Didactic games for developing imagination. Didactic games for developing the imagination of older preschoolers Didactic games for developing the creative imagination of children

A collection of didactic games to develop the imagination of preschoolers

Development of imagination

Creative imagination is a necessary component of creativity

Creation– the ability to solve old problems with new methods or apply old methods to solve new problems. Creativity can also include the process of inventing new, yet unknown tasks. One of the key parts of creativity is imagination, which lies in the ability to come up with new images, new solutions, new tasks.

There are various classifications of types of imagination, each of which is based on one of the essential features of imagination.

1. On the basis of activity, passive, contemplative imagination is distinguished with its involuntary forms (daydreams, dreams) and active, active imagination. With active imagination, images are always formed consciously in accordance with the set goal.

2. Depending on the independence and originality of the images, the imagination can be reconstructive and creative.

Recreating Imagination- this is a presentation of something new for a given person, based on a verbal description or conventional image of this new thing (drawing, diagram, musical notation, etc.). This type of imagination is widely used in different types human activity, including learning. Memory images play a leading role in it. Recreative imagination plays an important role in the process of communication and the assimilation of social experience.

Creative imagination- this is the creation of new images without relying on a ready-made description or conventional image. Creative imagination consists of independently creating new images. Almost all human culture is the result of people's creative imagination.

Every person has a creative spark within them. In some people it is better developed, in others it is worse. I would like to emphasize separately that creativity cannot be learned by reading books or articles. The only way to learn creativity is practice in solving creative problems, developing, to one degree or another, creative imagination, which will help in the future to express oneself in creativity.

Development of imagination- A purposeful process pursuing the goal of developing the brightness of imaginary images, their originality and depth, as well as the fruitfulness of the imagination. Imagination in its development is subject to the same laws that other mental processes follow in their ontogenetic transformations. As perception, memory and attention, expression gradually turns from direct into mediated, and the main means of mastering it on the part of the child are, as was shown by A.V. Zaporozhets, model representations and sensory standards.
By the end of the preschool period of childhood, in a child whose creative imagination develops quite quickly (such children, according to O.M. Dyachenko, make up approximately one fifth of all children of this age), imagination is presented in two main forms: as the generation of some idea and as the emergence of a plan for its implementation.
In addition to its cognitive-intellectual function, imagination in children plays another - affective-protective - role, protecting the growing and easily vulnerable, still weakly protected personality of the child from excessively difficult experiences and mental trauma. Thanks to the cognitive function of imagination, the child learns better about the world around him and solves the problems that arise before him more easily and effectively. The emotional-protective function of the imagination is expressed in the fact that through an imaginary situation, tension can be discharged and a unique, symbolic (figurative) resolution of conflicts can occur, which are difficult to resolve with real practical actions.
At the first stage of development, imagination is associated with the process of objectifying an image through action. Through this process, the child learns to manage his images, change, clarify and improve them, and therefore, regulate his imagination. However, he is not yet able to plan with his imagination, to draw up a plan for upcoming actions in advance. This ability appears in children only by the age of 4-5.
Affective imagination in children aged 2.5-3 to 4-5 years develops according to a slightly different logic. Initially, negative experiences in children are symbolically expressed in the characters of fairy tales heard or seen (in movies, on television). Following this, the child begins to build imaginary situations that remove threats to his “I” (stories - children’s fantasies about themselves as having particularly pronounced qualities). Finally, at the third stage of development of this function, the ability to relieve emerging emotional tension develops through the mechanism of projection, thanks to which unpleasant knowledge about oneself, one’s own negative, emotionally and morally unacceptable qualities begin to be attributed to other people, as well as objects and animals.
By the age of about 6-7 years, the development of affective imagination in children reaches a level where many of them are able to imagine themselves and live in an imaginary world.
A person is not born with a developed imagination. The development of imagination occurs during human ontogenesis and requires the accumulation of a certain stock of ideas, which can later serve as material for creating images of the imagination. Imagination develops in close connection with the development of the entire personality, in the process of training and education, as well as in unity with thinking, memory, will and feelings.
It is very difficult to determine any specific age limits that characterize the dynamics of imagination development. There are examples of extremely early development imagination. For example, Mozart began composing music at the age of four, Repin and Serov could draw well at the age of six. On the other hand, the late development of imagination does not mean that this process will be at a low level in more mature years. History knows of cases where great people, for example Einstein, were not distinguished by a developed imagination in childhood, but over time they began to be talked about as geniuses.

Basic types of imagination

1. Active imagination– is characterized by the fact that, using it, a person, of his own free will, by an effort of will, evokes in himself the corresponding images.

2. Passive imagination lies in the fact that his images arise spontaneously, regardless of the will and desire of a person.

3. Productive imagination- differs in that in it reality is consciously constructed by man, and not simply mechanically copied or recreated. At the same time, this reality is creatively transformed in the image.

4. Reproductive imagination– when using it, the task is to reproduce reality as it is, and although there is also an element of fantasy here, such imagination is more reminiscent of perception or memory than creativity.

Life story

Let your favorite toy, soap in the bathroom, an old sofa, an eaten pear tell the story of your life.

New old tales

Take an old book that is well known to the child and try together to come up with a new story for the illustrations from it.

Offer a new twist on an old fairy tale and let the child continue. For example, Little Red Riding Hood did not tell the wolf where her grandmother's house was and even threatened to call the woodcutter. And in the picture, look for reproductions of paintings, the contents of which the child does not yet know. Give him the opportunity to express his own version of what was drawn. Perhaps it won't be too far from the truth?

Continue the drawing.

A simple figure (a figure eight, two parallel lines, a square, triangles standing on top of each other) must be turned into part of a more complex pattern. For example, from a circle you can draw a face, a ball, a car wheel, or glasses. It is better to draw (or offer) options one by one. Who is bigger?

"Fantastic story."

Cut out for your child (or better yet, let him do it himself) color images of various animals or plants (from magazines and old books). The image of each animal should be cut into several more parts. Stir. So the game “cut pictures” is ready. However, the main task lies ahead. To complete it, you need a sheet of paper and a glue stick. The game is to glue together an unprecedented but cute creature from pieces of images of different animals or plants, and come up with a name and story for it. If an adult also takes part in the game, the fantastic beast will have a companion.

Sweet watermelon

Young children love to bring various objects to an adult and show them. Such situations can be translated into small game episodes. For example, a child brings a small ball. An adult says: “What a beautiful ball. Let's play like it's a watermelon? Now we’ll cut it.” The adult moves his hand over the ball, imitating cutting, pretends to eat a watermelon, then extends his empty palm to the child: “Try how delicious the watermelon is, juicy, sweet.” Now cut me a piece too.”

Another time, the ball can become a doll that can be wrapped in a blanket-handkerchief.

Here are a few more examples of playing with objects, which will not take much time, but will give children great pleasure and will help them diversify their play in the future.

Look out the window

Seeing a child walking around the room with a ring in his hand, go up to him and ask: “What is that window you probably have? Let's look out your window?" Then, taking turns with him, look through the ring at the room, name who sees what.

In the same way, a ring can turn into the steering wheel of a car that goes to visit the dolls, and two rings attached to the eyes become glasses and make the child “look like a grandmother or grandfather.”

Let's warm the chicks

If a child endlessly puts insert bowls into one another, without diversifying the game in any way, then this activity can easily be made more interesting if you show the baby a few balls and say: “Look, I have two eggs, chicks will soon hatch from them. Let's put them in the nest and cover them so that the chicks will be warm. Where is our nest?” If the child cannot find a substitute object on his own, you can say: “Look at this bowl. Let it pretend to be a nest. Fine?". The child will probably willingly accept this offer and, together with the adult, will place the testicles in nesting bowls. Then the nests are covered with a napkin and set aside so as not to disturb the chicks. After this, the child can continue the game himself or return to his previous activity. After a while, you can ask the baby if the chicks have hatched. To further develop the game, you can put a few beans in another bowl and joyfully exclaim: “Look, the chicks have hatched, they squeak “pee-pee-pee.”

Multi-colored napkins

The adult takes out a paper napkin from the cup with flowers drawn on it and says to the child: “Look, this is a meadow, flowers grow on it. This is a red flower, and this is a blue one. Where are the other flowers? What kind of flower is this? And this? Let's smell them?"

An adult and a child diligently sniff the flowers and discuss their smell.

Next time, the blue napkin can become a river or lake on which shell boats will float, and the yellow one can become sand on which small toys will bask in the sun.

Find the bunny

If the child is not busy with anything, take out a clean handkerchief (cloth napkin) and, holding it by two adjacent corners, look behind it, first on one side, then on the other, saying: “Where is the bunny? Where did he run off to? Bunny, where are you? We’ll find you now.” Then quickly tie each corner of the scarf, pulling the ends so that they look like long ears: “Yes, here they are, ears. We caught a bunny. Where is his tail?” An adult takes the remaining end of the scarf and ties a small ponytail: “Here is the ponytail. Let's pet him." While the child is stroking its tail, the adult tosses the bunny with an imperceptible movement: “Oh, you naughty fellow, he jumped out. Let’s hold on tight.”

