an image is formed that never existed or does not exist in this moment object, situation, conditions.

Another function of the imagination is connected with the planning of one's actions necessary in the process of labor. It is thanks to the imagination that a person creates, reasonably plans his activity and manages it.

There are two types of imagination: recreative and creative.

Recreating imagination consists in creating images of objects that were not previously perceived, in accordance with their description or conditional image (drawing, topographic map, literary text, etc.).

creative imagination consists in the independent creation of new images embodied in original products of activity.

The idea that the more bizarre and outlandish a work is, the more imagination its author has is fundamentally erroneous. After all, the more realistic the work, the more powerful the imagination must be in order to make the described picture visual and figurative. A powerful creative imagination is recognized not so much by what a person can invent, invent, but by how he knows how to transform reality in accordance with the requirements of artistic design.

Imagination develops in the process of creative activity. A prerequisite for the high development of the imagination is its upbringing, starting from childhood, through games, studies, familiarization with art. A necessary source of imagination is the accumulation of diverse life experiences, the acquisition of knowledge and the formation of beliefs.

Creative activity develops children's senses. When creating, the child experiences a whole range of positive emotions both from the process of activity and from the result obtained. Creativity contributes to the development of memory, thinking, perception, attention. Creative activity develops the child's personality, helps him to assimilate moral and moral norms - to distinguish between good and evil, compassion and hatred, courage and cowardice. Creating works of art, the child reflects in them his understanding of life and the world, his positive and negative qualities, in a new way comprehend and evaluate them. Children of 6 years old in their works not only convey reworked impressions, but also begin to purposefully look for ways to convey this. The possibilities of choosing such methods are directly related to the characteristics of the child's learning, primarily with the mastery of the culture of play and elements of play during preschool childhood. artistic creativity. At this age, the child can already, before starting actions, build a plan for their implementation and consistently implement it, often correcting it in the course of implementation. Creativity also develops aesthetic feelings. Through this activity, the child's susceptibility to the world, the appreciation of the beautiful, is formed.

All children love to make art. They enthusiastically sing and dance, sculpt and draw, compose music and fairy tales, perform on stage, participate in competitions, exhibitions, quizzes, etc. After all, creativity makes a child's life richer, fuller, happier and more interesting.

With the help of creativity and imagination, the child forms his personality. And there is a special area of ​​a child's life that provides specific opportunities for personal development - this is a game. Imagining game situations and realizing them, the child forms a number of personal properties, such as justice, courage, honesty, a sense of humor, and others. Through the work of the imagination, there is a compensation for the still insufficient real possibilities of the child to overcome life's difficulties and conflicts.

Children over the age of 6 actively play role-playing games: shop, hairdresser, family, Kindergarten etc.

The child should be taught to look for a solution, considering all possible consequences if possible.

Encourage children to express their own ideas about the problem being solved.

Space trip

◈ Cut out several circles of different sizes from paper, arrange them in random order. Invite the child to imagine that the circles are planets, each of which has its own inhabitants. Ask the kid to come up with the names of the planets, populate them with various creatures.

◈ Gently direct the child's imagination, for example, suggest that only good creatures should live on one planet, evil creatures on another, sad creatures on a third, etc.

◈ Let the kid show his imagination and draw the inhabitants of each planet. Cut out of paper, they can "fly" to visit each other, get into various adventures, conquer other people's planets.

Uninhabited acute

◈ Invite your child to play travelers stranded on a desert island. The roles of the main characters can be played by your favorite toys.

◈ Land the heroes on the island and start planning: what travelers need in order to build a house, improve their life.

◈ Consider the most unusual versions, for example: a house or a hut can be built from palm leaves or hollowed out in a thick tree trunk using a pointed stone. From long algae, you can weave a rug that will serve as a bed, etc.

◈ Discuss who travelers may meet, what dangers they face.

Make up a riddle

The game develops imagination, thinking

◈ Teach your child to make up riddles. The wording of the riddle can be simple (What is the same color in winter and summer?) Or characterize an object from several sides (It burns, not fire, a pear, not edible).

Magic transformations

The game develops imagination and figurative memory, figurative movement(the ability to depict animals, any objects)

◈ The task is to depict an animal or some object with gestures, facial expressions, sounds.

◈ Other players must guess what was shown and tell how they guessed.

What am I good for?

The game develops imagination, fantasy, creative thinking

◈ Choose an item. The task is to come up with and name all possible uses of this item.

modeling

Develops imagination and fine motor skills

Required equipment: plasticine, clay, dough.

◈ You can sculpt everything from plasticine - dishes for a doll, letters, animals. You can create characters from your favorite fairy tale and bring it to life by holding a puppet show. Perhaps all the wonders of the plasticine world will be clumsy at first, but over time the child will learn to create more and more complex figures.

Sandpipers, constructors

Contribute to the breakdown of imagination, creative thinking, perception

◈ You can build anything from cubes (constructor) - a house, a road, a city, an apartment with furnishings and settle residents there.

Evening windows

◈ In the evening, the windows of neighboring houses, in which the light is on, are folded into bizarre patterns. What do they look like? Maybe it's some letters or someone's smile?

◈ Dream with your child.

Clouds

◈ Clouds give truly room for imagination. What do they look like? They look like everything! And they also move across the sky, catching up with each other and constantly changing their shape.

Homemade gifts

◈ My eldest daughter and I have such an experience - she is happy to make gifts for someone: a postcard (with application) to her grandmother, a picture from various cereals (for how to make it, see the article “Development Games fine motor skills”), beads, photo frame, even voluminous garden With paper butterflies and flowers. And once we cooked chocolates.

◈ There are probably a lot of ideas in your child's head. Encourage the applied creativity of the child, directing him so that he learns to bring his plans to the end, to work carefully.

Gift wrapping

◈ Show your child how to wrap a gift beautifully - in special paper, or a box, or a holiday package.

◈ If there are no suitable materials at home, take him to the gift wrapping department and pick up something.

Fairy tale by roles or puppet theater

◈ Such fun will appeal to any child. Theater or role play is one of the better ways development of creative abilities. The most valuable thing in these games is the opportunity for direct and free expression.

◈ Choose a well-known fairy tale or story, assign roles (play with the whole family or company) and have fun. Not necessarily a standard plot development - maybe your child will come up with a different ending to the story.

Fairy tales

Promote the development of speech, imagination, memory

◈ Make up stories with your child. Stories about a favorite animal, about pieces of furniture. Memorize or write down these stories - you can always continue them later or just read them to your grandchildren many years later.

paper figurines

Required equipment: white and colored paper, threads, glue.

◈ Take paper, crumple the sheets and wrap them with thread - here are the finished balls for the game.

◈ Balls can be connected together (sewn, glued or tied) and get fancy voluminous toys. Glue on buttons or beads for eyes, nose, and mouth, make eyelets, and you can decorate the Christmas tree.

color rug

Equipment needed: colored paper, scissors, glue.

◈ Cut colored paper into strips. Show your child how to weave rugs from them. Use the base to secure the edges of the strips, or carefully glue them together.

