A complex of didactic games for the development of imagination in older preschoolers
"Non-existent animal"
Course of the game: If the existence of a hammerhead or needlefish is scientifically proven, then the existence of a thimble fish is possible. Let the child dream up: "What does a pan fish look like? What does a scissor fish eat and how can a magnet fish be used?"
"Make up a story"
Purpose: to develop the creative imagination of children.
Course of the game: invite children to look at the pictures in the book, and invite them to come up with new events together.
"Continue drawing"
Purpose: to develop children's imagination, fine motor skills of hands.
The course of the game: a simple figure (eight, two parallel lines, a square, triangles standing on top of each other) must be turned into a part of a more complex pattern. For example, from a mug you can draw a face, a ball, a car wheel, glass from glasses. It is better to draw (or suggest) alternatives in turn. Who is bigger?
"Blot"
Purpose: to develop the creative imagination of children.
Material: sheets of paper with blots.
The course of the game: the famous Rorschach test is built on this principle.
Children must come up with what the blot looks like and finish drawing it. The winner is the one who names more items.
"Animating objects"
Purpose: to develop the creative imagination of children.
Course of the game: imagine yourself as a new fur coat; a lost mitten; a mitten that was returned to the owner; a shirt thrown to the floor; shirt folded neatly.
Imagine: a belt is a snake, and a fur mitten is a mouse. What are your actions?
“It doesn't happen! "
Purpose: to develop the creative imagination of children.
The course of the game: the participants in the game take turns telling some incredible story, short or long. The winner is the player who manages to come up with five plots, after hearing which, the audience will exclaim: “This does not happen! ".
"Draw the mood"
Purpose: to develop the creative imagination of children.
Course of the game: This game can be used if the child is in a sad mood or, conversely, very cheerful, as well as something else, the main thing is that he has some kind of mood. The child is asked to draw his mood, depict it on paper in any way.
"Drawings with continuation"
Purpose: to develop the creative imagination of children.
Material: paper, watercolor paints
Course of the game: Put a red dot in the center of the sheet of paper. We suggest the next one to continue the drawing.
"The new purpose of the subject"
Purpose: to develop the creative imagination of children.
Course of the game: The guys are sitting in a circle. The presenter launches an object (old iron, umbrella, pot, bag, newspaper). Everyone comes up with a new purpose for this item. For example, an iron can be used as a kettlebell or coconut cracker. The winner is the one who comes up with the most incredible uses of this item.
The subject can "walk" in a circle while new assignments are invented for it.
www.maam.ru
for the development of imagination in preschoolers
1. Exercise "What our palms look like"
Invite the children to circle their own palm (or two) with paints or pencils and come up with, fantasize "What could it be?" (tree, birds, butterfly, etc.). Offer to create a drawing based on the outlined palms.
2. Game - exercise "Three colors".
3. Exercise "Magic blots".
Purpose: development of creative imagination; teach to find the similarity of the image of obscure outlines with real images and objects.
Offer to drop any paint in the middle of the sheet and fold the sheet in half. Various blots turned out, children need to see in their blot what it looks like or what it looks like.
4. Exercise "Magic thread".
In the presence of children, a thread 30-40 cm long is dipped in ink and put on a sheet of paper, folded at random. Put another sheet on top of the thread and press it to the bottom. Pull out the thread while holding the sheets.
5. Game - "Unfinished drawing".
6. Exercise "Wizards".
7. Exercise "Dance".
Invite children to come up with their own image and dance it to certain music. The rest of the children must guess which image is intended. Variants - the image is set, all children are dancing at the same time ("blossoming flower", "affectionate cat", "snowfall", "funny monkey", etc.). Complication - to convey feelings in the dance ("joy", "fear", "surprise", etc.)
8. Exercise “What the Music Told”.
9. Game "What is this?"
Purpose: to teach children, based on the perception of substitute objects, to create new images in their imagination.
Circles of different colors, 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 offers to tell what it looks like.
Answers should not be repeated.
10. Game "Pebbles on the shore".
Purpose: to teach how to create new images based on the perception of schematic images.
A large painting of the seashore is used. 7-10 pebbles of different shapes are drawn. Everyone should resemble some object, animal, or person.