Owl-owl

Before playing this game, it is advisable to introduce the baby to the image of an owl in a book about birds, and together consider how big its eyes are and what kind of beak it has.

An adult takes a medium-sized ball and draws round owl eyes, ears and beak on it in chalk. Then he shows the “owl” to the child and says: “Look at the bird, it’s an owl.” Remember we saw her in the picture?” and reads the poem:

Oh you little owl,

You're a big head!

You were sitting on a tree

You turned your head (twirls the ball in front of the child) -

She fell into the grass,

She rolled into a hole!” (drops the ball and watches with the baby how the “owl” rolls).

After repeating this game several times, you can invite the child to twirl the owl in his hands and show how it rolls into the hole.

Bullseye

Show your child a small ball or ball (a part from a construction set or a pyramid): “Look what an apple I have.” Then put it on the table and push it while reading the rhyme:

An apple rolled through the garden

And fell straight into the water -

Gurgle! (the ball falls from the table).

The game is repeated several times. Surely, the child will want to roll the apple himself.

Dudochka

Show your child a felt-tip pen, pencil or round stick: “Look what kind of pipe I have. Listen to how she plays." Then he “plays” the pipe: “Doo-doo-doo, doo-doo-doo, we are playing the pipe.” After this, he invites the child to blow into it, repeating the words of the nursery rhyme again.

The game can be played jointly by taking two “pipes” and blowing them simultaneously or in turn.

Butterflies

For this game you need to prepare a small colored thick sheet of paper or cardboard and several small multi-colored sheets of thin paper. Place small leaves on the cardboard and show the child: “Look, this is a meadow, and these are butterflies sitting on the grass. We sat and sat, flapped our wings and flew away.” An adult blows on the leaves so that they fly away in different directions. Then he invites the child to catch butterflies and plant them in the meadow.

Hen and chicks

If a child moves blocks from place to place, move one of them towards you and scatter pebbles (large buttons) nearby: “Look, here’s a chicken. She walks with her baby chickens. She tells them: “Ko-ko-ko. Peck the grains like I do.” Place your hand on top of the cube with your index finger pointed forward, imitating a peck, then invite the child to do the same with the cube and pebbles, imitating the squeaking of chicks.

You can introduce two chicken cubes of different colors into the game and play with your child in parallel.

Where is my window?

This game can be organized with didactic materials, preferably three-dimensional insert forms. The adult shows the child a three-dimensional form with inserts and says that this is a house where the kids live. The kids went for a walk, and then wanted to return home, but forgot through which windows they could get into the house. Offer to look at the windows and help the kids enter the house. Praise the child for his efforts, thank him on behalf of the kids.

Goats and wolf

Place a shoebox and several small cubes on the table: “These are kids, and this is their house. Mom went to the store, and the kids were nibbling grass. Suddenly a wolf came running (using a large cube or squeezing your hand to imitate a wolf) and wanted to eat the kids. But the kids are smart, they ran away from the wolf and hid in their house. Quickly, quickly, kids, we’ll help you hide, we’ll close all the windows and doors.” Together with your child, quickly hide the cubes in the box. The wolf runs away. The game can be repeated at the child's request.

This game can be diversified by playing, for example, “bunnies and fox”, “cat and mouse”, “sparrows and cat”, etc.

Swing

Tie a ribbon or string to a small lid (perfume, plastic jar, etc.), after making holes in it, and tell the child: “Look at my swing. You can swing small toys on them. Now I’ll rock the baby (shaking). Now I’ll put the chicks on the swing (puts small balls or buttons in the box). Do you want to shake them?” As the game progresses, you can ask the little one or the chicks if they are afraid; depending on the “answer,” you can swing the swing harder or weaker.

You can turn the swing into a carousel and have fun spinning it.

Games with wire

For these games you need to select soft wires, wrapping them with multi-colored thick threads. The adult shows the child the wire and says: “Look what a wire I have. You can make different toys from it. So I bent it, and it turned out to be a round window. I'll look into it now. There is a car driving, and there is a bear sitting. Look out the window, what do you see? Do you want to make a window yourself?” The child, together with an adult, makes a window, looks at the room through the window, and names what he sees.

Then the adult says: “Come on, now it will be the sun. Morning came, the sun began to rise higher and higher, that’s how high it rose, it shines for everyone.” Show how the sun slowly rises. Then invite the child to play with the sun himself.

After this, you can make a house out of the wire and bend it into a triangle. - “Look at the house. Knock-knock, who lives in the house?”

Adult: “Now what does it look like?” (rolls the wire into a ring again). If a child comes up with something of his own, for example, says that this is a steering wheel from a car (in the third year of life, children themselves can come up with original replacements for objects), take up the offer and give the child the opportunity to play with such a car himself.

Having played with the wire in this way, you can invite the child to make something out of it himself, each time wondering what happened.

The examples given show how diverse and unexpected the ways of using a variety of objects can be. In order to expand the possibilities of this kind of fantasy, it is necessary that a special place be allocated in the room for storing objects that do not have a specific function. Such a place can be shoe boxes, plastic or wooden containers of various sizes. You can store buttons, spools, tin and plastic jar lids, nut shells, sticks, ribbons, pieces of fabric, soft wires, and individual parts of construction sets and mosaics in them. Having all this wealth at hand, it is easy to turn a jar lid into a mirror, a string into a worm or snake, a ribbon into a road, a path, a stream or river, a stick into a bridge or a boat, pebbles into candy, a reel into a stove, etc. d. And around each of these magically transformed objects you can organize small game episodes.

Sunny bunnies

This game is fun to play on sunny days. Take a small mirror and let the sunbeams shine on the ceiling, on the walls, on the floor. Follow them with your baby and read the poem:

The runners are jumping -

Sunny bunnies.

We call them -

Were here -

And they are not here.

Jump, jump

In the corners.

They were there - and they are not there.

Where are the bunnies?

Haven't you found them anywhere?

(A. Brodsky)

What does it look like?

For the development of children's imagination, games are very useful in which the child, together with an adult, comes up with what this or that shapeless material or object looks like. Already in the second year of life, children are able to see something familiar in such materials. You can play such games, for example, while walking. Such games include looking at clouds together, observing their movement, changing configurations, searching for familiar figures in them (a cloud can look like a pillow, a cat, a lying dog, a bird, etc.). Familiar images can be seen in reflections in puddles, in a lump of clay, in an indefinite pattern on a dress or jacket.

Magic figurines

Take out a box of small blocks and tell your child, “You know, these are magic blocks. You can make any figure out of them. Do you want me to make a star out of them?” Place the corners of the cubes to form a star. Then invite the child to assemble the same figurine himself, ask what else the child wants to do.

How many figures you can offer your child depends on your imagination. These can be flowers of different colors and sizes, large and small flower beds, any rhythmic compositions.

Imagine that you...

This game is a variation of the “Crocodile” known to everyone from their student days. It promotes the development of not only imagination, but also acting skills. You can play it during classes, walks, and even at a party. Moreover, the number of participants is not limited.

Progress of the game:

• Think of a word for your child and ask him to imitate it. You need to start the game with the words: “Imagine that you are ... a watermelon (a bear, a truck, a doctor, a stone, etc.)”
• Tell them that you forgot the word you wished for the child, and try to “guess” what the child is portraying. Take your time with the correct answer. Pretend that it’s not working out - come up with funny versions. But don’t overdo it, 2-3 mistakes are enough.
• Then be sure to praise the child and invite him to guess the word that you will represent.

Over time, you can attract everyone in your household to this game. In this case, the person who guessed the word will show the following. Believe me, this game will entertain you well and develop your child’s imagination!

What happens if…?

In this game, you and your child will operate with verbal images. To reinforce the fantasy, the product of the imagination can be recorded on paper.

Progress of the game:

• Ask your child to tell what will happen if... any fantastic action (the refrigerator will grow legs, an elephant will swallow a house, a fish will buy a fur coat, etc.).
• Listen carefully to the baby's story and you can even draw a comic on paper.
• If a child finds it difficult to fantasize on his own, help him: ask leading questions, offer your own version of the development of events.

If the child is having a very hard time, start the game with non-fantastic ideas. Invite him to imagine what will happen if his friend comes to visit or his grandmother bakes pies. And don’t worry that by the age of 5 the child may not be able to produce complex fantasies. Everything has its time!

Help the artist

This game specifically develops the child's creative imagination. There are several options. This includes drawing by dots, finishing the second half of the picture, coloring, detailing the picture, and much more.

By the way, for such a game it is not at all necessary to prepare the source material yourself. You can purchase ready-made coloring books with tasks for children 4–5 years old. It should be immediately noted that the same didactic materials are available for older ages. They help develop creative imagination and fine motor skills, which has a beneficial effect on preparation for school.

Miracle Forest

This game promotes the development of creative imagination. For it you will need a piece of paper with several trees and various dots, lines, figures and “squiggles” drawn in advance. The child's task is to turn it all into a forest. Moreover, at the request of an adult, it can be a real forest or a fantasy one. Be sure to clarify this point when you give the task to your child.