◈ Stripes can be made in various widths, then the pattern will be even more interesting.

New Year decoration

Equipment needed: foil, colored paper, scissors, glue.

◈ Cut strips from colored paper, glue New Year's garlands out of them. You can also make volumetric balls and lanterns.

◈ Once your child is comfortable using scissors, teach them how to cut foil snowflakes.

◈ Various applications can be made from the remnants of paper, including voluminous ones.

Crafts from natural materials

Necessary equipment: leaves, acorns, walnut shells, corks, cones.

◈ Make from improvised natural materials funny figurines, animals, pictures.

Cinema

Required equipment: video camera.

◈ Shoot videos with your child based on invented stories. Start with simple stories. If necessary, use props - costumes, makeup, scenery.

Introduction

Preschool childhood is a big and responsible period mental development child. All mental functions are intensively developing in a child, complex activities are being formed, and a common foundation is being laid. cognitive abilities. The child masters speech, he has a creative imagination, the logic of thinking develops, the structure of motives, self-esteem is formed, volitional regulation of behavior develops, moral norms of behavior are assimilated. Preschool age is a period of mastering the social space of human relations through communication with close adults, through playful and real relationships with peers. The desire to master psychological functions and social ways of interacting with other people brings the child a sense of the joy of life, complication and awareness of experiences, enrichment with new feelings and motives. Violation of any of these mechanisms can affect the entire further course of development of a preschool child. Psychological counseling is aimed at the timely identification and overcoming of the psychological difficulties of children, at familiarizing parents with their age characteristics and conditions that ensure the full development and education. Peculiarities of counseling children preschool age is that the initiator of the request is not the child, but the people around him: teachers, educators, parents, close relatives. The specificity of psychological counseling in a kindergarten lies in the indirect nature of counseling, aimed at the problems of development, education and upbringing of the child, regardless of the persons requesting psychological assistance.

Social situation of development

preschool childhood covers the period from 3 to 6-7 years. At this time, the child is disconnected from the adult, which leads to a change social situation. The child for the first time leaves the world of the family and enters the world of adults with certain laws and rules. The circle of communication is expanding: a preschooler visits shops, a clinic, begins to communicate with peers, which is also important for his development.

The ideal form with which the child begins to interact is social relations existing in the adult world. Ideal Shape, as L.S. Vygotsky, is that part of objective reality (higher than the level at which the child is), with which he enters into direct interaction; this is the realm the child is trying to enter. At preschool age, the world of adults becomes such a form.

Leading activity in preschool age.

The leading activity in preschool age is the game. Play is a form of activity in which the child reproduces the basic meanings of human activity and learns those forms of relationships that will be realized and carried out later. He does this by substituting some objects for others, and real actions - abbreviated. As shown by D.B. Elkonin, the game is a historical education, and it occurs when the child cannot take part in the system of social labor, because he is still small for this. But he wants to enter adult life, so he does it through the game, touching a little with this life.

In the process of role-playing, children take on the roles of adults and in a generalized form, in play conditions, reproduce the activities of adults and the relationships between them. Life in the game takes place in the form of representations, but it is emotionally saturated and becomes for the child his real life.

Game and toys

Playing, the child not only has fun, but also develops. At this time, the development of cognitive, personal and behavioral processes.

Children play most of the time. During the period of preschool childhood, play goes through a significant path of development (Table 6).

Table 6

Main stages gaming activity at preschool age

younger preschoolers play alone. The game is subject-manipulative and constructive. During the game, perception, memory, imagination, thinking and motor functions. In the role-playing game, the actions of adults are reproduced, which the child is watching. Parents and close friends serve as role models.

V middle period of preschool childhood The child needs a peer to play with. Now the main direction of the game is the imitation of relationships between people. Themes role-playing games different; certain rules are introduced, which the child strictly adheres to. The orientation of the games is diverse: family, where the heroes are mom, dad, grandmother, grandfather and other relatives; educational (nanny, kindergarten teacher); professional (doctor, commander, pilot); fabulous (goat, wolf, hare), etc. Both adults and children can participate in the game, or they can be replaced with toys.

V senior preschool age role-playing games are distinguished by a variety of topics, roles, game actions, rules. Objects can be conditional, and the game becomes symbolic, i.e. the cube can represent various items: car, people, animals - it all depends on the role assigned to him. At this age, during the game, some children begin to show organizational skills, become leaders in the game.

Toys are a means of influencing the moral side of a child's personality. A special place among them is occupied by dolls and soft toys: bears, squirrels, bunnies, dogs, etc. First, the child performs imitative actions with the doll, i.e., does what the adult shows: shakes, rolls in a stroller, etc. .Then doll or soft toy act as an object of emotional communication. The child learns to empathize with her, patronize, take care of her, which leads to the development of reflection and emotional identification.

Dolls are copies of a person, they are of particular importance for a child, as they act as a partner in communication in all its manifestations. The child becomes attached to his doll and, thanks to her, experiences many different feelings.

The role of the toy is multifunctional. It acts, firstly, as a means of the child's mental development, secondly, as a means of preparing him for life in the modern system of social relations, and thirdly, as an object that serves for fun and entertainment.

Central neoplasm.

A new internal position, subordination of motives, self-esteem and awareness of one's place in the system of social relations.

Features of the development of the cognitive sphere.

All mental processes are a special form of objective actions.

At this age, as studies by L.A. Wenger, there is an intensive development of sensory standards, i.e. colors, shapes, sizes, and the correlation (comparison) of objects with these standards.

In the general sense of the word, standards are the achievements of human culture, the "grid" through which we look at the world. When a child begins to master the standards, the process of perception acquires an indirect character. The use of standards allows the transition from a subjective assessment of the perceived world to its objective characteristics.

Thinking.

Thinking in preschool age characterizes the transition from visual-active to visual-figurative and at the end of the period to verbal thinking.

thinking in its development goes through the following stages: 1) improvement of visual-effective thinking on the basis of developing imagination; 2) improvement visual-figurative thinking based on arbitrary and mediated memory; 3) the beginning of the active formation of verbal logical thinking through the use of speech as a means of setting and solving intellectual problems.

development visual-figurative thinking.

The preschooler thinks figuratively, he has not yet acquired the adult logic of reasoning. Therefore, the child easily fantasizes, in the classroom with a psychologist, he easily “turns” into a gnome, a toy, a fairy-tale hero.

Verbal-logical thinking begins its development when the child knows how to operate with words and understands the logic of reasoning. The ability to reason is found in the middle preschool age, despite the fact that the child can reason, illogicality is noted in his conclusion, he is confused when comparing size and quantity.

Speech.

In preschool childhood, the process of mastering speech is completed. It develops in the following directions.

1. There is a development of sound speech. The child begins to realize the peculiarities of his pronunciation, he develops phonemic hearing.