The teacher says: “A magician walked along this bank and turned everything that was on his way into pebbles. You have to guess what was on the shore, say about each pebble, what or who it looks like. " It is desirable that several pebbles have almost the same outline.
11. Exercise "Magic mosaic".
Purpose: 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.
The teacher distributes kits and says that this is a magic mosaic from which many interesting things can be put together. To do this, you need different figures, whoever wants, attach to each other so that you get some kind of image. Offer a competition: who can put more different objects out of their mosaic and come up with some kind of story about one or more objects.
12. Game "Let's Help the Artist".
Material: A large sheet of paper attached to a board with a sketch of a person drawn on it. Colored pencils or paints.
Gradually, the diagram is completed, turning into a drawing.
After that, invite the children to come up with a story about a drawn person.
13. Game "Magic Pictures".
Children are given cards. Each card has 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 painting the picture.
Children use colored pencils.
Each figure on the card, children can turn into a picture they want. To do this, you need to add anything you want to the figure. After finishing drawing, children compose stories based on their pictures.
14. Game "Miraculous transformations".
Purpose: to teach children to create objects and situations in their imagination based on visual models.
15. The game "Wonderful forest".
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 full of miracles with colored pencils and telling a fairy tale about it. Unfinished images can be turned into real or imaginary objects.
16. The game "Changeling".
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.
17. Game "Different Tales"
Purpose: to teach children to imagine different 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 invited to come up with a fairy tale based on pictures, observing their sequence.
You can use various options: the child independently composes the whole fairy tale, the next baby should not repeat his 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. Then the images are reversed and a new tale is composed.
18. Exercise "Come up with your own end of the tale."
Invite children to change and compose their own end to familiar fairy tales.
"The gingerbread man did not sit on the tongue of the fox, but rolled on and met ...".
“The wolf didn't manage to eat the kids because ...” and so on.
19. Game "Good-bad" or "Chain of contradictions".
Purpose: the development of creative imagination through the search for contradictions.
The teacher begins - "A" is good, because "B". The child continues - "B" is bad, because "C". The next one says - "V" 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 summer, etc.
20. Game "Fairy animal (plant)".
Invite children to come up with and draw a fantastic animal or plant that does not look like the real one. Having drawn a picture, each child talks about what he drew, comes up with a name for the picture. Other children are looking for features of real animals (plants) in his drawing.
21. Exercise "Fairy tale - story".
Purpose: development of creative imagination, the ability to distinguish reality from fantasy.
After reading the tale, the children, with the help of a teacher, separate in it what can happen in reality from what is fantastic. It turns out two stories. One is completely fantastic, the other is completely real.
22. "What can you do?" (game for children from 3 years old)
Game rules: The host names the object. Children must determine what the object can do or what is done with its help.
Approximate move:
D: It can break down, it can show different films, cartoons, songs, it can collect dust, turn on, turn off.
Q: What can a ball do?
D: Jump, roll, swim, deflate, get lost, burst, bounce, get dirty, lie down.
Q: Let's dream up. Our ball got into the fairy tale "Kolobok". How can he help Kolobok?
Note: It is necessary to move the object into fantastic, unreal situations and see what additional functions the object has.
Acquaintance with the surrounding world.
Q: What can a traffic light do?
D: Control the movement of cars and pedestrians. He can switch. If the red light comes on, all cars will stand, and for pedestrians at this time the green light will be on and they will be able to cross the road.
Q: What else can a traffic light do?
D: Burn out, break down.
Q: What then can happen?
D: A car can push a person, it can collide with a car, that is, an accident will happen.
Q: Let's dream up. Here the traffic light fell into a fairy tale ... and what business did you find there? (Children's answers).
The basis of personal culture.
Q: A polite person is what kind and what can he do?
D: Greet, politely see off guests, take care of a sick person or dog, he can give up his seat on the bus or tram to an old woman, and even carry a bag.
D: Help another person out of trouble or a difficult situation.
Ecology.
Q: What can a plant do?
D: Grow, drink water, bloom, close, can sway from the wind, can die, it can smell delicious, and maybe tasteless, can inject.
Q: What can an elephant do?