Using exactly the same principle, you can create a “miracle meadow”, “miracle ocean”, “miracle Africa” and other “wonderful” pictures. After drawing, you can continue “working” with the resulting images. For example, ask your child to write a story based on a picture he drew. And again, it is up to you whether the story will be fantastic or realistic.

Chain of associations

This game reminds everyone famous game"Words". But unlike her, the child should choose not a word with the last letter, but a word corresponding to the epithet. For example, such a chain may look like this: “cat-tabby-mattress-soft-fur-coat-...” You can continue the game as long as you like.

Also, to develop imagination, it will be good to play a modified game - “Chain of Contradictions”.

Progress of the game:

• The word is called
• The child says: “That’s good because...”
• An adult refutes the argument: “This is bad because...”
• The child again praises the adult’s argument and so on.

An example of such a game: Summer is good because you can sunbathe on the beach. Sunbathing on the beach is bad because you can get sunburned. It's good to burn in the sun, because mom will smear your back with cream and treat you with goodies.

This game teaches critical thinking truisms and allows the child to escape stereotypical thinking. In addition, “Chain of Contradictions” develops the ability to see only the good in everything, which will be useful for the child in adulthood.

Writer

This game promotes the development of creative imagination and teaches the child how to plan actions. For it you will need a notebook and colored pencils or markers. Tell your child that from now on he is a writer and must compose a fairy tale. On the first day, ask them to make an outline of the story. This must be a sequential course of events. Briefly write down this plan in a notebook and ask your child to draw a “cover” for the fairy tale.

Starting from the next day, describe the events of the fairy tale in detail every day. Of course, the child should do the writing and illustration too, but you will have to write down the stories for him. The resulting works can be read out to your family in the evening. If the child likes the fun, then you can write a whole series of fairy tales. Just make sure that all the stories are consistent and correspond to the pre-drawn plan.

Game "Dragon"

Goal: development of attention, imagination, memory, regulation of behavior in a team.

The players stand in a line, holding their shoulders. The first participant is the “head”, the last one is the “tail” of the dragon. The “head” should reach the “tail” and touch it. The “body” of the Dragon is inseparable. Once the "head" grabs the "tail", it becomes the "tail". The game continues until each participant plays two roles.

Game "Cooks"

Goal: expanding vocabulary, developing attention, imagination, improving communication skills.

Everyone stands in a circle - this is a saucepan. Now we will prepare the soup. Everyone comes up with what it will be (potatoes, cabbage, carrots, etc.). The host takes turns naming the ingredients he wants to put in the soup. He who recognizes himself jumps into the circle; the next one jumps and takes the hands of the previous one. Until all the “components” are in the circle, the game continues. The result is a delicious, beautiful dish - simply delicious.

Game “Tell and Show”

Goal: development of attention, imagination, voluntary control, coordination of movements.

Children repeat the words and movements of the teacher:

One two three four five!

(bend the fingers of the right hand one by one)

We can show you everything!

(clap hands rhythmically)

These are elbows - let's touch them.

(clasp both elbows with palms)

To the right, to the left we will swing.

These are the shoulders - let's touch them.

(put hands on shoulders)

To the right, to the left we will swing.

(tilt to the right and left)

If we move forward,

(bend forward, touch knees)

Then we will touch our knees.

One two three four five!

(bend the fingers of the left hand one by one)

We can show you everything!

(clap hands rhythmically)

Game "Rainbow"

The teacher turns on calm, relaxing music.

Teacher: “Take a comfortable position, relax, breathe evenly and deeply. Close your eyes. Imagine that there is an unusual rainbow in front of you.

The first color is blue. Blue is refreshing, like swimming in a lake. Feel this freshness.

The next color is yellow. Yellow brings us joy, it warms us like the sun, it reminds us of a tender chicken, and it lifts our spirits.

Green is the color of soft lawns, leaves and warm summer.

Open your eyes. What did you feel and sense when you imagined looking at blue, yellow, green. Take these feelings with you throughout the day."

Game "Round dance from a fairy tale"

Goal: development of expressive movements, looseness, group cohesion, creative imagination.

Children, moving in a circle, imitate the child in the center of the circle, who depicts some fairy tale hero(for example, Pinocchio).

Exercise “Quiet Lake”

Goal: relaxation and development of imagination.

The teacher turns on calm, relaxing music and says: “Take a comfortable position. Stretch out and relax. Now close your eyes and listen to me. Imagine a wonderful sunny morning. You are near a quiet, beautiful lake. All you can hear is your breathing and the splash of water. The sun is shining brightly and you are getting better and better. You feel the sun's rays warming you. You hear the chirping of birds and the chirping of grasshoppers. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still, like this quiet morning. You feel calm and happy, you are too lazy to move. Every cell of your body enjoys warmth and peace. You are resting... Now let's open our eyes. We are home again, we have a good rest, we are in a cheerful mood, and pleasant feelings will not leave us throughout the day.”

Game "Pictures - riddles"

Goal: development of thinking, speech and imagination.

There is a box with 12 subject pictures on the table. The teacher invites one of the children to go to the table, take a picture and write a description of the object depicted on it in the form of a riddle. The one who guesses what subject is being discussed becomes the driver.

Game "Planes"

Goal: development of emotionally expressive movements, imagination, improvement of communication skills.

Children squat, pretending to be airplanes at the airfield.

Teacher: “The planes buzzed, buzzed, buzzed, rose and flew.”

The children hum quietly at first, then louder, get up and begin to run, spreading their arms to the sides.

Teacher: “We flew, we flew, we sat down.” Children squat down and wait for the psychologist’s command. This is done several times. At the end of the game, “the planes arrive at the airfield.” Children lie down on the carpet and rest.

Exercise “On the seashore”

Goal: relaxation, development of imagination.

The teacher turns on a cassette on which the sound of the sea is recorded. Children lie on the carpet and listen to music. The teacher invites the children to talk about what they “see” in their imagination.

Exercise “Two Bears”

Goal: development of auditory attention, self-control, emotional and expressive movements, imagination.

Children stand opposite the teacher and repeat the movements after him:

Two bears were sitting

(squats)

On a thin bitch:

One was reading a newspaper,

(stretch your arms forward, clench your fists, slightly turn your head to the right and left)

Another kneaded flour

(press their fists together, make rotational movements)

One peek-a-boo, two peek-a-boo

(squat on the carpet)

They both fell into the flour.

Exercise “Relaxation at sea”

Goal: relaxation and development of imagination.

The teacher turns on calm music and says: “Take a comfortable position, close your eyes and listen to my voice. Imagine that you are in a beautiful place by the sea. Wonderful summer day. The sky is blue, the sun is warm. You feel absolutely calm and happy. Soft waves roll to your feet, and you feel the pleasant freshness of sea water. A feeling of freshness and vigor appears, it covers the face, neck, shoulders, back, stomach, arms, legs. You feel how your body becomes light, strong and obedient. Breathe easily and freely. The mood becomes cheerful and cheerful, you want to get up and move. We open our eyes. We are full of strength and energy. Try to maintain these feelings throughout the day."

Game "Funny Letters"

Goal: development of imagination, emotional and expressive movements, attention, memory.

The teacher invites the children to come up with and take poses that resemble the outlines of the letters G, K, F, X, R. The children complete the task. The teacher checks and clarifies the poses. Then he turns on the music, the children move in a circle. When the teacher turns off the music and names one of the listed letters, the children must quickly take the appropriate pose.

Game "Choose a girl"

Goal: development of voluntary control, observation, imagination.

The teacher reads poems by A. Barto to the children. Cards with images of a cheerful, sad, scared, angry girl are attached to the magnetic board. Children are asked to choose the image of a girl that best matches the text:

The owner abandoned the bunny -

A bunny was left in the rain.

I couldn't get off the bench,

I was completely wet.

Teacher: “Which girl abandoned the bunny?”

The bull is walking, swaying,

Sighs as he walks:

Oh, the board ends

Now I'm going to fall!

Teacher: “Which girl was scared for the bull?”

Dropped the teddy bear on the floor

They tore off the bear's paw.

I still won't leave him -

Because he's good.

Teacher: “Which girl felt sorry for the teddy bear?”

I love my horse

I'll comb her fur smoothly,

I'll comb my tail

And I’ll go on horseback to visit.

Teacher: “Which girl loves her horse?”

Exercise “Quiet Lake”

Goal: relaxation and development of imagination.

The teacher turns on calm, relaxing music and says: “Take a comfortable position. Stretch out and relax. Now close your eyes and listen to me.

Imagine a wonderful sunny morning. You are near a quiet, beautiful lake. All you can hear is your breathing and the splash of water. The sun is shining brightly and you are getting better and better. You feel the sun's rays warming you. You hear the chirping of birds and the chirping of grasshoppers. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still, like this quiet morning. You feel calm and happy, you are too lazy to move. Every cell of your body enjoys warmth and peace. You are resting...Now open your eyes. We are home again, we have a good rest, we are in a cheerful mood, and the pleasant feelings will not leave us throughout the day.”