2. Vocabulary is growing. It is different for different children. It depends on the conditions of their life and on how and how much his relatives communicate with him. By the end of preschool age, all parts of speech are present in the child's vocabulary: nouns, verbs, pronouns, adjectives, numerals and connecting words. The German psychologist W. Stern (1871–1938), speaking about the richness of vocabulary, gives the following figures: at three years old, a child actively uses 1000–1100 words, at six years old - 2500–3000 words.

3. The grammatical structure of speech develops. The child learns the laws of the morphological and syntactic structure of the language. He understands the meaning of words and can construct phrases correctly. At the age of 3–5 years, the child correctly captures the meanings of words, but sometimes uses them incorrectly. Children have the ability, using the laws of grammar of their native language, to create statements, for example: “From mint cakes in the mouth - a draft”, “A bald head is barefoot”, “Look how the rain has poured” (from the book by K.I. Chukovsky “ two to five").

4. There is an awareness of the verbal composition of speech. During pronunciation, the language is oriented towards the semantic and sound aspects, and this indicates that the speech is not yet understood by the child. But over time, the development of a linguistic instinct and the mental work associated with it occurs.

In the course of development, speech performs various functions: communicative, planning, symbolic, expressive.

Communicative function is one of the main functions of speech. In early childhood, speech for a child is a means of communication mainly with loved ones. It arises out of necessity, about a specific situation in which both an adult and a child are included. During this period, communication plays a situational role.

situational speech clear to the interlocutor, but incomprehensible to an outsider, because when communicating, the implied noun drops out and pronouns are used (he, she, they), there is an abundance of adverbs and verbal patterns. Under the influence of others, the child begins to rebuild situational speech to a more understandable one.

In older preschoolers, the following tendency can be traced: the child first calls the pronoun, and then, seeing that they do not understand him, pronounces the noun. For example: “She, the girl, went. He, the ball, rolled. The child gives a more detailed answer to the questions.

Explanatory speech appears at the senior preschool age. This is due to the fact that the child, when communicating with peers, begins to explain the content of the upcoming game, the device of the machine, and much more. This requires a sequence of presentation, indication of the main connections and relationships in the situation.

planning the function of speech develops because speech turns into a means of planning and regulating practical behavior. It merges with thinking. In the speech of the child, many words appear that seem to be addressed to no one. These may be exclamations reflecting his attitude to the action. For example, “Knock knock... scored. Vova scored!

Iconic the function of the child's speech develops in the game, drawing and other productive activities, where the child learns to use objects-signs as substitutes for missing objects. The sign function of speech is the key to entering the world of human socio-psychological space, a means for people to understand each other.

Expressive function - the most ancient function of speech, reflecting its emotional side. The speech of the child is permeated with emotions when something does not work out for him or he is denied something. The emotional immediacy of children's speech is adequately perceived by surrounding adults. For a child who reflects well, such speech can become a means of influencing an adult. However, the "childishness", specially demonstrated by the child, is not accepted by many adults, so he has to make an effort on himself and control himself, to be natural, not demonstrative.

Perception.

Perception becomes meaningful, purposeful, analyzing.

Arbitrary actions are distinguished in it - observation, examination, search. Speech has a significant influence on the development of perception at this time - the child begins to actively use the names of qualities and signs, the state of various objects and the relationships between them.

At preschool age, perception is characterized by the following:

• perception turns into a special cognitive activity;
• visual perception becomes one of the leading ones;
• perceiving objects and actions with them, the child more accurately evaluates the color, shape, size (mastery of sensory standards), so we junior group in the classroom we “travel” to a red, green, blue country, correlate objects with silhouettes;
• the ability to determine the direction in space, the relative position of objects, the sequence of skills is being improved, therefore it is necessary to teach the child to navigate the time of day, the seasons, the subject “above”, “beyond”, “below”.

Attention.

At this age, it is involuntary and is caused by outwardly attractive objects, events and people. Interest comes first. The child fixes attention on something or someone only during the period of time in which he retains a direct interest in the person, object or event. The formation of voluntary attention is accompanied by the appearance of egocentric speech.

At the initial stage of the transition of attention from involuntary to voluntary, the means that control the child's attention and reasoning aloud are of great importance.

Attention during the transition from younger to older preschool age develops as follows. Younger preschoolers look at the pictures they are interested in, can engage in a certain type of activity for 6-8 seconds, and older preschoolers - 12-20 seconds. At preschool age, it is already noted varying degrees stability of attention in different children. Perhaps this is due to the type of nervous activity, physical condition and living conditions. It has been observed that nervous and sick children are more likely to be distracted than calm and healthy ones.

Memory.

Preschool childhood is the age most favorable for the development of memory. According to L.S. Vygotsky, memory becomes the dominant function and goes a long way in the process of its formation. The child remembers with ease the most diverse material.

Basically, in all children of early preschool age, involuntary, visual-emotional memory predominates, only in linguistically or musically gifted children does auditory memory prevail.

The transition from involuntary to voluntary memory is divided into two stages: 1) the formation of the necessary motivation, i.e., the desire to remember or recall something; 2) the emergence and improvement of the necessary mnemonic actions and operations.

Various processes Memory develops unevenly with age. Thus, voluntary reproduction occurs earlier than voluntary memorization, and involuntarily precedes it in development. The development of memory processes also depends on the interest and motivation of the child in a particular activity.

The productivity of memorization in children in play activities is much higher than outside the game. At the age of 5–6 years, the first perceptual actions aimed at conscious memorization and recall are noted. These include simple repetition. By the age of 6–7 years, the process of arbitrary memorization is almost completed.

As a child grows older, the speed of retrieving information from long-term memory and transferring it to operational memory increases, as well as the volume and duration of operative memory. The child's ability to assess the possibilities of his memory is changing, the strategies for memorizing and reproducing the material used by him become more diverse and flexible. For example, a four-year-old child from 12 presented pictures can recognize all 12, and reproduce only two or three, a ten-year-old child, having recognized all the pictures, is able to reproduce eight.

Many children of primary and secondary preschool age have a well-developed direct and mechanical memory. Children easily remember and reproduce what they saw and heard, but on condition that it aroused their interest. Thanks to the development of these types of memory, the child quickly improves his speech, learns to use household items, and is well oriented in space.

At this age, eidetic memory develops. This is one of the types of visual memory that helps to clearly, accurately and in detail, without much difficulty, restore visual images of what has been seen in memory.

Imagination.

At the end of early childhood, when the child first demonstrates the ability to replace some objects with others, the initial stage of imagination development begins. Then it gets its development in games. How developed the child's imagination can be judged not only by the roles that he plays during the game, but also by crafts and drawings.

In the first half of preschool childhood, the child is dominated by reproductive imagination. It consists in the mechanical reproduction of the received impressions in the form of images. These can be impressions from watching a TV show, reading a story, a fairy tale, direct perception of reality. The images usually reproduce those events that made an emotional impression on the child.

In the older preschool age, the reproductive imagination turns into an imagination that creatively transforms reality. Thinking is already involved in this process. This type of imagination is used and improved in role-playing games.

