Educators on the development of imagination through games abstract. Formation of the child's imagination

Course work

Didactic game as a means of developing imagination in older preschoolers

Introduction

1 Development of imagination in preschool age

2 The specifics of didactic games

Conclusions on the first chapter

1 The ascertaining stage of the experiment

Conclusions on the second chapter

Conclusion

Introduction

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.

As studies by L. S. Vygotsky, E. I. Ignatiev, S. L. Rubinshtein, D. B. Elkonin and others have shown, imagination is not only a prerequisite for the effective assimilation of new knowledge by children, but is also a condition for the creative transformation of children’s knowledge. knowledge, contributes to the self-development of the individual, i.e., to a large extent determines the effectiveness of educational activities in preschool educational institutions.

In FGT (2009) the educational area "Socialization" is singled out, in which the task of developing gaming activities is set.

Object: the process of development of imagination in older preschoolers.

Subject: the process of using a didactic game as a means of developing the imagination of older preschoolers.

Purpose: to theoretically substantiate the possibilities of using didactic games as the development of imagination in older preschoolers.

Research objectives:

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

2.Determine the level of development of imagination in older preschoolers;

Research methods:

Analysis of the literature on the research problem;

Pedagogical experiment (stating stage)

Chapter 1. Theoretical Foundations of the Problem

1.1 Development of imagination in preschool age

Imagination, like thinking, is a cognitive process in which reality is indirectly reflected. Images of perception, representations of memory act here as mediating materials of reflection. Like thinking, imagination is focused on creating new knowledge by processing past experience.

Currently, there are many definitions of imagination. The following interpretations of this concept can be distinguished.

Stolyarenko L.D. under the imagination understands the mental process, which consists in the creation of new images (representations) by processing the material of perceptions and representations obtained in previous experience.

Rudik P. A. gives the following definition of imagination: imagination is such an activity of consciousness, in the process of which a person creates new ideas that he did not have before, relying on images that have been preserved in memory from past experience, transforming and changing them.

Mukhina V. S. defines imagination as the creation of new images based on the results of perception and thinking.

Kondratyeva L. L. believes that imagination is a mental cognitive process in which reality is reflected in a specific form - objectively or subjectively new (in the form of images, ideas or ideas), created on the basis of images of perceptions, memory, and knowledge, acquired in the process of verbal communication.

The author of the following definition Nemov R. S. under the imagination understands 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 is necessary in any human activity: teaching, work, creativity, play can proceed successfully only if there is imagination. Not a single complex mental process can take place without the participation of the imagination. For example, a volitional act requires a necessarily developed imagination - an idea of ​​\u200b\u200bthe goal and the means of action.

Creating any image in his imagination, a person cannot imagine something absolutely new that would not have been previously perceived by him from the surrounding world to one degree or another.

The process of imagination always proceeds on the basis of ideas preserved in the memory of a person; it is nothing but the activity of consciousness, which consists in changing and transforming these ideas, they are characterized by lability, the ability to change.

There are several types of imagination, among which the main ones are passive and active. The passive, in turn, is divided into voluntary (dreaming, dreams) and involuntary (hypnotic state, dream fantasy). Active imagination includes artistic, creative, critical, recreative, and anticipatory. Close to these types of imagination is empathy - the ability to understand another person, to be imbued with his thoughts and feelings, to sympathize, rejoice, empathize

Active imagination is always aimed at solving a creative or personal problem. A person operates with fragments, units of specific information in a certain area, their movement in various combinations relative to each other. Stimulation of this process creates objective opportunities for the emergence of original new connections between the conditions fixed in the memory of a person and society. There is little daydreaming and "groundless" fantasy in the active imagination. Active imagination is directed to the future and operates with time as a well-defined category (i.e. a person does not lose the sense of reality, does not put himself outside of temporary connections and circumstances). Active imagination is directed more outward, a person is mainly occupied with the environment, society, activity and less with internal subjective problems. Active imagination, finally, is awakened by the task and directed by it, it is determined by volitional efforts and lends itself to volitional control.

Recreating imagination is one of the types of active imagination, in which people construct new images, ideas in accordance with the stimulation perceived from the outside in the form of verbal messages, diagrams, conditional images, signs, etc.