D: An elephant can walk, breathe, grow. The elephant gets its own food, transports goods, people, performs in the circus. He helps people on the farm: he even carries logs.
Q: What can rain?
Material from the site nsportal.ru
Games for the development of imagination.
Game "Decorate the word".
This game develops figurative thinking, imagination, associative process well. The main task of the game is to select as many adjectives as possible for the proposed noun. The group of children is divided into two teams.
Each team is given a noun and the task is set for a certain time to type as many adjectives as possible that fit this noun. The team with the most adjectives wins.
For instance,
Dress, what - Beautiful, elegant, light, warm, festive, etc.
A car, what kind - big, light, truck, green, metal, etc.
The wind, which is strong, south, cold, warm, etc.
Game "Inference".
This game is used both in the development of imagination and verbal-logical thinking. A series of questions is suggested starting with the words "What will happen ...". The task of the child is to give as complete and original answers to the questions posed as possible.
List of sample questions:
"What happens if the rain keeps pouring down?"
"What happens if all animals start speaking in a human voice?"
"What happens if all the mountains suddenly turn into sugar?"
"What happens if you grow wings?"
"What will happen if the sun does not set over the horizon?"
"What happens if all the fairy tale characters come to life?"
Multi-hand drawing game.
This is a group game that closely links imagination and emotions and is itself saturated with high emotional potential. All participants are invited to imagine an image of themselves.
Then, on a piece of paper, the first member of the group depicts a separate element of the conceived image. The second participant in the game, starting necessarily from the existing element, continues the drawing, using the work of the predecessor to transform into his own idea.
Pleasure is given by the struggle that arises when trying to take possession of other people's forms, to impose their own, as well as surprises and discoveries of new content and images that arise at every stage of work.
Game "Magicians".
Used to develop the senses based on imagination. At first, the child is offered two completely identical figures of "wizards". His task is to finish these figures, turning one into a "good" and the other into an "evil" magician.
For girls, you can replace "wizards" with "fairies".
Now the second part of the game. The child must draw himself the "good" and "evil" wizards, and also come up with what the "evil" wizard did bad and how the "good" defeated him.
If a group of children participated in the game, it is advisable to make an exhibition of drawings and evaluate whose wizard is better.
Emotions have a very vivid form of expression through facial expressions and pantomime. When a child's imagination is working, the emotional attitude towards imaginary images can also be seen on his face.
Game "Dance".
Children are invited to dance. Moreover, everyone dances "what he wants." The child must express some image in the dance.
It is better if he comes up with the image himself. in case of difficulty, you can help him with a hint.
Topics for clues: dance a butterfly, a bunny, a cat, a horse, an iron, a candy, a hammer, and so on.
When the child has coped with the first part of the task, you can move on to the next stage. Feelings are now the suggested themes for the dance.
Topics for the second part of the assignment: dance "joy", "fear", "grief", "fun", "surprise", "whim", "happiness", "pity".
It is necessary to ensure that the children dance, and do not depict the corresponding feelings with facial expressions. Music can be used any dance, waltz, dance, jazz. It is important that these are not songs with meaningful text that children can understand.
Word chain game.
A word accidentally sunk into the head (or intentionally taken) causes a chain reaction, spreading waves in depth and breadth, while extracting images, associations, memories, ideas and dreams.
Children are invited to make a long train of words, each word is a wagon. Trailers, like words, must be interconnected. This means that each word should pull the next one.
For example: Winter (what kind?) - cold, snowy (what else is cold?) - ice cream, ice, snow, wind (what wind?) - strong, northern (what else can be strong?) And so on. A trailer is put up for every word the children say.
On this topic:
More details on the website nsportal.ru
Creative games for the development of imagination in preschoolers in the process of visual activity.
1. D / game: "What are our palms like"
Purpose: development of imagination and attention.
Invite the children to lower their palms in the paint or draw around their own palm (or two) with pencils and come up with, dream up "What could it be?" (tree, birds, butterfly, etc.). Offer to create a drawing based on the outlined palms.
2. Three colors.
Purpose: development of artistic perception and imagination.
Invite the children to take three paints that they think are most suitable for each other, and fill the entire sheet with them in any way. What does the drawing look like?