The functions of the imagination are as follows: cognitive-intellectual, affective-protective. Cognitive-intellectual imagination is formed by separating the image from the object and designating the image with the help of a word. Role affective-protective function is that it protects the growing, vulnerable, weakly protected soul of the child from experiences and traumas. The protective reaction of this function is expressed in the fact that through an imaginary situation, a discharge of the emerging tension or conflict resolution can occur, which is difficult to provide in real life. It develops as a result of the child's awareness of his "I", the psychological separation of himself from others and from the actions performed.

emotional sphere.

It is one of the most important components in the development of a child's personality.

Preschool childhood is characterized, in general, by calm emotionality, the absence of strong affective outbursts and conflicts on minor occasions. The child learns social forms of expression of feelings.

Let us dwell in more detail on the importance of developing the emotional side. After all, it is thanks to emotions that the formation of “human in a person” takes place.

1. Five-dimensional world and objective consciousness.

A.N. Leontiev was the first to draw attention to the fact that animals live in a four-dimensional world (three-dimensional space and time). The development of a child from birth to 2.5 - 3 years old coincides with the process of generating a five-dimensional world in him. This product of the objective world is the essence of development itself. Approximately from the age of 3, consciousness from the objective becomes semantic.

2. Six-dimensional world and semantic consciousness.

Without meanings, there are no objects; without meanings, the objective world cannot become a reality. Emotions ensure the passage into the consciousness of those objects of the world that have value and meaning for a person. Therefore, a person sees what he needs. (Parents are asked to answer the question entrance doors institutions. Usually they don't.) It is in emotions that the mechanism that ensures the stability of the multidimensional world of man lies. At the basis of the child's transition from objective to semantic consciousness lies his activity and the activity of intermediaries (adults) who establish a bridge between the child and culture. The child can solve problems on “meaning” by himself. He can himself ascribe such a meaning to objects that they do not have (a wand is like a horse). L.S. Vygotsky pointed out that the first questions of the child are never questions about the name of objects, they are always questions about their meaning. (Examples of communication with young children are given and what mistakes are most typical. Particular attention is paid to the distortion of words by adults - “light bulb - chik-chik”, etc.) Remember this particular period of your communication with the child. How did you build it?

3. Crisis of transition to value consciousness.

At 11.5 - 12 years old, the child's world turns into a stable "reality". Value is a systemic quality. There is an acute need for the child to self-realization, which modern school Satisfy doesn't help. The child loses sensitivity to learning. But that's another conversation.

We must understand with you the natural chain: there are emotions - there are thoughts - activity - activity is based on cognitive interest - that means there is a motive.

personal development preschool child is characterized by the formation self-awareness. As mentioned above, it is considered the main neoplasm of this age.

The idea of ​​oneself, one's "I" begins to change. This is clearly seen when comparing the answers to the question: “What are you?”. A three-year-old child replies: “I am big,” and a seven-year-old child answers, “I am small.”

At this age, speaking of self-awareness, one should take into account the child's awareness of his place in the system of social relations. The child's personal self-awareness is characterized by the awareness of one's "I", the isolation of oneself, one's "I" from the world of objects and surrounding people, the emergence of a desire to actively influence emerging situations and change them in such a way as to satisfy one's needs and desires.

In the second half of preschool age appears self-esteem, based on the self-esteem of early childhood, which corresponded to a purely emotional assessment ("I am good") and a rational assessment of someone else's opinion.

Now, when forming self-esteem, the child first evaluates the actions of other children, then his own actions, moral qualities and skills. He has an awareness of his actions and an understanding that not everything can. Another innovation in the development of self-esteem is awareness of one's feelings, which leads to orientation in their emotions, from them you can hear the following statements: “I am glad. I'm upset. I'm calm".

There is an awareness of himself in time, he remembers himself in the past, realizes in the present and imagines in the future. This is what children say: “When I was little. When I grow up big.

The child is having gender identity. He is aware of his gender and begins to behave according to the roles, like a man and a woman. Boys try to be strong, brave, courageous, not cry from resentment and pain, and girls try to be neat, businesslike in everyday life and soft or coquettishly capricious in communication. In the course of development, the child begins to appropriate behavioral forms, interests and values ​​of his gender.

Developing emotional-volitional sphere. About emotional sphere it can be noted that preschoolers, as a rule, do not have strong affective states, their emotionality is more “calm”. However, this does not mean that children become phlegmatic, the structure of emotional processes simply changes, their composition increases (vegetative, motor reactions, cognitive processes predominate - imagination, imaginative thinking, complex forms of perception). At the same time, the emotional manifestations of early childhood are preserved, but emotions are intellectualized and become “smart”.

The emotional development of a preschooler, perhaps, most of all contributes to children's team. During joint activities the child develops an emotional attitude towards people, empathy (empathy) is born.

L. S. Vygotsky, while studying stable and critical ages, noted that the first ones consist of two stages: at the first, accumulation changes, the formation of prerequisites for a new age, and on the second, the accumulated prerequisites are realized in a psychological plan, i.e. produce qualitative changes in the child's personality. L. S. Vygotsky considered them to be a feature of all critical ages. triangular structure: precritical, proper critical and postcritical phases.
Let us dwell on the course of the crisis of 6-7 years from the point of view of these phases.

· Senior preschool age. On the subcritical phase the child is not satisfied with "pure" play as the main type of activity, although he does not realize the reasons for this. The objective prerequisites for the transition from gaming to learning activities are practically formed. The period of modification of the game begins, its adaptation to new tasks of mastering the norms, motives, and goals of activity. The game "improves" towards imitation not only of activity, but also of relations between people, and, consequently, an active search for information begins to carry out these modifications. In parallel, there is a systematic process of preparing the child for schooling.
After the stage of improving the game, the child begins to reach out to non-playful forms of activity - first to productive ones (plot drawing, modeling, designing), and then to socially significant and appreciated by adults activities (helping around the house, doing errands for adults, cognitive activity, etc. ), especially since the older preschooler feels quite ready for its implementation.
In communicating with schoolchildren, observing the life and work of adults, in directed preparation for school (in the garden, at home or at school), the child gradually develops a reasonable desire to go to school and an idea of ​​learning as an activity of which he is capable and which she is able to solve new problems that confront him. The internal position of the student is formed. But the transition to school itself is still ahead of the child in a more or less distant future, therefore, with the prerequisites formed, he finds himself in a certain latent period when he is ready to learn, but cannot begin learning. And the longer the terms of readiness and opportunity to go to school are set, the more clearly negative symptoms appear in his behavior.
V critical phase as a result of all this, a complete “discrediting” of the motives of gaming activity occurs, a subjective readiness for learning appears (the desire to go to school), combined with the already existing objective readiness (formed prerequisites), hence the understanding of oneself as “no longer small” and the gradual awareness of the discrepancy between the work occupied positions in the system of social relations to their new aspirations and opportunities. It is at this phase that emotional and personal discomfort and behavioral negative symptoms arise, which adults notice, seeing in it a sudden "difficulty in education", "uncontrollability", manifestations of the "hard character" of the child. This symptomatology has both an external function (to draw the attention of adults to oneself, to one's new personal experience), and internal roots (qualitatively new positive neoplasms that prepared the child's transition to a new age stage).
Post-critical phase is associated with the beginning of schooling and the initial mastering of the elements of educational activity, the awareness of one's new changed social position (and this is clearly manifested in a change in the attitude towards him in the family: he has his own table, his own books, his own notebooks and writing materials, parents take into account his "employment", etc.), a corresponding modification of their behavior and, as a result, the disappearance of negative crisis symptoms.