Despite the fact that the products of the recreating imagination are completely new images that were not previously perceived by a person, this type of imagination is based on previous experience. K. D. Ushinsky considered the imagination as a new combination of past impressions and past experience, believing that the recreating imagination is the product of the influence of the material world on the human brain. Basically, recreative imagination is a process in which recombination occurs, the reconstruction of old perceptions in a new combination of them.

Anticipatory imagination underlies a very important and necessary human ability - to anticipate future events, to foresee the results of one's actions, etc. Etymologically, the word "foresee" is closely related and comes from the same root with the word "see", which shows the importance of understanding the situation and transferring certain elements of it into the future based on knowledge or prediction of the logic of events.

Thus, thanks to this ability, a person can see with his "mind's eye" what will happen to him, to other people or things around him in the future. F. Lersh called this the Promethean (looking forward) function of the imagination, which depends on the magnitude of the life perspective: the younger the person, the more and brighter the forward orientation of his imagination is presented.

Creative imagination is a type of imagination during which a person independently creates new images and ideas that are of value to other people or society as a whole and which are embodied in specific original products of activity. Creative imagination is a necessary component and basis of all types of human creative activity.

Passive imagination is subject to internal, subjective factors, it is tendentious.

Passive imagination is subject to desires, which are thought to be realized in the process of fantasizing. In the images of the passive imagination, the unsatisfied, mostly unconscious needs of the individual are "satisfied". The images and representations of the passive imagination are aimed at strengthening and preserving positively colored emotions and at the displacement, reduction of negative emotions and affects.

During the processes of passive imagination, an unreal, imaginary satisfaction of any need or desire occurs. In this, passive imagination differs from realistic thinking, which is aimed at real, and not imaginary, satisfaction of needs.

Imagination is an analytical-synthetic activity that is carried out under the guiding influence of a consciously set goal (as is the case in the case of creative activity) or feelings, experiences that possess a person at the moment. Most often, imagination arises in a problem situation, i.e. in those cases when it is necessary to find a new solution, i.e. a reflection that precedes practical actions is required, which is also characteristic of thinking. But there is a significant difference between anticipatory reflection in thinking and in imagination. In the process of thinking, anticipatory reflection is carried out when operating with concepts, and the result has the form of a judgment, and in the process of imagination, anticipatory reflection occurs in a concrete-figurative form as a result of operating with images.

In human life, imagination performs a number of specific functions. The first of these is to represent reality in images and be able to use them when solving problems. This function of imagination is connected with thinking and is organically included in it. The second function of the imagination is to regulate emotional states. With the help of his imagination, a person is able to at least partially satisfy many needs, to relieve the tension generated by them. This vital function is especially emphasized and developed in psychoanalysis. The third function of the imagination is associated with its participation in the arbitrary regulation of cognitive processes and human states, in particular, perception, attention, memory, speech, and emotions. With the help of skillfully evoked images, a person can pay attention to the necessary events. Through images, he gets the opportunity to control perception, memories, statements. The fourth function of the imagination is the formation of an internal plan of action - the ability to perform them in the mind, manipulating images. Finally, the fifth function is planning and programming activities, drawing up such programs, assessing their correctness, the implementation process.

Thanks to the imagination, a person creates, intelligently plans his activities and manages them. Almost all human material and spiritual culture is a product of people's imagination and creativity. Imagination takes a person beyond the limits of his momentary existence, reminds him of the past, opens the future. Possessing 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, arbitrarily resurrected by an effort of will, the future is presented in dreams and fantasies.

Imagination is the basis of visual-figurative thinking, which allows a person to navigate the situation and solve problems without the direct intervention of practical actions, it helps him in many ways in those cases of life when practical actions are either impossible, or difficult, or simply impractical (undesirable).

Imagination differs from perception in that its images do not always correspond to reality, they contain elements of fantasy, fiction. If the imagination paints such pictures to the consciousness, to which nothing or little corresponds in reality, then it is called fantasy. If, in addition, the imagination is aimed at the future, it is called a dream.

Senior preschool age is the age at which the child's active imagination acquires independence, separates from practical activity and begins it and begins to anticipate it. At the same time, it unites with thinking and acts together with it in solving cognitive problems. Imagination actions are formed - the creation of an idea in the form of a visual model, a scheme of an imaginary object, phenomenon, event and the subsequent enrichment of this scheme with details, giving it concreteness that distinguishes the results of imagination actions from the results of mental actions.

Acquiring an active character, recreating the child's imagination much more fully and more accurately than before, reproduces reality. The child ceases to confuse the real and the fictional, the real and the fantastic.