3. Transformation of specks of paint (painting technique - monotype).
Offer to drop any paint or several colors of paint on the middle of the sheet or on half of the sheet, and fold the sheet in half, smooth it out, unfold it. Various blots turned out, children need to see in their blot what it looks like or what it looks like.
4. The magic thread.
Purpose: the development of creative imagination, to find the similarity of the image of obscure outlines with real images and objects.
In the presence of children, a thread 30-40 cm long is dipped in ink and put on a sheet of paper, folded at random. Put another sheet on top of the thread and press it against the bottom sheet. Pull out the thread while holding the sheets.
A trace will remain on the paper from the thread, the children are invited to identify and name the resulting image.
5. Unfinished drawing.
Children are given sheets with images of under-painted objects. It is proposed to finish the subject and tell about your drawing.
6. Wizards.
Purpose: development of emotionality and creative imagination.
Without preliminary conversation, invite the children to use pencils to turn two completely identical figures depicted on the sheet into an evil and kind wizard. Next, propose to come up with what the "evil" wizard did bad and how the "good" defeated him.
7. What the music told about.
Classical music sounds. Children are encouraged to close their eyes and imagine what the music is talking about, and then draw and talk about their performances.
8. Magic mosaic.
Purpose: to develop the ability of 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. The teacher distributes kits and says that this is a magic mosaic from which many interesting things can be put together.
To do this, you need different figures, whoever wants, attach to each other so that you get some kind of image. Offer a competition: who can put more different objects out of their mosaic and come up with some kind of story about one or more objects.
9. Let's help the artist.
Purpose: to develop the ability of children to imagine objects based on a given scheme.
Material: A large sheet of paper attached to a board with a sketch of a person drawn on it. Colored pencils or paints.
The teacher says that one artist did not have time to finish painting and asked the guys to help him finish the painting. Together with the teacher, the children discuss what and what color is better to draw. The most interesting proposals are embodied in the picture.
Gradually, the diagram is completed, turning into a drawing. After that, invite the children to come up with a story about a drawn person.
10. Magic pictures.
Purpose: to develop the ability to imagine objects and situations on the basis of schematic images of individual details of objects.
Sheets of paper are handed out to children. Each sheet contains a schematic representation of some details of objects, different lines or geometric shapes. Each image is located on the sheet so that there is free space for painting the image.
Children use crayons, crayons, felt-tip pens, or paints.
Children can turn each figure, line drawn on a piece of paper into a picture they want. To do this, you need to add anything you like to the figure (line). At the end of drawing, children compose stories from their pictures (in the younger preschool age, the teacher gives only a colorless outline of a geometric figure, and in the older one - geometric figures pasted from colored paper)
11. Wonderful transformations.
Purpose: to develop the ability of children to create objects and situations in their imagination based on visual models.
The teacher distributes pictures to children with images of substitute objects, each has three strips of different lengths, three circles of different colors. Children are invited to consider the pictures, come up with what they mean, draw a corresponding picture on their sheet with colored pencils (several are possible). The teacher analyzes the completed drawings together with the children: he notes their correspondence to the depicted substitute objects (in shape, color, size, quantity), the originality of the content and composition.
12. Wonderful forest.
Purpose: to develop imagination, to create in imagination situations 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 full of miracles with colored pencils and telling a fairy tale about it. 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.
13. Shifters.
Purpose: to develop imagination, to create in the imagination images of objects based on the perception of schematic images of individual details of these objects.
Children are given sets of 4 identical cards, on the cards are abstract schematic images. Assignment for children: each card can be turned into any picture.
Paste the card on a piece of paper and draw with colored pencils whatever you want, so that you get a picture. Then take another card, stick it on the next sheet, finish painting again, but on the other side of the card, that is, turn the figure into another picture.
You can turn the card and a sheet of paper over when drawing as you want! 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.
14. Fairy animal (plant).
Purpose: development of creative imagination.
Invite children to come up with and draw a fantastic animal or plant that does not look like the real one. Having drawn a picture, each child talks about what he drew, comes up with a name for the picture. Other children are looking for features of real animals (plants) in his drawing.
15. Guess what I'm up to and finish painting.
Purpose: development of creative imagination, the formation of the ability to negotiate and seek compromises.