Task “Draw a picture”

Goal: development of attention, memory, imagination, relieving psycho-emotional stress.

The teacher shows the children a soft toy and says: “Guys, Tsvetik came to visit us. He wants to tell us an interesting story."

These games promote the development of creativity, out-of-the-box thinking, enrich the child’s vocabulary, make his speech more expressive and emotional. Games on imagination can be carried out in any conditions: at home, on the road, on vacation, while walking. All you need is a few creative ideas and unlimited imagination.

➣ Useful book

You will find many creative ideas in Gianni Rodari's book "The Grammar of Fantasy".

"FICTION". Try to create an incredible story with your child, not like reality, where everything is turned upside down. You have probably seen pictures in books on the development of logic where the artist “made a mistake” and drew light bulbs on a tree instead of pears, or a piece of cheese in the sky instead of the Moon. Children are attracted to everything unusual and not similar to their usual way of life. Try to compose something similar to a painting by a know-nothing artist. This could be a fairy tale, the hero of which will be the baby himself. He will be happy to give you fresh ideas and make significant amendments to the script.

"CONTINUE THE DRAWING." For this game you will need blank sheets of paper and pencils. You can also draw with chalk on the asphalt, with a stick on the sand or in the snow. The essence of the game is this: you take turns drawing blanks for each other for future drawings. These can be circles, dots, strokes, spirals, and various squiggles.

You can make different sketches: spontaneous and with prompts. Players are faced with a creative task: to come up with a complete drawing from an element. It could be an object, a plant, a person, an animal, etc. Perhaps at first it will be difficult for the child to come up with something original, and he will draw according to your model. Show him how a mushroom, an apple, a cloud, a clown, a butterfly or the smile of the Cheshire Cat appear from a simple squiggle. Try to draw a joint drawing in several stages. For example, you start, the baby continues, then from the same drawing you come up with something new, changing the idea, adding new touches. The final “product” can turn out to be a very original alien creature or exotic fruit.

"IMAGINE THIS". The game begins with the words: “Imagine that people could walk only on their hands. What would happen then? The list of topics can be very diverse and relate to a person, his habits and character, natural phenomena, animals, and household items. For example: what would happen if...:

Instead of rain, candy fell from the sky?

Was there snow all year round?

Did it rain continuously for thirty-three days?

Were there crocodiles in the water supply?

Could you walk across the sky?

Did people know how to fly?

Did the bears live in nests?

Did loaves grow on trees?

Did watermelons float along the river?

In the sky instead of the Moon hung balloon ik?

Were the houses made of cotton wool?

Were the forks made of chocolate?

Did the person have eyes in the back of his head?

How else can this be used?

To play this game you will need a variety of household items, clothes, things. Show your child an object and ask: “How else can this be used?” The more possible answers there are, the better.

"STORY BY CARDS". To play this game you will need blanks. Old magazines and newspapers must undergo a thorough “inspection” before being burned in the fireplace at the dacha. Here you can find many photographs that will become thematic clues for your stories. It is better to paste the cut-out photographs onto thick cardboard; you will get some kind of cards. Distribute cards to all participants in the game, take turns laying out the cards and tell a mini-story based on the picture. The game develops not only figurative, but also logical thinking.

“FABULAR VINAIGRETTE”. You will need good knowledge fairy-tale heroes. Choose those fairy tales that your baby is already familiar with. Compose your own fairy tale, which will involve Pinocchio and Little Red Riding Hood, Kolobok and Ryaba Hen, Ivan Tsarevich and Ilya Muromets, Cinderella and the Little Mermaid. Let the fairy tale have a simple, unpretentious plot, and old acquaintances suddenly show themselves in a completely different capacity. Let the negative characters become kind, and the positive ones become capricious and disobedient. Let the events mix up, and the result is abracadabra, well seasoned with humor. In this way, you can revive a child’s interest in a fairy tale if he suddenly lost it.

Development of attention and imagination of preschoolers.

The attention and imagination of preschool children are the most important aspects of a child’s personality. It is impossible to imagine a situation in which a person would not have fantasy and imagination. I think that there would be no one to make scientific discoveries, and humanity would be deprived of works of art, children would never hear fairy tales.

Many years of experience working with preschool children proves this to me and allows me to draw the appropriate conclusion. Without imagination, children cannot study at school or master complex educational programs. The preschool period marks the beginning of the development of imagination and fantasy. Intensive manifestation of this mental process appears at the age of 5 years. Based on many years of observation of children, I can say with complete confidence that if educators, teachers and parents do not pay serious attention to the development of the child’s ability to fantasize, then a rapid decrease in the activity of this function subsequently occurs. A person’s personality becomes impoverished, the possibilities of creative thinking are reduced, and, accordingly, interest in science and art is lost.

Attention is an integral part of the organization of cognitive activity, the focus of consciousness on any object. And although in the minds of young children what is bright, emotional, already preschool age In the process of playing and communicating, it is necessary to begin to form voluntary attention. Its development makes it possible to greatly facilitate the child’s learning process in primary school when you need to do not what you want, but what is necessary.

Imagination is the ability to create new images by processing previous experience. This is already creative imagination, which manifests itself in role-playing games. It should be noted that if, during its inception, the imagination of a preschooler is practically integral to game actions with the material is determined by the nature of the toys, the attributes of the role, then in children 6-7 years old there is no longer such a close dependence of the game on the game material, and the imagination can already find in such objects that are not similar to those being replaced. The image of the imagination at this age is characterized by brightness, clarity, and mobility. The development of children's imagination is associated with the end of early childhood, when the child first demonstrates the ability to replace some objects with others and use some objects in the role of others. It is with the help of imagination that a person forms an image of an object or situation that has never existed at the moment.

The meaning of imagination in mental development is very great, it contributes to better knowledge of the world around us and the development of the child’s personality. But I want to note that imagination should not develop into passive daydreaming.

I offer my colleagues, teachers, and parents games and exercises that I have developed in practice that can be used to develop imagination. They not only allow you to activate the cognitive activity of a preschooler, but will also contribute to the development of speech and creative thinking in children.

Games and exercises to develop attention and imagination.

Game: “Decorate the word”

Target. Develop the child's imagination and speech.

Exercise. Find as many definitions2 for this word as possible.

Autumn (what is it like?)….

Spring (what is it like?)….

House (what)….

Flower (what?)…

Game (what)…

Game "Draw something".

Goal: Develop imagination.

Exercise. Draw something unusual. (A certain time is allotted for this task - 4 minutes.)

Note. An emotional, colorful image indicates a developed imagination, although it may not be very original.

Game "Attention"

Goal: Develop attention and visual memory. Exercise. Draw a picture on a piece of paper that an adult showed for 5-10 minutes.

Game "Unfinished Drawing"

Goal: Develop imagination.

Exercise. See what the picture looks like and continue with it.

For example: any geometric figure.

Game "Mirror"

Target. Develop attention and coordination of movements.

Exercise. Become a “mirror” and repeat everything that the leader does: the leader will raise his hands up (to the sides, lower them down, etc.), the “mirror” will repeat.

Game "Magic Transformations"

Target. Develop your imagination.

Exercise. Depict any animal or object. (Depict some fairy-tale hero, etc.) An adult must guess who or what it is.

Game "Guess what it is?"

This game requires knowledge of front, back, right, left.

Target. Develop the child’s attention, ability to navigate space, and thinking.

Exercise. Guess which toy the adult wished for (he tells you its location - in front of you, behind you, on the right, on the left).

Game "Guess who I am?"

Target. Imagination is developed. Progress of the game. The presenter or one of the children uses facial expressions, sounds, and gestures to depict a cat (cockerel, dog, etc.).

Exercise. Guess who was depicted. How did you guess?

Game "Be careful"

This game can be played with one child or a group of children.

Target. Develop attention, teach how to quickly and accurately respond to sound signals.

Progress of the game. Children walk in a circle. The presenter alternately gives the commands “Bunnies”, “Herons”, “Horses” at different intervals. Children must perform movements in accordance with the command.

“Bunnies” - children jumping.

“Herons” - children stop and stand on one leg.

“Horses” - children stop and tap their feet on the floor.

“Frogs” - children squat and squat.

Execution of signals must be taught before the game.

Game "Imagine if..."

Target. Develop your imagination.

Exercise. Imagine and depict how you blow out the candles on a birthday cake, depict and voice a clock with a pendulum that strikes, depict and voice a motorcycle, a boiling kettle, depict a hairdresser who does a haircut or hairstyle, a dentist who treats a tooth, a cook, who is preparing lunch, a surgeon during an operation, a fisherman sitting on the shore, etc.

Game "Animals"

Target. Develop attention.

Exercise. If the game is played with a group of children, then everyone is invited to choose any animal (hare, wolf, tiger, bear. Lynx, cheetah, fox, hedgehog, elephant, monkey). We do the same thing if we play with one child.

The presenter randomly names the animals. When the child hears the name of his animal, he should stop and clap his hands. You can play a knockout game with a group of children.

Game "Yes and no, don't say"

Target. Develop attention.