When the imagination does not recreate a given description or image, but is directed to build its own idea, it approaches the creative imagination of an adult. Unlike him, however, the child's imagination does not participate in the creation of socially valuable products of labor. This is creativity "for oneself", it is not subject to the requirement of realizability, productivity. At the same time, it is of great importance for the development of the very actions of the imagination, preparation for real creativity in the future.

imagination passes into the inner plane, there is no need for a visual support for creating images.

For all the importance of the development of active imagination in the overall mental development of the child, a certain danger is also associated with it. In some children, the imagination begins to "replace" reality, creates a fantastic world in which the child can easily achieve the satisfaction of any desires. Such cases require special attention of adults, as they sometimes indicate distortions in the development of the child's personality. For the most part, however, this is a temporary phenomenon, which subsequently disappears.

The imagination of a preschooler differs from the imagination of an adult; behind his seeming wealth lies poverty, vagueness, sketchiness and stereotyping of images. After all, images of the imagination are based on the recombination of material stored in memory. And preschoolers still lack knowledge and ideas. The apparent richness of the imagination is associated with the low criticality of children's thinking, when children do not know how it happens and how it does not happen. The absence of such knowledge is a defect and a virtue of the child's imagination. A preschooler easily combines different ideas and uncritically treats the resulting combinations, which is especially noticeable at a younger preschool age (L.S. Vygotsky).

A preschooler does not create anything fundamentally new from the point of view of social culture. The characteristic of the novelty of the images matters only for the child himself: whether there was a similar thing in his own experience.

Before children reach the age of 5-6, almost throughout the entire preschool age, they have no idea or it is extremely unstable, easily destroyed. And sometimes (especially at 3-4 years old) the idea is born only after the action. The child does not think about the possibilities of practical implementation of the images that he creates. For an adult, a dream acts as a stimulus to action. And in a child, combinations of images are practically unpromising. He fantasizes for the sake of fantasizing. He is attracted by the very process of combining, creating new situations, characters, events, which has a bright emotional coloring.

Thus, the imagination turns into a special intellectual activity aimed at transforming the surrounding world. The support for creating an image is now not only a real object, but also representations expressed in a word. The rapid growth of verbal forms of imagination begins, closely related to the development of speech and thinking, when the child composes fairy tales, turnarounds, and ongoing stories. A preschooler "breaks away" in his imagination from a specific situation, he has a feeling of freedom, independence from it. He, as it were, rises above the situation and sees it through the eyes of not only different people, but also animals and objects.

The preschooler's imagination remains largely involuntary. The subject of fantasy becomes something that greatly excited, captivated him, amazed him: a fairy tale he read, a cartoon he saw, a new toy. At 5-7 years old, an external support suggests an idea and the child arbitrarily plans its implementation and selects the necessary funds. The growth of the arbitrariness of the imagination is manifested in the preschooler in the development of the ability to create an idea and plan for its achievement.

Imagination arises in situations of uncertainty, when a preschooler finds it difficult to find an explanation for any fact of reality in his experience. This situation brings together imagination and thinking. As L. S. Vygotsky rightly emphasized, "these two processes develop in an interconnected manner."

Thus, imagination is a mental cognitive process in which reality is reflected in a specific form - objectively or subjectively new (in the form of images, representations or ideas), created on the basis of images of perceptions, memory, and knowledge acquired in the process of verbal communication. .

Korshunova L.S. distinguishes several types of imagination:

active imagination;

Recreating imagination;

anticipatory imagination;

creative imagination;

passive imagination.

In human life, imagination performs a number of specific functions. The first of these is to represent reality in images and be able to use them when solving problems. The second function of the imagination is to regulate emotional states. The third function of the imagination is associated with its participation in the arbitrary regulation of cognitive processes and human states, in particular, perception, attention, memory, speech, and emotions. The fourth function of the imagination is the formation of an internal plan of action - the ability to perform them in the mind, manipulating images. The fifth function is planning and programming activities, drawing up such programs, assessing their correctness, the implementation process.

1.2 The specifics of didactic games at preschool age

Didactic games are one of the means of educating and educating preschool children. An enormous contribution to the development of Soviet game theory was made by N. K. Krupskaya. She attached great importance to the game as one of the means of communist education and the formation of the personality of Soviet children: “A game for them is study, a game for them is work, a game for them is a serious form of education. A game for preschoolers is a way of learning about the environment. colors, shape, material properties, spatial relationships, numerical relationships, studies plants, animals.