Each of the children conceives his own image (but does not talk about it). The first child starts and draws only one element. The next one should imagine what it could be, what the friend wanted to draw, and continue the drawing, complementing it with one element as well. In the course of work, you often have to rebuild the originally conceived image.
When children in the course of learning have already acquired the skills of “completing”, reconstructing and creating new images, classes can be complicated by first performing tasks in groups of not 2, but of 4 people.
16. Draw together.
A large sheet of paper is fixed on the table. The sheet is divided into 4 "fields" (taking into account the number of people taking part in the work). Children are invited to create a composition on this topic ("Our city", "Summer vacation", etc.).
Each child begins to paint in his own field. Then, at the signal of an adult, everyone moves to the next field. You need to understand what your friend wants to draw and continue his drawing.
In this joint work, actualization and restructuring of images takes place, taking into account a given theme.
In the first lessons, children are guided by the creation of realistic images. Then fantasy elements are gradually introduced into the task - for example, real contour images are proposed to be painted in fantastic, invented colors (cow - green, sun - blue, etc.).
17. Magic tree.
Purpose: development of creative imagination.
It is proposed to draw a magic tree, which should be unlike any known trees, in addition, there may be some unusual things on the branches.
Such tasks activate past experiences, arouse interest, and give an outlet for children's emotions. In the process of joint actions, children learn to understand each other, an atmosphere of trust and interest is created, and this is one of the main conditions conducive to creativity.
18. Wax sculpture.
Purpose: development of creative imagination, formation of the ability to work in a team.
The group is divided into two teams. One team is "clay", the other is "sculptors". On command, sculptors begin to sculpt from clay.
Until the end of the game, each participant must remain in the position in which the "sculptor" left him.
19. Living picture.
Purpose: development of creative imagination, logical thinking.
The driver is selected from the group of children. The rest of the children create the plot at their own discretion. Having created a plot scene, its participants freeze until the driver guesses the picture.
20. Combination.
Purpose: development of creative imagination.
The child is asked to come up with and draw as many objects as possible using geometric shapes: a circle, a semicircle, a triangle, a rectangle, a square.
21. Exercise "Points".
Purpose: development of creative imagination.
Show your child by example how you can draw a drawing by connecting the dots. Now invite him to try to draw something by connecting the dots. Using all the dots every time is optional.
22. Blotography.
Purpose: development of creative imagination, holistic perception.
Required inventory: paints, brush, paper.
Place a blot of any color (or several colors) in the middle of the sheet. Fold the sheet in half, blot inward. Expand it. The pictures are wonderful. Dry the sheet. What does it look like?
Draw the details.
23. Roundbones.
Required inventory: circles, squares, triangles drawn on a drawing paper.
Invite your child to complete the details. For example, to the circle - long ears, mustache, eyes, nose, teeth; got a bunny! To the square of the hands - you get a watch. The tail to the triangle is a funny carrot.
There are many options (circle - ball, ball, apple, fairy bird, etc.). Give instructions to the child - the image is not repeated.
24. Transformation of blots (the technique of inflating drops of paint with a cocktail tube).
Purpose: development of imagination, breathing.
Drop a few drops of paint of the same color or different colors on a sheet of paper. Using a cocktail tube, blow the drops in different directions. What do blots look like?
Finish the resulting images. Come up with a name for the picture.
25. What a circle looks like.
Purpose: development of creative imagination, creativity.
The child is given a sheet of paper with the outline of the circles (from 3 to 10), depending on the child's age. It is necessary to complete the circles without repeating the image. The more diverse the images, the higher the level of creativity.
26. Draw half of the figure.
Purpose: development of creative imagination, the ability to find the similarity of an image with geometric shapes.
The child is offered a sheet of paper with a half-drawn geometric figure. It is necessary to guess which geometric figure is hidden in the drawing, to finish drawing the other half of the figure.
Look at the figure, think about what a whole geometric figure looks like, finish drawing to get an image of an object. To finish drawing, offer children a variety of visual materials: paints, pencils, wax crayons, markers, felt-tip pens.
Development of attention and imagination of preschoolers.