· Junior school age. In children who come into a "crisis" at the beginning of schooling, the scheme of its course is completely different.
subcritical phase characterized by the fact that the prerequisites for the transition from play to learning activities are not yet sufficiently formed and the child is completely satisfied with the game and the position occupied in the system of social relations. In fact, the development of the child can still be carried out within the framework of play activities, which have not exhausted all their reserves for him.
But in the process of communicating with schoolchildren, preparing in the garden and at home for school, under the direct influence of parents, etc. he may develop a subjective desire to go to school and an objectively unsupported feeling of being ready for it. In essence, this is readiness on a formal basis. For some children, the very desire to go to school is vague (“Why do you want to go to school?” - “Mom said that I am already 6 years old and I will go to school”), or maybe completely absent. By the way, even children who are objectively ready for school may also not express a subjective desire to go there.
critical phase associated with the beginning of schooling. Subjectively, the child may feel ready for school (and even in the absence of subjective readiness, he may be fascinated by the novelty of the process of changing social status- buying a portfolio, school supplies, etc.), but with the beginning of training, he experiences the first setbacks, receives disciplinary comments, and discovers a drop in interest in new activities.
After the first weeks of novelty, the child may begin to beg back to kindergarten and refuse to go to school every day for lessons. There is an experience of inconsistency between the student’s position and his real desires and abilities (remember the old film “First Grader”: the child is tired - he got up and wants to leave, but you can’t leave at school, in it necessary learn even if you don't want to.
In most cases, studies have to be continued (rare parents take the child out of school and "return" to the kindergarten), despite the fact that there is actually no foundation (prerequisites). Every day the child becomes more and more difficult and emotionally uncomfortable - it is difficult for him to sit and listen carefully, it is difficult to concentrate on completing the tasks of the teacher, he is not ready to obey the new rules and routine of school life. Quite quickly, he loses interest in both academic subjects and school life, and tries to avoid extra classes. He is burdened by academic work, duties, responsibility and discipline. Parents, concerned about these problems, exacerbate the situation by seeking additional work with the child at home in order to "help" him overcome learning difficulties. And this leads to the fact that there is an experience of internal emotional discomfort and external negative symptoms (whims, stubbornness, negativism).
At the same time, by means of the child's continued play activity (and he sometimes even plays at school in the classroom) and by the means of mastered educational activity, the necessary new formations of the prerequisites for the transition to educational activity are completed.
Post-critical phase occurs with the gradual mastering of the elements of educational activity under the influence of deformed premises. There is a gradual awareness of the compliance of their expanding capabilities with school requirements, a full-fledged cognitive motivation is created; the first successes stimulate emotional comfort and negative behavioral symptoms disappear.
But in a number of cases, a child sent to school from the age of 6 is so far from the necessary level of prerequisites for the transition to educational activities that it is not possible to "catch up" with him in the first half of school life. In this case, a lag accumulates, leading not only to social and personality problems child, but also the risk of neurosis.
The course of a crisis is always colored by the individual characteristics of the child and the peculiar variants of his development. In some children, it proceeds gently, almost imperceptibly, while in others it is acute, demonstrative, traumatic. Flexible, attentive, helping behavior of an adult largely smoothes out negative symptoms. Prohibitive, punishing, aggravating, "inciting" behavior of an adult can lead to the consolidation of negative forms of behavior and the preservation of "crisis" elements at stable age stages as forms of a kind of psychological defense. The crisis of 6-7 years, like any other, requires attention from adults, help for the child, especially when it comes to capricious, spoiled, unbalanced children, neurotics, etc.
The prerequisites for the transition of the child to the next age stage are largely associated with psychological readiness of the child for school.

Diagnosis of the real psychological capabilities of the child.

Diagnosis of the child's real psychological abilities consists of the diagnosis of cognitive processes and the diagnosis of emotional disorders. The following diagnostic methods are used.

EXPRESS DIAGNOSIS OF COGNITIVE PROCESSES

Express diagnostics is a set of seven tasks for children aged three to seven years. Using game material and special psychological techniques, the psychologist characterizes the child's intellectual capabilities (perception, attention, memory, thinking, speech, mathematical skills, development of fine motor skills of the hand). All tasks are selected in such a way as to determine the success of a preschooler in learning in a short period of time (15 minutes), make a cross-sectional study of cognitive processes, and identify weak links of intelligence. Symbols help to quickly record the child's progress in completing tasks, as well as quantify the results:

Exercise 1."INTRODUCTION CONVERSATION"

A. What is your name? Who do you live with? What are their names?

B. How old are you? When's your birthday? (Day, month, season.)

B. Perhaps you know everything about yourself? Where is your nose? Can you reach your left ear with your right hand? And the left hand to the right eye?

Evaluating results answers to the questions of group "A", the contact of the child is taken into account; group "B" - reflects the peculiarity of the perception of temporary concepts; group "B" - spatial concepts (left-right).

Task 2."CUBE-INSERTS" (You can use pyramids, nesting dolls, "buckets".)

A. Do you like to play? And play pranks? Can I fool around?
(An adult scatters the inserts on the floor.)

B. Help me, please, to lift the cubes. Give me the biggest cube. The smallest. And now the big red one... the little yellow one, and so on.

B. Let's count how many cubes there are? (From 1 to 9.)
G. Can you count backwards? (From 9 to 1.)
D. Which cubes are more? (4 large cubes, 5 small ones.)
E. Try to collect and put the cubes together.

Assessing the results analyzed:

A - the contact of the child, the power of social prohibitions.

B - perception of size, color, according to one sign and according to two signs.

B - the skill of direct counting.

G - the skill of counting back.

D - the formation of the concept of number.

E - the formation of thinking ("trial and error" - visual-effective thinking; internal representations - visual-figurative thinking); hand activity (left, right).

Task 3."WONDERFUL WINDOWS".

12 rectangular color cards are used (primary colors and their shades), 5 cards of various shapes (circle, oval, rectangle, square, triangle).

A. A magician built a palace with "wonderful windows." To find your window, you need to know the colors and shapes. Let's look at these windows and name the color and shape. (Cards are laid out on the table, and the child calls each "window".)

B. And now choose your "window", which you like best in color, in shape.

Assessing the results analyzed:

A - the perception of color, shape.

B - emotional preferences.

Task 4."SEEDS".

Cards depicting fruits, vegetables, berries (flowers) are used (from 3 to 9 cards).

For children of younger preschool age, 3 cards are offered, for middle - 6 cards, for older - 9 cards.