In the game, the child develops physically, learns to overcome difficulties. He brings up intelligence, resourcefulness, initiative. Nadezhda Konstantinovna notes that knowledge can be acquired not only by sitting over a book, but through a game that should help children to know life, to know themselves.

a) with toys and objects;

b) desktop printed;

c) verbal.

When selecting games, children are sometimes given too easy or, conversely, excessively difficult tasks. If the games in their complexity do not correspond to the age of the children, they cannot play them, and vice versa - too easy didactic tasks do not excite their mental activity.

New games should be introduced gradually. They should be accessible to children and at the same time require a certain amount of effort, contribute to their development and self-organization.

For a long time, didactic games were the main form of education for young children, but the game form of education could not solve the big tasks that were and are being set before preschool institutions for the comprehensive development of pupils.

Studies by Soviet teachers and psychologists have shown that organized learning in the classroom is the most productive. Such training contributes to the better acquisition of knowledge, skills and abilities by children, as well as the development of their speech, thinking, attention, memory. Naturally, with the introduction of teaching in kindergarten, the role and place of didactic play in the pedagogical process has changed. It has become one of the means of consolidating, clarifying and expanding the knowledge that children receive in the classroom.

The characteristic features of didactic games are that they are created by adults for the purpose of teaching and educating children. However, created for didactic purposes, they remain games. The child in these games is attracted primarily by the game situation, and while playing, he imperceptibly solves the didactic task.

Each didactic game includes several elements, namely: a didactic task, content, rules and game actions. The main element of the didactic game is the didactic task. It is closely related to the curriculum. All other elements are subordinate to this task and ensure its implementation.

Didactic tasks are varied. This can be familiarization with the environment (nature, flora and fauna, people, their way of life, work, events of social life), the development of speech (fixing the correct sound pronunciation, enriching the vocabulary, developing coherent speech and thinking). Didactic tasks can be associated with the consolidation of elementary mathematical concepts.

A big role in the didactic game belongs to the rules. They determine what and how each child should do in the game, indicate the way to achieve the goal. Rules help to develop braking abilities in children (especially at a younger preschool age). They teach children the ability to restrain themselves, to control their behavior.

It is very difficult for children of senior preschool age to follow the order. Everyone wants to be the first to take out a toy from the "wonderful bag", get a card, name an object, etc. But the desire to play and play in a team of children gradually leads them to the ability to inhibit this feeling, i.e. obey the rules of the game.

An important role in didactic games belongs to the game action. A game action is a manifestation of children's activity for game purposes: roll colorful balls, disassemble a turret, assemble a nesting doll, shift cubes, guess objects according to a description, guess what change has occurred with objects placed on the table, win a competition, play the role of a wolf, a buyer, seller, guesser, etc.

If we analyze didactic games from the point of view of what occupies and captivates children in them, it turns out that children are primarily interested in playing action. It stimulates children's activity, causes a sense of satisfaction in children. A didactic task veiled in a game form is solved by the child more successfully, since his attention is primarily directed to the deployment of the game action and the implementation of the rules of the game. Unbeknownst to himself, without much tension, while playing, he performs a didactic task.

Due to the presence of game actions, didactic games used in the classroom make learning more entertaining, emotional, help increase the voluntary attention of children, create prerequisites for a deeper mastery of knowledge, skills and abilities.

For middle-aged and older children, the game action should establish more complex relationships between the participants in the game. The game action, as a rule, includes the performance of one or another role (wolf, buyer, seller, guesser, and others) in a certain situation of the game. The child acts in the way that the depicted image should act in his childish imagination, experiences successes and failures associated with this image.

In some games, the game action consists of guessing and guessing. One playing child comes out, and at this time the children think of an object or change the arrangement of things. Returning, the child guesses the object from the description, determines what permutation has been made with the objects on the table or in the decor of the doll’s room, names the name of a comrade according to the described clothes, etc.

A large group of games, mainly for older children, consists of a kind of competition: who will quickly cover the empty cells of the large map with small ones; pick a couple say a word opposite to that which the leader said; guess what is needed for a particular profession.

In round dance games, the game action is imitative in nature: children depict in actions what is sung in the song.