Exercise. To answer the presenter’s questions, it is forbidden to say “YES” and “No”. Be careful. Questions:

1. Do you like summer?
2. Do you like playing in the park?
3. Do you love the sun?
4. Do you like swimming in the sea or river?
5. Do you like fishing?

Questions can be on different topics. For example, by the seasons. (About winter, summer, autumn, spring).

A game. "Let's sing together"

Target. Develop attention and memory.

Exercise. The teacher suggests singing a song, for example, “A grasshopper was sitting in the grass...”. Explains what needs to be done. One clap - start singing. Two claps - continue singing the song, but mentally, to yourself. One clap - keep singing out loud.

If a group of children is playing, then the one who makes a mistake drops out or becomes the leader.

Game "Who will notice the most fables"

Target. Develop attention and the ability to notice illogical situations.

Exercise. Mark all fables. (Reading the poem “Joy” by K. Chukovsky)

The games-exercises presented above for developing attention and imagination are very simple; they can be used during family leisure time, free time from classes. kindergarten, on a walk, group room and keep the child (group of children) occupied not only with benefit, but also with great interest in further joint games. By playing these games with children, it is easier for the teacher to consolidate the material covered and to train children in various skills and abilities. For us teachers there is a huge scope for the development of creative abilities. Coming up with new games and new ideas come by themselves, the main thing is just to start and each game can become truly original, it is very easy to transform them in accordance with creative abilities teacher I believe that the games I have proposed will more fully allow us to formulate such important cognitive abilities like attention and imagination. And most importantly, they will help children be successful in school and study well. I wish you success in developing your children's attention and imagination! I have no doubt that the games presented will be interesting to both children and adults! Thank you for your attention!

Didactic games and exercises for developing imagination

At this age, you can start with the game “Christmas tree with gifts”. Draw a large Christmas tree, cut out paper bags of different shapes (4-5) and put them on the tree - New Year's gifts for the children. The shape of the bags should resemble different toys: balls, guns, fishing rods, cars, various animals.

The child needs to guess what is in each bag. Several answers are given about one bag. After each, be sure to ask the child to describe the toy he invented: what it is made of, what color it is, what size it is, how you can play with it. Imagine with your child on the topic: who would like to receive this toy as a gift, what is the name of this person, what will he do with it.

At 5–6 years old, you can already write short stories for each game; in fact, they will consist of answers to your questions. Attention should be paid to ensuring that the responses of emotional children are sufficiently consistent and connected with each other. The child should not focus only on the description of his experiences. If your child is prone to monosyllabic, simple answers, push his imagination and, together with him, come up with detailed descriptions of the toys and their possible adventures.

Game "What does it look like?" also develops the ability to represent an object according to its individual characteristics. Prepare several pieces of paper (4-5 for one game), on each of which a figure is drawn. It should look like several objects at the same time.

The child should try to give as many answers as possible about each figure. And, of course, we need to figure out together what each thing looks like and figure out whose it is. If the child copes well with the task, you can ask him to come up with a short story about what happened to each of the invented objects.

"Magic Mosaic". For this game you and your child will need a set of geometric shapes cut out of thick cardboard. Each set consists of several circles, squares, triangles, rectangles of different sizes. Compete to see who can put together the most different items from their set. These could be houses, cars, trains, tables, chairs, whatever you can think of. Of course, I would like your child to be a winner more often. The game can be played many times, changing the sets themselves, the figures in them or the rules of the game. For example, folding objects over a certain time, and then again, but with different objects, etc.

It is important here that the child does not limit himself to one or two folded objects, but finds everything possible options. This is especially true for emotional children, who often, having put one object together, begin to play with it or compose something, tell their story, avoiding the task. In this case, change the conditions of the game a little: play with one set and take turns giving each other tasks: folding a house, folding a tree... Gradually you will teach your baby to be more attentive to each thing, to use its various features and attributes. And this is not only imagination, but also perseverance, attentiveness, concentration, which are so often lacking at school, especially for emotional children.

The game “Let's Help the Artist” will bring you the joy of joint creativity. On a piece of paper, draw a diagram of a person. Literally: “Dot, dot, two hooks...” Prepare some more colored pencils or markers.

Tell your child that your friend the artist did not have time to finish the picture and now you will help him. Let your baby come up with what he wants about this little man, and you draw all his inventions, although you can discuss different options together.

Think about who will be drawn here (a boy or a girl?).

What color will the eyes be? Did you come up with it? Draw without being embarrassed by how you do it; it will still be a great joy for the child. What color is your hair? How to dress a person? Discuss everything in detail. You can imagine and draw what a person has in his hands, what or who is next to him.

After the drawing is completed, you can think together (and then for the baby on his own) to think about the name of the person drawn, where he will go, what will happen there. -

The game can be played many times, drawing and adding details to schematic images of a house or a dog, a train or a car, a tree or a flower, and anything else you want.

This game is especially good for children who are not very confident. Here comes the opportunity: to say everything yourself, and an adult, big and all-knowing, will do it all! Many children begin to offer their own options more and more boldly and cheerfully each time, especially if adults willingly accept them.

But this game can teach “know-it-all” guys to listen to the opinions of others. You can discuss different solution options together, choosing which one is better. For advice: which bow is more suitable for a girl’s blue eyes, brown or blue? What color will her shoes be?

It is important that you create a detailed drawing together and that the story your child writes about it includes some unexpected moments. Children's stories are often standard: “This is a girl, Lena. She goes for a walk. He’ll take a walk, eat and go to bed.” This is where you suggest this plot twist: “Lena goes, she goes and meets a talking kitten...” But at the same time, help the child not to wander too far into the wilds of fantasy, because he still doesn’t cope well with his imagination, compose with him a short but a complete story and, of course, based on your joint work.

The game "Changes" has more strict rules. Prepare identical pieces of paper for you and your child, on each of which a figure is drawn. For one time it can be four leaves for each, where the same figure is drawn in different positions (upside down).

Each figure should be positioned so that there is room around it for finishing. Take a pencil and each draw your own figures. Before you start, tell your child that all the drawings should be different and as interesting and complete as possible. There may be such options for sets of figures.

Then compare your leaves and look at the pictures you got. Admit that you, of course, are far from the imagination of your playing partner. In one game you can complete one or two sets.

"Repair shop." Prepare cards with drawings of familiar objects. However, in each drawing there must be some kind of error that needs to be found. You and the child take each drawing and “fix” them: on a blank sheet of paper you make the correct drawing. The following may enter the workshop: a car without a wheel, a car with three wheels of the same type and one bicycle wheel, a hammer without a handle or a hammer with a broken handle, a cup with a broken handle, a chair without one leg or with legs of different lengths, a comb with broken teeth, plane without one wing, etc.

If the child copes well with this task, he can try not just to “fix” the object, but to invent a new, unusual one, one that has never existed before. If, for example, a broken chair was depicted on the card, then you must first “fix” it (draw a good chair), and then draw an unusual chair on a new sheet of paper. But this unusual chair must certainly be useful in some way. At the end of the game, you can organize an exhibition of inventions.

“Transformations.” Prepare two sets of pictures: enchanted and unenchanted. Enchanted pictures can be the following: dirty shoes, an unmade bed, dirty dishes, a mother is carrying heavy bags, and a boy is walking nearby and is not helping, children are quarreling, a boy is crying, a schoolchild is wearing dirty clothes, a torn and dirty book, a boy is sitting, and Grandma is standing nearby. The pictures are unenchanted: clean shoes, a made bed, the dishes are washed and neatly placed, a boy helps his mother carry bags, children play together, a boy laughs, a schoolchild is wearing clean clothes, a new book, a grandmother is sitting and smiling, and a boy is standing next to him.

Ask your child to cast a spell on the pictures that the evil wizard has enchanted. This is easy to do: you need to cover the enchanted picture with the disenchanted picture. And then discuss together why this particular picture casts a spell. It is important that the child understands that any thing can be in opposite states.

It’s fun to play “Notice the Unusual” while walking. You and your child carefully look around and tell each other if one of you sees something unusual. A variety of things and situations can be not quite ordinary. For example, a stroller with twins (a regular stroller with one child); a new brand car; a bird that the child has never seen before; new packaging of goods in a store, etc. The main idea of ​​this game is that the child learns to look at objects from different positions, to see new things in the old.

The game “Say Opposite” contributes to the development of the ability to highlight opposites. You suggest to the child: “I will say the word, and you answer, but just the other way around. For example, I say “big”, and you should say the opposite... yes, “small”. You can use the following pairs of words: big - small, thick - thin, black - white, old - new, alive - dead, same - different, hot - cold, empty - full, light - heavy, clean - dirty, student - teacher, patient - doctor, child - adult, refrigerator - heater, ice - water, strong man - weakling, artist - spectator, cheerful - sad, beautiful - ugly, coward - brave.

The game “Who Can’t Live Without Whom?” is also aimed at understanding opposites. Prepare pictures that depict a doctor, teacher, fireman, driver, seller, builder, artist, TV technician, bad weather, winter, patient, student, cook, passenger, buyer, construction site, painting, TV, good weather, summer.