A. The seed seller divided the bags into three groups. But a strong wind blew and the bags of seeds mixed up. Help the salesperson unpack the bags. (The child lays out the bags and calls "seeds".)

B. One bag was taken from the seller by the buyer. (The table is closed with a screen or the child closes his eyes, and the adult removes one card.) What did you buy from the seller? What was missing? Where was this bag?

Assessing the results analyzed:

A - the child's ability to classify using logical operations (analysis, synthesis).

B - development visual attention and memory.

Task 5."PARROT" (verbal technique).

A. In one hot country there lived a magic parrot who could repeat all sounds. Try to repeat incomprehensible sounds after me, as the parrot did: to-ca (child repeats); to-tsa-mu (child repeats); to-tsa-mu-de (child repeats); to-tsa-mu-de-ni (child repeats); to-tsa-mu-de-ni-zu (child repeats); to-tsa-mu-de-ni-zu-pa (child repeats); to-tsa-mu-de-ni-zu-pa-ki (child repeats); to-tsa-mu-de-ni-zu-pa-ki-cha (child repeats); to-tsa-mu-de-ni-zu-pa-ki-cha-le (child repeats).

B. Parrot learned not only to repeat sounds, but even to memorize words. Try to remember as many words as possible. (An adult names 10 words: table, soap, person, fork, book, coat, ax, chair, notebook, milk.)

B. When the parrot learned to memorize words, he wanted to prompt the right words to my friends. Now I will say the beginning of the sentence, and you will finish it. For example: Lemon is sour and sugar is sweet.

It's bright during the day, but at night...

You walk with your feet, and you throw ...

Girls grow up to be women, and boys...

A bird has feathers, and a fish...

Evaluating results, are analyzed:

A - short-term auditory memory (echo memory), auditory attention, phonemic hearing (good result - more than five syllables).

B - the amount of auditory memory (verbal memory), auditory attention(a good result is more than five words).

B - the child's ability to analogy.

Task 6."MAGIC PICTURES".

Are used:

1) three pictures:

a) 1st is cut into two parts;

b) 2nd - into four parts;

c) 3rd - into six parts;

2) a series of plot drawings (3-4 pictures).

A. In these envelopes I have magic pictures. Children try to fold them, but they break again. Try to put together a picture. (An adult offers first a difficult level - 6 parts, then an average level - 4 parts, the last one is a simple one - 2 parts. After the child folds the picture, they are asked to come up with a story or tell what is shown on it.)

B. And other pictures do not break, but they get confused all the time. Which picture should be first, second...? Put them in order and make up a story.

Evaluating results, are analyzed:

A - the integrity of the perception of the image; features of visual-figurative thinking; the ability to tell in one picture, the coherence of speech, the context of speech.

B - development of logical thinking; the ability to tell through a series of plot pictures, the coherence of speech, the context of speech.

Task 7."BUNNY"

A simple pencil of medium hardness is used, a sheet of paper on which a bunny and his house are depicted. A narrow winding path is drawn between the bunny and the house.

A. Help the bunny to get to his house. Draw a path for him in the middle of the path with a pencil. Try not to take your pencil off the paper.

B. Zaichik got home safely and decided to dance. Jump like a bunny. Well done! It's very interesting to play with you!

Assessing the result, are analyzed:

A - the leading hand, the development of fine motor skills of the hand (pressure, smooth lines, uniformity).

B - development of general motor skills, coordination and expressiveness of movements.

The results of the survey are recorded in the protocol, processed quantitatively.

In the process of express diagnostics, an adult observes the emotional manifestations of the child, evaluates arbitrariness, endurance, and the pace of activity.

"Cheerful-sad" (to assess the emotional attitude
to the upcoming learning process at school).

Conducting research.

On fig. 1 and 1a depict children in various situations related to school and learning.

Children go to school, and one child looks at them from the window.

The student at the blackboard answers the lesson; the teacher is standing nearby.

Children in the classroom during the lesson.

A student in a school corridor talking to a teacher.

The child is at home, preparing lessons.

A student in the school lobby near the locker room.

There are no faces in any of the pictures.

Ask the child to describe what they think the faces of the children in the pictures should look like - happy or sad, and explain why. It is advisable for boys to offer pictures with the image of boys, for girls - with the image of girls.

Usually children are willing to answer questions, but if the child says “I don’t know”, then in this case he needs to ask additional questions: “What do you think is going on here? Who is this drawn? etc.

Emotionally dysfunctional, anxious responses are considered to be something like this:

♦ the boy who looks out of the window has a very sad face, because he did not study well and was punished;

Fig.1. Rice. 1a.

♦ the boy was called to the blackboard to answer the lesson, but he did not prepare, did not know what to say, so he had a sad face;

♦ this boy has a sad face, because the teacher gave him a deuce;

♦ the boy is scolded for bad behavior, that's why he is so sad;

♦ boy performs homework, but a lot has been set and he is afraid that he will not have time to do everything; therefore he is sad;

♦ the boy is sad, he was late for school, now he will be scolded.

♦ Responses that describe a cheerful or serious child reflect a positive attitude and are rated as emotionally well.

♦ If a child (subject) gives 5-6 "anxious" answers, then this indicates that he is "painful" about the upcoming admission to school, for him this stage in life is associated with strong emotional experiences.

Methods for diagnosing the socio-moral development of preschool children

To study the development of the moral sphere of children (cognitive, emotional and behavioral components of moral development), psychodiagnostic methods of L.A. Golovei and E.F. Rybalko.

Method "Conversation". With the help of the conversation method, one can reveal ethical knowledge and ideas about the moral qualities of preschool children.

Target. The study of children's ideas about moral qualities.

Study preparation. Prepare questions for the conversation:

1. Who can be called good (bad)? Why?
2. Who can be called honest (deceitful)? Why?
3. Who can be called good (evil)? Why?
4. Who can be called generous (greedy)? Why?
5. Who can be called brave (cowardly)? Why?

Conducting research. The interviews are held individually. The child is asked questions, listened carefully.

Data processing. Highlighting the number of qualities that children could explain. Correlate the data with the approximate content of the preschooler's ideas about moral and volitional qualities:
At 3 - 4 years old. Elementary ethical knowledge and ideas about “what is good and what is bad” are being formed. A negative attitude towards rudeness and greed is formed. Based on examples from the experience of the child, his specific actions, knowledge and ideas about kindness, mutual assistance, friendship, truthfulness develop.
45 years. Ethical knowledge and ideas about justice, kindness, friendship, responsiveness are developed based on the analysis of everyday situations and literary works.
5 - 6 years old. Generalized ethical knowledge and ideas about truthfulness, justice, courage, modesty, politeness, diligence, responsiveness, caring on specific examples are being developed (“The truthful one is the one who does not take other people's things, always tells the truth, etc.”).
6 - 7 years old. Generalized ethical knowledge and ideas about kindness, honesty, justice, and friendship continue to develop. There is a negative attitude towards such immoral qualities as cunning, deceit, cruelty, selfishness, cowardice, laziness.