Game action, representing a kind of competition "Who is faster", is most often found in desktop-printed games with pictures. Children find similarities and differences in objects drawn in pictures, classify objects into groups (clothing, furniture, dishes, vegetables, fruits, animals, etc.). Game action creates in children interest in the didactic task. The more interesting the game action, the more successfully the children solve it.

For example, in the game "Find the Neighbors" each child has 10 number cards (from one to ten) arranged in a numerical sequence: one, two, three ... ten. The host rolls the dice. The number on the top side of the die is used as the base of the game (e.g. eight). The host suggests finding "neighbors on the right, on the left - seven and nine" to this number. In this game, the game action is to roll the die and look for "neighbors". By tossing a dice, the host creates interest in the game among children, focuses their attention.

Having learned the number, the children tend to quickly find the "neighbors" in their cards, that is, to quickly complete the task assigned to them.

The game action, consisting of several game elements, focuses the attention of children on the content and rules of the game for a longer time and creates favorable conditions for performing a didactic task.

Some exercises with didactic material are stubbornly called games by educators. For example, in the "Count right" exercise, children put cards with numbers or numbers in a certain order - "one plus two", "two plus three", then check the action performed on sticks. There is nothing game here, but there are exercises in arithmetic operations. It is not a game that comes before children, but learning - to solve the problem of how much one plus two will be. After solving this problem, the child sits and waits for what to do next, since he completed the individual task. There is no game action here that would interest and attract children, would create their interest in the rules and the task. Therefore, they cannot be considered didactic games.

In each didactic game, didactic tasks, game actions and game rules are interconnected. Let's analyze this relationship on a specific didactic game "Find a Pair". The game action is to find your partner (a child who has the corresponding number of circles drawn on the card or a number attached to his chest) and go through the gate together, over which 6 objects are depicted or there is a number 6. Let's say that the children are well know the game action (find a couple and go through the gate), but they can take any child and go through the gate. The game action is completed, but it does not captivate children, the game is aimless - there is no didactic task for it, but there is only a game for the sake of the game.

Let's analyze the same game action in combination with the rules: games. The rule indicates: you need to pair up only with such a child who has a number that gives 6 together with your number. Pairs are selected, for example, like this: two and four, one and five. Such a connection between the game action and the rule of the game creates interest in children and contributes to the successful solution of the didactic task - fixing the ordinal account, cultivating attention, independence, and mental development.

Didactic games contribute to the formation of mental qualities in children: attention, memory, observation, intelligence. They teach children to apply the existing knowledge in various play conditions, activate a variety of mental processes and bring emotional joy to children.

The game is indispensable as a means of educating the right relationship between children. In it, the child shows a sensitive attitude towards a comrade, learns to be fair, to yield if necessary, to help in trouble, etc. Therefore, the game is an excellent means of educating collectivism.

Didactic games also contribute to artistic education - the improvement of movements, the expressiveness of speech, the development of creative imagination, a vivid, soulful transmission of the image.

In the process of didactic games, many complex phenomena are divided into simple ones and, conversely, single ones are generalized, therefore, analytical and synthetic activities are carried out.

Many didactic games lead children to generalization and classification, to the use of words denoting generalized concepts (tea, tableware, kitchen utensils, furniture, clothes, shoes, products).

Didactic games are an indispensable means of teaching children to overcome various difficulties in their mental and moral activities. These games are fraught with great opportunities and educational impact on preschool children.

The more meaningful the game action and the rules of didactic games, the more active the child is. And this makes it possible for the educator to form the relationship of children: the ability to act in turn in accordance with the rules of the game, to reckon with the wishes of the participants in the game, to help comrades in difficulties. During the game, it is possible to achieve the manifestation of initiative by each child in achieving the goal. However, these personality traits are not brought up in a child on their own, they need to be gradually, patiently formed. If children of any age are given a didactic toy without clearly and clearly revealing the rules of playing with it, then the game runs chaotically and loses its educational value.

If a child takes paired pictures or cubes with parts of an animal drawn on them and builds a house out of them, instead of matching pairs or putting together a whole animal from parts, as the rules of the game indicate, then such games, although the child uses didactic aids in them, do not can be considered didactic and will not be useful in training and education.

In didactic games, the child's behavior, his actions, relationships with other children are regulated by rules. In order for the game to really serve educational purposes, children must know the rules well and follow them exactly. The teacher should teach them this. It is especially important to do this from a very young age, then gradually children learn to act in accordance with the rules and they develop skills and behavior in didactic games)