Show your child only one picture at first, for example, one that shows a doctor. Then ask him to choose another one, on which is drawn something that the doctor cannot work without. In this case there should be a drawing depicting the patient. If the child finds it difficult, you should ask him the following questions:

What does the doctor do? (Treats the sick.)

Who is the patient? (A person who feels unwell, something hurts.)

What does a doctor do at work? (Examines patients and prescribes treatment for them.)

If there are no patients, what does the doctor do on this day? (The doctor may meet With medical histories of their wards.)

What if there are never any sick people? (Doctors will not be needed.)

It becomes clear to the child that the doctor cannot work without patients. Treatment requires both a doctor and a patient. A similar conclusion is made for each pair of pictures.

In the game “Who will be who?” you name objects and phenomena, and the child must answer the question of how they will change, who they will be. So, who (what) will be... an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, a wooden board, iron, bricks, fabric, leather, a student, a sick person, a weak person, a day, summer, etc.

You should draw the child's attention to the fact that sometimes there are different options for reflections. For example, an egg can turn into a chick, a crocodile, a turtle, or a snake.

The reverse of this game is “Who was who?” Here the child must guess for himself as a result of what changes this or that object arose, and answer the question of who (what) they were before: a chicken (an egg), a grandfather (a boy), a crocodile (an egg), a horse (a foal), a cow ( calf), oak (acorn), fish (egg), apple tree (seed), frog (tadpole), butterfly (caterpillar), bread (flour), wardrobe (wood), bicycle (iron), shirt (cloth), house (bricks), summer (winter), day (night), teacher (student).

To play the “Magic Mirror” game, take a transparent film, cut out a circle and cover the outline with thick paper. You will get a “magic” mirror, you can take it with you on a walk. It has amazing properties: if you look in this mirror, you can guess how what you are looking at will change. A child will look at a construction site and guess that it will soon become a home; and the snow - in streams; buds - leaves. In this game, it is important not just to establish changes, but to emphasize the opposite states of objects and phenomena.

Creative games for children 6-7 years

"Wonderful forest" Prepare colored pencils or felt-tip pens and draw several trees and small vague figures and lines in different places on a large sheet of paper. Now you can start creating the forest.

Together with your child, complete all the unfinished images (each person completes his own figure), turn them into whatever you want: butterflies, birds, flowers, trees, people. And you can even see things that don’t happen in reality: unseen plants, imaginary animals, aliens.

After finishing drawing, try to unravel each other’s drawings and together write a story about one of the inhabitants of the wonderful forest. You can also draw “Wonderful Sea”, “Wonderful Meadow”, “Wonderful Park” and whatever else you want. It is only important that the drawings include pre-prepared figures, and the story is accurately based on your picture.

For the game “Animal House” you will also need a large sheet of paper. Draw on it a large house with windows of different shapes and sizes (4-5 pieces). They can be large and small, rectangular and square, round and triangular, whatever you want. The house is now ready to move in.

Tell your child that different animals live in this house: both real ones and ones that never exist in the world. Each animal has its own window, which suits which one. We need to come up with an animal for each window and draw it there. Fantasize together, but remember that you will need to explain why this particular animal lives in such a window.

Then tell each other about your animals: what their names are, what they like to do. Try to come up with a story that once happened in your animal house. Try to ensure that all your animals participate, and that the events in this story match appearance and the habits of each of the fictional characters.

The game “Wonderful Transformations” will help the child come up with complex and varied stories on his own. Prepare 4-5 small cards, on each one draw 2-3 stripes of different lengths and 2-3 circles of different colors. Turn the cards over and place them on the table. Then both the child and you take one of the cards at random and imagine who or what they might be. symbols on it and draw a picture.

In fact, this will be a story picture, in which everyone who is indicated on the card must be included. Then exchange cards and pictures and try to make up a story based on each other’s drawings. Then let the authors of the paintings tell their stories. The main thing is that everyone gets a finished piece, filled with different details.

For the game “Back to Front”, select ten pairs of images, for example: a nest with an egg - a bird; a boy in bed - he is in a school uniform with a briefcase; small mushroom - big mushroom; grandma knits socks - the socks are knitted; boy with haircut - boy with hair; a woman washes clothes - the clothes are dried; a blank sheet of paper in front of the boy - a drawing is drawn on the sheet; a boy rides a bicycle - the bicycle is broken; children play with blocks, the room is tidy - Empty room, toys are scattered; the boy has a balloon - the boy without a balloon, the balloon is in the air. You take the first pair of pictures and tell the child a story: “There was an egg in the nest. A chick hatched from it. The chick grew up and began to fly.” Then swap the pictures and ask the child to make up a different story based on them. Correct story: “A bird flew, made a nest, laid an egg.” It is important to emphasize the opposites of what is happening: in one case, the bird hatches from an egg, and in the other, it hatches the egg. Pay attention to the fact that the child’s story is truly the opposite of the first, and not a repetition or continuation of it.

To play "Train" you need 20 pictures of the same size. Each picture is a trailer. All pictures must be different. The players are given an equal number of pictures. The presenter begins the game: “We will play train. I put the first picture - a trailer. But the trailers are always fastened to each other. In order for the next one to put his trailer, it needs to be fastened to mine. And to do this, you need to figure out how the pictures are similar. For example, I put a picture on which a plate is drawn. You can attach a picture with a spoon to it, because a plate and a spoon are utensils. The spoon can be attached to the spatula because they are made of metal. So everyone can take turns putting down their picture-cars, you just need to explain how they are held together.” The main thing is that the child can name his bond.

Then the pictures are mixed, and new pictures are added. And then the set of pictures itself changes.

In the game “What in the world doesn’t happen?” the child must invent and draw something that does not exist in the world. After your child tells you about what you have drawn, discuss with him whether this really does not occur in life.

For the game “Inventor” you will need ten pictures with a clear image of objects. Each picture shows one item. The designs can be very different: hammer, nail puller, hanger, saw, knife, fork, scissors, screwdriver, stool, bookshelf.

You and your child carefully examine each picture, finding out the purpose of each item. Then you invite him to invent new tool, for example, one that will be both a hanger and a saw. The child must find a hanger and a saw drawn in the pictures and create (draw) a new tool that will be both a hanger and a saw. You discuss and complement the finished drawing together.

You can use the following pairs of objects: stool - bookshelf, fork - knife, hammer - nail puller, scissors - screwdriver and others. Various combinations of these items are possible. As you master the technique of invention, add new items. In the future, the child himself will learn to invent various things that perform several functions.

Didactic games and exercises “Letters».

Material, tools, equipment.

Complete alphabet; cards with words (mom, dad, rose, porridge, car, mimosa, etc.); notes with letters; cards with the texts of short proverbs, riddles, sayings, fairy tale titles; plasticine (clay, salt dough); stacks; beads.

Depending on the interest and preparedness of the children, the choice may be as follows:

Each child makes letters and makes up his own name (or any word) from them;

Each child forms letters for the word “mother” and designs identical letters in the same or different ways;

Children mold the letters suggested in personal notes or on cards and, together, make up an alphabet or some kind of text (proverb, saying) from them.

D/game “Different forms”.

Didactic task. Teach children to “see” and create three-dimensional shapes of objects.

Material. Forms and figures sculpted from plasticine (voluminous and relief); cut from colored construction paper geometric shapes; drawings of geometric bodies.

Options for tasks and exercises. IN Depending on the didactic task, the adult demonstrates to the children certain geometric shapes, informs the purpose of the exercise, and explains the necessary conditions or rules.

Fashion three balls, which can be different in size, color, or two characteristics at once. What can each of them and all together be turned into?

Draw (draw, cut, sculpt) three different circles. How can this be done in different ways?

Fashion three different cubes. What can each of them and all together be turned into?

D/ game “Signs”.

Didactic task. Teach children to “read” conventional images, understand symbolism (based on signage), and create symbolic images on a specific topic.

Material. Several photographs or magazine illustrations depicting various buildings familiar to children: grocery stores (bakery, grocery store, Vegetables and Fruits store), industrial goods stores - clothing, shoes, books, haberdashery, pharmacy, shoe repair shop, hairdresser, zoo, train station, stadium, post office, theater, etc. A set of images-symbols (flat and three-dimensional) that can serve as signs.

Game option. An adult asks the children what stores they go to with their parents. After the answers, he wonders how you can find out, without going into the store, what is sold there. During the conversation, it turns out that usually above the entrance to the store there are signs with names and images that are visible from afar and understandable even to small children and foreigners. There are signs not only on stores, but also on different institutions(clinic, workshop, hairdresser, etc.). An adult shows the children sculpted vegetables and fruits and asks them to answer which store sign they can see this on. Then he offers 2-3 more symbol images (a fashioned boot, a toy, candy) and, making sure that the children understand the rules of the game, distributes photographs of various buildings. Children look at photographs and begin to make signs.

The game can be complicated over time: invite 5-7 children to sculpt signs for the same building. A prerequisite for this is that all signs must be different. Another option for the game: come up with and make a sign so that the other children can guess which institution or store it will be suitable for.

