Why is it important to develop imagination in older preschoolers through play
I, Rozhkov E. V., teacher-psychologist of GBDO kindergarten №9 combined type of the Moscow district of St. Petersburg, working with pupils of the senior and preparatory school groups compensating type. A priority of my work is the development of creative abilities of children of 5-7 years through games aimed at the development of verbal and non-verbal imagination.
Children in 5-6 years, according to local psychologists, sensitive for the development of imagination. This means that if at this stage the child was not an active Creator, not invented, not composed, not imagined, something in the future to learn it will be much harder, if not impossible. But this quality is the basis of the future social and personal success.
In 5 years, the imagination turns into a special intellectual activity aimed to transform the world. The rapid growth of the verbal forms of the imagination, which is closely associated with the development of speech, thinking, when a child wrote fairy tales, shifters, ongoing story.
The imagination of a child aged five to seven years is characterized by the suspension of the world fantasies. The child clearly distinguishes between the real world and the world of the images he created.
The senior preschool age imposes special requirements to the development associated with preparation for training activities. If the imagination is lagging behind in development, the child is not ready for learning, because any training associated with the need to submit something, imagine.
Imagination is closely connected with emotions and all mental functions: perception, attention, memory, speech, thinking.
Imagination deepens and broadens the learning process has on the personality as a whole.
Imagination gives to the future student freedom in the choice situation, all the freedom in the interpretation of a particular event, freedom from unpleasant emotions.
Imagination nourishes the soul of the child makes his spiritual life is rich and intense. Entirely absorbing the consciousness of the child, created vivid images focus attention on the process of the activity and not on its result. Images of imagination and imbued a children’s game and help them deal with intellectual problems.
Based on the fact that the senior preschool age is characterized by the activation function of the imagination: first, recreating (allowing you to submit images), and then for the creative (by which are created fundamentally new images) and in a game situation, the imagination is activated and manifested in the most striking forms I through games aimed at the development of verbal and non-verbal imagination, forming creative abilities of children of senior and preparatory school groups compensating type.
The game is a powerful sphere of self-expression, self-determination, self-discipline, samoregulyacii, self-actualization. The main purpose of the games development of the child, correction of what he was programmed and developed, the withdrawal of the child in a creative way, using games on the development of imagination and creative imagination.
“The game is life itself, is a childlike, naive, sometimes cunning, sometimes surprising seriousness… Word game is a whole world… the Game is a fantasy world, freed from the despotism of adults, the opening of an external world of desires, the world of the realization of unrealized. Such seems the game from the position of the idea of the primacy of the imagination, and which persists today in some theories the children’s game”.
Analyzing games for the development of imagination developed in the field of pedagogy and psychology, I have separated them into two large groups:
The first group includes play on the development of verbal imagination, that is directly associated with speech.
The second group includes games for the development of non-verbal imagination. This form of imagination affects those areas of creative activity that do not require active involvement of speech.
The games on the development of verbal imagination include:
game, during which children fantasize on a given topic; game, during which children have been writing stories; games, where the main task of children is to construct the end of the story it tells; game, during which children to choose specific words as much as possible figurative comparisons; game, during which children solve problem situations in different ways.
In these games, in addition to the development of imagination are further improved and rechemyslitel processes.
The games on the development of non-verbal imagination include:
fine and constructive play, in which children create images based on the specified elements or create self-images. These games are further improved graphical skills, aesthetic appreciation, artistic taste; artistic games in which children show a specific action or make up their own with the facial expressions, pantomimic, gestures. These games contribute to the development of expressive movements, emotional sphere, communicative skills; relaxation game in which children pay the internal look at the world of fantasy and the adult says the music is beautiful and entertaining text; intellectual game. These include, for example, the global puzzle: “Tangram”, “Columbus ‘ egg”, “Vietnamese game” and others. Geometric constructors are effective intellectual and creative development of children. In addition to spatial development and creative imagination, they also develop sensory skills, constructive thinking, intelligence, ingenuity, resourcefulness.
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