Finish the story technique. With the help of the technique, knowledge about moral norms, about the rules of behavior in a given situation, the ability to evaluate the actions of others is checked. The study is carried out individually with each child. Instruction: "We will tell stories, and you finish them." Children are given the following examples of situations:

Story 1. Children built a city. Olya stood and watched the others play. The teacher approached the children and said: “We will have dinner now. It's time to put the cubes in boxes. Ask Olya to help you." Then Olya answered ... What did Olya answer? Why? How did she do? Why?

Story 2. Mom gave Katya a birthday present beautiful doll. Katya began to play with her. Then she approached her younger sister Vera said: “I also want to play with this doll.” Then Katya answered ... What did Katya answer? Why? How did Katya do? Why?

Story 3. Lyuba and Sasha were painting. Lyuba drew with a red pencil, and Sasha with green. Suddenly Lubin's pencil broke. “Sasha,” Lyuba said, “can I finish the picture with your pencil?” Sasha answered...
What did Sasha say? Why? How did Sasha do? Why?

Story 4. Petya and Vova were playing together and broke an expensive beautiful toy. Dad came and asked: “Who broke the toy?” Then Peter answered...
What did Peter say? Why? How did Peter do? Why?

Then the results are processed.
0 points - the child could not evaluate the actions of children (low level).
1 point - the child assessed the actions of children, but not correctly (low level)
2 points - the child did not evaluate all the actions of the children correctly (average level).
3 points - the child assessed all the actions of the children correctly (high level).

Technique "Subject pictures". Purpose: to reveal in children the ability to distinguish good deeds from bad ones, to give a moral assessment of these actions, to demonstrate an emotional attitude to moral standards.

Individually, each child is presented with pictures depicting positive and negative actions of peers. Instructions are given: “Lay out the pictures so that on one side there are those on which good deeds are drawn, and on the other, bad deeds. Lay out and explain where you put each picture and why.

The study is carried out individually. The protocol records the emotional reactions of the child, his explanations. The child must give a moral assessment of the actions depicted in the picture, which makes it possible to reveal the attitude of children to moral standards. Particular attention is paid to assessing the adequacy of the child's emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.

Results processing:
0 points - the child incorrectly laid out the pictures (in one pile there were pictures depicting both positive and negative actions), emotional reactions were inadequate or absent.
1 point - the child correctly laid out the pictures, but could not justify his actions; emotional reactions were inadequate (low level).
2 points - the child correctly laid out the pictures, justified his actions, emotional reactions were adequate, but weakly expressed (medium).
3 points - the child justified his choice (perhaps he named the moral norm); emotional reactions were adequate, vivid, manifested in facial expressions, active gestures, etc. (high level)

The method of observation, including included observation, when in games, joint business conversations with children, we evaluate:
- emotional manifestations of children: with what mood the child most often comes to the group, how often he is cheerful, sad, angry, what such manifestations of the child are connected with, how often and for what reason he comes into conflict with adults and peers, shows stubbornness, negativism, aggressiveness ;
- communication skills of preschoolers with peers and adults: whether they show initiative, activity in communication or shyness, timidity, indecision; whether they know how to interact with peers - resolve conflicts, negotiate, follow the order, establish new contacts; communicate politely, make contact, accept offers from peers and adults;
- manifestations of children in various types of activities (the ability to independently put forward an idea, a plan of action, the ability to act in accordance with the plan, correct mistakes, evaluate their activities, attitudes towards adult instructions, peer advice, etc.).

As a result of the selected methods, it is possible to identify the level of social and moral development of preschool children.

DIAGNOSIS OF IMAGINATION IN CHILDREN 5-7 YEARS

The degree of development of imagination in preschool children can be determined by the following methods.

Developed imagination is the key to the success of the child in the future. It is this quality that makes it easy to study, engage in scientific, creative projects, find a solution in difficult situations. A rich imagination forms the personality of the child, introduces him to the world of art and technology.

However, these qualities do not appear spontaneously in children. If you do not specifically develop them, then by the age of 18 these abilities will fade away.

This article has collected effective exercises and tips to help parents of preschoolers and schoolchildren develop their children's imagination and creativity.

Why work with imagination in childhood

Two by two is four

The foundation of all learning is recreative imagination. The ability to represent something in the mind based on a verbal description or a schematic representation. Everything that the child has ever seen and remembered, he can reproduce or imagine again.

The recreating imagination is a "path" to the images of memory. The better this ability is developed, the faster a person remembers and repeats the material already covered. Multiplication table, axioms and theories, historical facts, various definitions of concepts, etc.

But first, children learn to reproduce sounds, intonation, words. They imitate adults in actions, developing their own line of behavior. The richer this experience, the more successful the process of communication and the development of the experience of interaction with other people.

"Stick, stick, cucumber - here comes the little man"

Imagination functions are responsible for the preschooler's ability to logically process new material, for example, to connect different parts into a single whole. Assemble a puzzle or constructor, determine the system of signs by which people belong to a particular profession, etc.

The formation of this skill begins in practice (for example, while playing multi-colored cubes), later it completely passes into the realm of imagination and allows you to operate with categories that are available only in theory (for example, the structure of the planet Earth).

Ultimately, the imagination allows you to connect elements together according to a certain logic, to single out any of them according to one or more features, to restore the overall picture, inventing the missing elements.

Flying carpet, frog princess and boy with a finger

The development of imagination in children at primary school age makes it possible to "juggle" various properties of known objects: to connect them, to highlight the superfluous, to replace, to exaggerate some of them, to simplify and turn into diagrams, and much more. In the end, a new item will be obtained or an old one will be upgraded.

This skill allows you to transfer any actions from the field of practice to theory and analyze the possible result. For example, to conclude that tea will become tasteless if salt is added to it.

All development opportunities creative imagination in preschool children serve for its successful development, socialization and acquisition of useful skills and abilities. Ultimately, they give the opportunity to transform the world according to their needs, when a person moves from the role of a subordinate to the rank of a creator and manager.

Development of imagination in preschool children

Many parents are surprised at the things that their child has imagined: games, plots of drawings, fears, some non-existent events from life. The thing is that adults have already lost a significant part of the possibilities of their imagination, and the imagination of children begins to develop quite early and occupies a large part of their cognitive activity.

The development of imagination in children of primary school age is closely related to the visual arts. Recreating already familiar images, the child can transform them in accordance with his vision of the world, getting new themes.

The development of imagination is closely related to the desire of preschoolers to try new activities. Parents can take advantage of this by creating the necessary conditions to stimulate the child to study: prepare various types of paper (corrugated, crepe, velvet, glitter, watercolor, parchment, etc.), organize a workspace (table, chair, double-sided lighting, a set of stationery tools, napkins for hands), etc.