Didactic game

“Compare landscapes - morning, afternoon, evening and night.”

Didactic task. Forming an idea of ​​the role of sunlight (lighting) in the perception of color.

Didactic games and conversations based on illustrative material.

How are these landscapes similar and how are they different? The same house is depicted at different times of the day - morning, afternoon, evening and night. What is special about the coloring of each painting? How does the color of the sky change? What color is the sky during the day? What does it look like at night? What does this have to do with, do you think? When the sun shines, we see a colorful world, we distinguish all its colors. And at night, when there is no sun, everything plunges into darkness and becomes dark, colorless, almost invisible. If you light a flashlight or turn on the headlights on the street at night, you can see as if during the day. This means that the color of objects does not disappear anywhere, we just don’t see it without good lighting

Game exercise

“What is different and what is the same”

Software tasks.

Teach children to notice the artistic features of still lifes: differences and similarities in composition, in combinations of colors, in the artists’ writing style.

Material.

Progress of the game.

The game exercise can be carried out in two versions.

The task is offered to all children. The first child to complete the task correctly receives a chip.

Divide the children into two teams of four to five people. Children have the opportunity to consult. For the correct answer, the team is given a chip. Teams can receive tasks simultaneously if they have a sufficient number of postcards. In this case, the teams should be seated at different tables or separated from each other by a light cardboard screen.

Game tasks.

1. “Find only still lifes among the postcards.” Place five or six postcards in front of the children, including three or four still lifes, and offer to place only still lifes nearby. The team or child who can also explain why these postcards can be called still lifes will receive two chips.

“Find one still life that is sharply different (in composition) from other still lifes.” For example, on one card objects may be located close to each other, while on another they may be scattered throughout the space.

“Distribute the still lifes into three groups: in the first group there should be works in which the artists depicted glass objects among the objects; in the second - works in which artists depicted metal objects; in the third - works on which artists painted ceramic objects. Explain how you recognized glass, metal and ceramic objects.”

“Distribute the still lifes into two groups, two postcards in each group. Explain why you distributed it this way” (detailed and generalized writing style).

“Look at each postcard and tell me what color paints (what color scheme) the artist needed most to paint this or that still life.”

At the end, the results are summed up and the winners are identified.

Game exercise

"Autumn leaves".

Learn to notice its component colors in a shade: yellow-green, yellow-brown, yellow-orange, red-orange, red-brown, etc.

Material.

Two cups of yellow paint (diluted watercolor), some green and orange or brown liquid watercolor paint; leaves (oak, maple, birch, etc.), cut out of thick paper or thin cardboard and painted yellow, red in different shades; cards with cut-out silhouettes of leaves and squares of the same colors and shades as cardboard leaves; subject picture depicting autumn nature.

Progress of the game.

The presenter places two cups of yellow paint in front of the children. He asks about her color. Then he adds a little green paint to one glass. He asks what color the paint in the cup is now. Confirms that the color remains yellow, but its hue has changed because another color has been added to the paint. This shade of yellow can be called yellow-green. It seems to consist of two colors: yellow and green. The presenter adds orange paint to another glass and asks what this shade of yellow can be called (yellow-orange).

The presenter gives each player two or three pieces of paper, shows them a square and asks them to find the same color and shade among their leaves and name it.

The presenter gives the task to find the desired leaf by the name of the color and shade and show it (red-brown, yellow-brown, etc.).

The presenter gives the players one card with cut out silhouettes of leaves and asks each in turn: “What color and shade should I give you a square for your leaf(s)?” Children who correctly name the color and shade receive squares and place them under the slots on the card.

The presenter places a picture of an autumn landscape in front of the children and gives the task: “Name the color and shades of the autumn foliage depicted in the picture.” You can conduct this exercise as a competition: “Who can name the most colors and shades of autumn leaves.”

Didactic game

"Let's select paints for the artist"

To consolidate children's knowledge about the colors of winter, autumn, spring, summer in different weather, obtained in the process of observing nature and viewing landscape paintings; develop children's imagination.

Material.

Small rectangles of different colors and shades, several pieces (5-6) of each color.

Progress of the game.

The teacher puts “paints” (multi-colored rectangles) in the middle of the table and tells the children about a landscape artist who decided to paint a picture about summer (in the story the teacher does not name the color of the objects): “The artist decided to paint a picture about summer. He decided to depict a meadow with colorful flowers, followed by a dense forest and a fast river. And above them there is a high, clear sky.”

Then the teacher invites the children to think about what colors the artist will need for this painting and select them for him. Children select “paints” and tell what paint the artist will use (the forest and meadow will be painted in different shades of green, the sky will be blue with white clouds, the flowers will be red, yellow, blue, orange...).

Next, the teacher talks about another artist who decided to depict an autumn grove in which maples, birches, rowan trees and thin aspens grow. And next to the forest there is an empty field from which the harvest has already been harvested.

Children select “colors” for the autumn landscape and tell that the artist will paint the field with brown paint, the foliage on the trees with yellow, dark yellow, orange, dark red, and the rowan berries with bright orange. In one of the descriptions of the painting it is necessary to mention the sky at sunset or sunrise. Similarly, one can describe a gloomy, windy autumn day, a picture of blooming spring nature, and a clear winter day, or a picture of snowfall, storm, etc.

Didactic game

"Find out by description"

Teach children to recognize a bird belonging to a specific species by the listed characteristic features (analysis); compare the shape of the bird with the shape of a sheet of paper and its location

Material.

The teacher has pictures of a swan, a crane, a stork, a woodpecker, a flying swallow, the same smaller pictures, 25 chips, a screen, and five “Keen Eye” badges.

Progress of the game.

Place the children in a semicircle, place a table in front of them, a small cardboard screen on the table, behind which lay out pictures with smaller birds. Place five chips next to each picture. Hang five pictures on the board depicting a crane, a swan, a woodpecker, a swallow and a stork. Say: “Children, there are five birds in front of you. What are their names? (All these birds differ from each other in the color of their feathers, the shape and size of their beak, tail, legs, and wings.) Let's play the game “Find out by description.” I will tell you about one of these birds, describe its distinctive features, and you must guess which bird I told about. But the child will not talk about this out loud, but will approach the table and silently point his finger at the bird.

Behind my screen there are pictures with the same birds. If you answer correctly, you will receive a chip. Those who collect five chips will win, i.e. will solve all the riddles. When describing, similar characteristics of birds should be mentioned first, for example, the long legs of a crane and a stork or the long necks of these birds and a swan. And the distinctive features, such as the swan’s short, webbed legs or its color, should be called the latter.”

Examples of descriptions.

Crane. This bird has a long neck, beak, and legs. Tail | lush but short. The color of the feathers is gray, the tail is black. There is a “red cap” on the head.

Stork. This bird has a long neck, long legs and beak, a short tail, white feathers, the tips of the wings and the tail are black.

Swan. This bird has a long neck, short beak, short pointed tail, white feathers and short webbed feet.

Woodpecker. This bird has a strong, large beak, legs with tenacious claws and variegated coloring. There are black, red and white feathers on the head, white and black feathers on the wings, a white breast, a yellow and red belly. When this bird sits on a tree trunk, the oka holds tightly to the bark with its claws and rests against the trunk with its elastic tail.

Martin. The color of this bird is black and white. She has a small beak and short legs - The wings are long, longer than the body. The tail is forked.

For each bird, the first five children to raise their hands speak. At the end of the game, the teacher invites those who received five chips to come to the table. Declares them as winners and awards them with “Keen Eye” badges.

Didactic game

"Complete the house."

Learn to convey the symmetrical structure of a house, focusing on its half, to notice differences in details (shape and size of windows, doors, etc.).

Material.

Cards with images of halves of houses of the same color, but different architecture; wall blocks with windows or doors of different shapes and sizes (3x3 square cm or 4x4 cm) and half roofs; cards with outline images of entire houses and free cards of the same size, divided in half by a line (for game options); penalty chips (the same number for all players).

Progress of the game.

Option I. The presenter divides the players into two teams and invites them to sit at the table opposite each other. Place wall blocks for all houses and halves of roofs on a common tray. Each child is given a card with an outline image of the whole house (all houses are of different architecture) and a free card for laying out the house. Game task. Determine half of the house yourself, lay it out of blocks on a free card. Then switch places with each other and finish the “construction” of your partner’s house, so that the house turns out symmetrical. When laying out the house, turn the card with the outline image over. At the end of the work, you can check on the card whether the task was completed correctly.

Option II. Each player independently comes up with the architecture of the house, lays out half of the building on a free card and invites his partner to finish its construction. Children take wall blocks and roof halves from a common tray.

Unlike other processes, imagination develops most intensively, approximately in the period from four to ten years. If you do not make special efforts to form the imagination, then in the future this process turns into a passive form (dreaming). A simple example: ask a six-year-old child to compose a fairy tale or come up with a new plot for a game; most children will cope with this without much difficulty. This same task will pose a significant difficulty for an ordinary adult. However, without imagination, no creative activity is possible. All brilliant and talented people who left extraordinary achievements for humanity were distinguished by their highly active imagination. So, developing imagination means powerful creative potential in the future.