Development of imagination in preschool agegoes through several stages:

• From birth up to 3 years imagination is very weak. The child is engaged in "gathering information" - the study of the properties of objects, their influence on his condition. All mental processes are formed in interconnection with each other, therefore, for the active development of imagination in the future, it is important to properly organize the space around the child. It is important that relationships in the family are loving, harmonious, the child is given the opportunity to freely explore the diverse phenomena and objects of the world around him, and a healthy daily routine is established.
• At 3 years old most of the children have already discovered the possibilities verbal speech and can give objects born of their imagination a form for expression. It is on this that the formation of imagination as an independent process and as part of cognitive activity. At this time, attention should be paid to increasing vocabulary, for this you need to talk a lot with the child, listen to audio fairy tales, learn poems and songs.
• 4-5 years- this is the age at which fantasy becomes a necessary element of role-playing games. During this period, it is important for parents to create conditions for "reincarnations": to keep the child active, to invent or buy costumes, items for games, to participate themselves. These can be games of a cook, a salesman, aliens, a school student, etc. This kind of activity is a great way to develop the imagination, introduce the baby to the existing social relations, and prepare for the performance of various social roles in the future. Ultimately, this is a preliminary stage of active creative activity.
• 6-7 years old- the age at which the imagination is of an active applied nature. A child at this age can already take care of himself: draw, decorate, create a collage, cut, make simple crafts. He is already planning his employment, he can prepare materials for the game and think over its scenario. During this period, it is important for parents to properly organize the time of their child, paying attention to preparing for school, that is, regular developmental activities that bring benefit and joy to the child.

Imagination exercises for preschoolers

The question of how to develop a child’s imagination can be answered: classes with a child vary depending on personal family preferences: you can attend special developmental schools or organize them at home. In the second case, the following exercises are perfect:

1. Offer the child blanks (geometric shapes drawn on paper or cut out, for older children - three-dimensional figures (cone, pipe, cube, etc.) and ask them to draw or glue new elements to it to get something original. The result may be animals, objects, cartoon characters, etc.
2. Assemble the puzzle. It can be an option from a store or made independently. To do this, you need to cut the picture on thick paper into several parts.
3. Prepare in advance flat geometric figures from colored paper or felt, invite the child to assemble a collage from them. It can be a bird, a house, a Christmas tree, etc.
4. Invite the child to create their own house and help with the choice of materials. They can go into action sofa cushions, polypropylene mats, bedspreads, boxes, etc.

The development of imagination in primary school age

Like the development of creative imagination in preschool children, the process of developing fantasy and creative opportunities for schoolchildren should contribute to positive personal development, be diverse and aimed at studying the social structure and understanding the world around them.

All classes are still playful in nature, but of a different level of complexity. It is important to include elements of self-control in classes, to attach to various types activities. The more the child can do on their own, the better.

As a rule, parents and the school begin to make serious demands on children immediately after receiving a new status, “first grader”. Involuntarily, there is a comparison of the abilities and achievements of children. Parents should praise the results of the child's work ("I like what you did", "I'm glad that today you did it faster", "I love it when you do this", etc.).

It is better to exclude comparison with what other children have done: you need to monitor how the baby develops and compare only with the results that he received before (“I am glad that today you did it yourself, without the help of adults”, “I I really like your drawing, all the lines in it are neat and it is very bright”).

For the development of imagination in the classes of free applied art in younger students, it is important to avoid ready-made templates(“it’s right, but it’s not like that”), the wording would be more appropriate: “to make it turn out a little more accurate?”, “I want to consult with you what to come up with so that ...”. When it is important to teach a child some kind of technique or technique, you should stipulate this: “now I will help you learn how to do ... there are certain rules that you need to follow.”

Discussion of the task before the lesson allows you to protect free creativity from criticism if the parents and the child have not agreed in advance what they are doing: they learn to carefully follow the recipes (mother's position) or draw a variety of fancy scribbles (child's opinion).

During this period, it is important to support parents in learning new material in academic subjects, but at the same time, creativity should not be relegated to the background, since only 1-2 lessons are given to them in the school curriculum.

The cognitive activity of the child during this period should be of an exploratory nature, so that the student independently finds the materials that he needs for learning. You should offer open tasks for solving, puzzles, passing labyrinths, etc.

For the formation of the child's attitude to the changed conditions of life (inclusion of the school), to himself, it is important to have a positive attitude of parents, joint classes, walks on weekends, travel. It is necessary to include a game moment in those classes where possible. All this develops and creates fertile ground for the development of imagination.

A negative influence in this regard will be the demands of the school and parents to “study well” (you must, look, this boy studies well, etc.) without paying attention to the needs of the child himself.

Exercises for the development of imagination in younger students

Since a child at this age already knows (or is learning) to write and read, these opportunities should be actively used. Here are some examples of exercises that can be used in class:

1. "Prepare a story from the picture". After viewing the picture or a series of them, you should ask the child to come up with a complete story in which all the characters are connected to each other. You can complicate the task by offering new requirements: that sentences begin with a certain word (or end with it), that the story contains a riddle, that the story is told on behalf of one of the characters in the plot, etc.
2. "Look into the Future". In this task, the student should be asked to draw or tell, or otherwise depict some object that does not currently exist, but may be in the future, which he will come up with. To expand perception, you can suggest thinking about a part of the imaginary world (a system of objects): roads, a park, city life, etc.
3. "Attention, the artist is performing!". In this task, the child should be invited to perform independently with some number: a song, a dance, a scene from life, etc. It is important for adults to help with the choice of materials, but not to dictate their solution to the problem.

How to develop imagination in a teenager

The task of the imagination at this age is to serve its owner for progressive self-development. The abilities that the child worked on in previous periods now help him to study well, to easily cope with the tasks. And, on the contrary, if imagination and creativity in childhood did not develop specifically, then the older student will experience difficulties in learning and further socialization.

During this period, the student should be aimed at actively mastering various areas of applied activity. Here all the creative abilities that he possesses are embodied and developed. Sewing, embroidery, designing, cooking, various household chores, repairs - this is just an approximate list of what can be mastered in adolescence.

The “enemy” during this period will be passivity, inactive daydreaming, the replacement of real life with an imaginary one. Goal-setting training, diary keeping, independence, additional employment in circles and sections can help to cope with them.

Project and research tasks at school are built on the possibilities of imagination and creativity. If a child is struggling to cope with them, then parents need help to fill these gaps. The following exercises will come in handy here:

1. Experimental activities. The child should be invited to conduct an experiment, but before starting to act actively, it is necessary to stipulate the progress of work, safety precautions, and, most importantly, try to imagine the future result.
2. Modeling. Ready-made kits for creativity or prepared independently will come in handy here. In the second case, it can be a cardboard model of a house where a student lives, a park, etc.
3. Theatre. Participation in various dramatizations has a very good influence on the development of imagination, self-knowledge. They can be organized with friends of a teenager, you can enroll in courses or in a theater school.

Modern life dictates certain requirements for the younger generation. By the age of 18, a versatile creative personality should be formed, actively participating in public relations.

A person must have rich experience in applied activities, developed intellectual ability. The successful formation of these qualities is directly related to the work that was done earlier by the child to develop the imagination.