Most of the child's play activity occurs with intense imagination. Imagination underlies the formation of personality, creativity, and educational success of children.

Developing imagination and creativity is not difficult; all exercises to develop imagination are enjoyable for young children, teenagers, and even their parents. Moreover, adults need to take into account the peculiarities of the development of imagination and its psychology. They are such that creative activity is always associated with real experience and accumulated knowledge. And fantasy affects human emotions. Therefore, the richer the personal experience and erudition, the richer the creative activity of a person. And if he dreams of something pleasant and tempting, then he is inspired by his fantasies, but by imagining something scary, he can get real fears. Therefore, it is always necessary to create suitable conditions for activities to develop imagination. It's not difficult - the main thing is to make them interesting and fun. After all, this is a game during which children perform exercises and do not notice that they are busy serious matter- development of imagination.

American psychologist J. Smith has published a book on creative parenting. This book is interesting because it especially clearly expresses the typical approach to learning that exists among most foreign authors. J. Smith believes that the main thing in teaching creativity is the creation of certain conditions that promote the creative development of children. He identifies four groups of such conditions:

Firstly, these are physical conditions, that is, the availability of materials for creativity and the opportunity to act with them at any moment;

Secondly, these are socio-emotional conditions, that is, adults creating a sense of external security in a child when he knows that his creative manifestations will not receive a negative assessment from adults;

Thirdly, these are psychological conditions, the essence of which is that the child develops a sense of internal security, relaxedness and freedom due to the support of adults for his creative endeavors.

And finally, fourthly, the intellectual conditions that are created by solving creative problems.

The role of an adult, according to J. Smith, is that he must create all groups of conditions for the child.

Games and exercises for developing creative imagination for preschool children.

1. Exercise “What our palms look like”

Goal: development of imagination and attention.

Invite children to trace their own palm (or two) with paints or pencils and come up with, fantasize, “What could this be?” (tree, birds, butterfly, etc.). Offer to create a drawing based on the circled palms.

2.Game - exercise “Three colors”.

Goal: development of artistic perception and imagination.

Invite the children to take three colors that, in their opinion, are most suitable for each other, and fill the entire sheet with them in any way. What does the drawing look like?

3. Exercise “Magic Blots”.

Suggest that you drop any paint onto the middle of the sheet and fold the sheet in half. The result was various blots; children need to see in their blot what it looks like or who it resembles.

4. Exercise “Magic thread”.

Goal: development of creative imagination; learn to find similarities between images of unclear outlines and real images and objects.

In the presence of children, dip a thread 30-40 cm long in ink and place it on a sheet of paper, curling it randomly. Place another sheet on top of the thread and press it to the bottom one. Pull out the thread while holding the sheets. A trace of the thread will remain on the paper; children are asked to identify and name the resulting image.

5. Game - “Unfinished Drawing”.

Children are given sheets with images of unfinished objects. You are invited to complete the drawing of the object and talk about your drawing.

6. Exercise “Wizards”.

Without a preliminary conversation, invite the children to use pencils to transform two completely identical figures depicted on the sheet into an evil and a good wizard. Next, ask them to figure out what bad the “evil” wizard did and how the “good” one defeated him.

7. Exercise “Dance”.

Goal: development of emotionality and creative imagination.

Invite children to come up with their own image and dance it to certain music. The rest of the children must guess what image is intended.

Options - the image is given, all children dance at the same time (“blooming flower”, “affectionate cat”, “snowfall”, “cheerful monkey”, etc.).

Complication - to convey feelings in dance (“joy”, “fear”, “surprise”, etc.)

8. Exercise “What the music told you about.”

Goal: development of creative imagination.

Classical music is playing. Children are asked to close their eyes and imagine what the music is saying, and then draw their ideas and talk about them.

9. Game “What is this?”

Goal: to teach children to create new images in their imagination based on the perception of substitute objects.

Circles of different colors and strips of different lengths are used. Children stand in a circle. The teacher shows one of the colored circles, puts it in the center and asks them to tell what it looks like. Answers should not repeat each other.

10. Game “Pebbles on the Shore”.

Goal: to learn to create new images based on the perception of schematic images.

A large painting depicting a seashore is used. 7-10 pebbles of different shapes are drawn. Each pebble must resemble some object, animal, or person.

The teacher says: “A wizard walked along this shore and turned everything that was in his way into pebbles. You have to guess what was on the shore, say about each pebble, who or what it looks like.” It is desirable that several pebbles have almost the same contour. Next, invite the children to come up with a story about their pebble: how did it end up on the shore? What happened to him? Etc.

11. Exercise “Magic mosaic”.

Goal: to teach children to create objects in their imagination, based on a schematic representation of the details of these objects.

Sets of geometric shapes cut out of thick cardboard (the same for each child) are used: several circles, squares, triangles, rectangles of different sizes.

An adult hands out sets and says that this is a magical mosaic from which you can put together a lot of interesting things. To do this, you need to attach different figures, as you wish, to each other so that you get some kind of image. Offer a competition: who can put together the most different objects from their mosaic and come up with some kind of story about one or more objects.

12. Game “Let's help the artist.”

Goal: to teach children to imagine objects based on the scheme given to them.

Material: a large sheet of paper attached to a board with a diagram of a person drawn on it. Colored pencils or paints.

An adult says that one artist did not have time to finish the picture and asked the guys to help him finish the picture. Together with the teacher, the children discuss what and what color is best to draw. The most interesting proposals are embodied in the picture. Gradually, the diagram is completed, turning into a drawing.

Then invite the children to come up with a story about the drawn person.

13. Game “Magic Pictures”.

Goal: to teach to imagine objects and situations based on schematic images of individual parts of objects.

The children are given cards. On each card there is a schematic representation of some details of objects and geometric figures. Each image is located on the card so that there is free space for finishing the picture. Children use colored pencils.

Children can turn each figure depicted on the card into the picture they want. To do this, you need to draw whatever you want to the figure. After finishing painting, children write stories based on their paintings.

14. Game “Wonderful transformations”.

Goal: to teach children to create objects and situations in their imagination based on visual models.

An adult gives children pictures with images of substitute objects, each with three stripes of different lengths and three circles of different colors. Children are invited to look at the pictures, come up with what they mean, and draw the corresponding picture (several are possible) on their sheet of paper with colored pencils. The teacher analyzes the completed drawings together with the children: notes their correspondence to the depicted substitute objects (in shape, color, size, quantity), the originality of the content and composition.

15. Game “Wonderful Forest”.

Goal: to teach how to create situations in your imagination based on their schematic representation.

Children are given identical sheets of paper, several trees are drawn on them, and unfinished, unformed images are located in different places. The teacher suggests drawing a forest with colored pencils, full of wonders, and tell a fabulous story about him. Unfinished images can be turned into real or imaginary objects.

For the assignment, you can use material on other topics: “Wonderful Sea”, “Wonderful Glade”, “Wonderful Park” and others.

16. Game "Changes".

Goal: to learn to create images of objects in the imagination based on the perception of schematic images of individual parts of these objects.

Children are given sets of 4 identical cards, with abstract schematic images on the cards. Assignment for children: each card can be turned into any picture. Stick the card on a piece of paper and use colored pencils to draw whatever you want to create a picture. Then take another card, stick it on the next sheet, draw again, but on the other side of the card, that is, turn the figure into another picture. You can turn the card and sheet of paper over as you want while drawing! Thus, you can turn a card with the same figure into different pictures. The game lasts until all the children finish drawing the figures. Then the children talk about their drawings.

17. Game “Different Tales”.

Goal: to teach children to imagine various situations using a visual model as a plan.

The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.) Children are asked to come up with a fairy tale based on the pictures, observing their sequence.

You can use various options: the child independently composes the entire fairy tale; the next child should not repeat its plot. If this is difficult for children, you can compose a fairy tale for everyone at the same time: the first one starts, the next one continues. Next, the images are swapped and a new fairy tale is composed.

18. Exercise “Come up with your own ending to the fairy tale.”

Goal: development of creative imagination.

Invite children to change and create their own ending to familiar fairy tales.

“The bun did not sit on the fox’s tongue, but rolled further and met...”

“The wolf didn’t manage to eat the kids because...”, etc.

19. Game “Good-Bad” or “Chain of Contradictions”.

Goal: development of creative imagination by searching for contradictions.

The teacher begins - “A” is good because “B”. The child continues - “B” is bad because “B”. The next one says - “B” is good because “G”, etc.

Example: walking is good because the sun is shining. The sun is shining - it's bad because it's hot. Hot is good, because it's summer, etc.

20. Exercise “Fairy tale - story”.

Goal: development of creative imagination, the ability to distinguish reality from fantasy.

After reading a fairy tale, children, with the help of a teacher, separate in it what can really happen from what is fantastic. It turns out two stories. One is completely fantastic, the other is completely real.

An infinite number of similar games and exercises can be created; it all depends only on the creative imagination of adults who have set themselves the goal of helping every child grow into a creatively gifted, unconventionally thinking, successful person.