Children's attention and imagination preschool ageare the most important aspects of a child's personality. It is impossible to imagine a situation that a person would not have fantasy, 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 have heard fairy tales.
Many years of experience in working with preschool children proves to me and allows me to draw an appropriate conclusion. Without imagination, children cannot learn at school, learn complex educational programs. The preschool period marks the beginning of the development of imagination and fantasy. An intensive manifestation of this mental process is manifested at the age of 5 years. Based on many years of observation of children, I can say with absolute certainty that if educators, teachers and parents do not pay serious attention to the development of the child's ability to fantasize, then subsequently there is a rapid decrease in the activity of this function. A person's personality becomes impoverished, the possibilities of creative thinking decrease, 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 something is fixed that is bright, emotional, already in preschool age in the process of playing, communication, it is necessary to begin to form voluntary attention. Its development makes it possible in many ways to facilitate the child's learning process in primary schoolwhen you need to do not what you want, but what you need.
Imagination is the ability to create new images by processing previous experience. This is already a creative imagination that manifests itself in role-playing games... It should be noted that if, during the period of its inception, the preschooler's imagination is practically inseparable from playing actions with material, it is determined by the nature of toys, attributes of the role, then children 6-7 years old no longer have such a close dependence of play on play material, and imagination can already find in such items that do not look like the ones being replaced. The image of imagination at this age is characterized by brightness, clarity, 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, a situation that has never existed at a given moment.
The importance of imagination in mental development is very great, it contributes to a better knowledge of the world around, the development of the child's personality. But I want to point out that imagination should not develop into passive daydreaming.
I offer to my colleagues, teachers, parents the games I have developed in practice and exercises that can be used to develop imagination. They not only allow to activate the cognitive activity of the preschooler, but also contribute to the development of speech and creative thinking in children.
Games and exercises to develop attention and imagination.
Game: "Decorate the word"
Goal. Develop the child's imagination and speech.
The task. Find as many definitions as possible for this word.
Autumn (what is it?)….
Spring (what is it?)….
House (what)….
Flower (what?) ...
Game (what) ...
Game "Draw something".
Purpose: Develop imagination.
The task. Draw something unusual. (There is a certain time allotted for this task - 4 minutes.)
Note. An emotional, colorful image testifies to a developed imagination, although it may not be very original.
Game "Attention"
Purpose: To develop attention and visual memory. The task. Draw on a piece of paper a picture that an adult showed for 5-10 minutes.
Game "Unfinished Drawing"
Purpose: Develop imagination.
The task. See what the picture looks like and continue it.
For example: any geometric shape.
Game "Mirror"
Goal. Develop attention and coordination of movements.
The task. Become a “mirror” and repeat everything that the leader will do: the leader will raise his hands up (to the sides, lower them down, etc.), the “mirror” will repeat.
Game "Magic Transformations"
Goal. Develop imagination.
The task. Depict an animal or object. (To portray some fairytale hero, etc.) An adult must guess who or what it is.
Game "Guess what is this?"
This game assumes possession of such knowledge as front, back, right, left.
Goal. Develop the child's attention, the ability to navigate in space, thinking.
The task. Guess what kind of toy the adult thought of (he tells its location - in front of you, behind, on the right, on the left).
Game "Guess who I am?"
Goal. The imagination is developed. Game progress. The presenter or one of the children with facial expressions, sounds, gestures, depicts a cat (cockerel, dogs, and other animals).
The task. Guess who was depicted. How did you guess?
Game "Be attentive"
This game can be played with one child or a group of children.
Goal. Develop attention, teach you to quickly and accurately respond to sound signals.
Game progress. Children walk in circles. The presenter alternately gives commands "Bunnies", "Herons", "Horses" at different intervals. Children should perform movements in accordance with the command.
"Bunnies" - children are jumping.
“Herons” children stop and stand on one leg.
"Horses" -children stop and knock on the floor with their feet.
"Frogs" -children squat and jump squatting.
Signals should be taught before playing.
The game "Imagine ..."
Goal. Develop imagination.
The task. Imagine and depict how you blow out the candles on a birthday cake, depict and sound the clock with a pendulum that beats, depict and sound a motorcycle, a boiling kettle, depict a hairdresser who does a haircut or a haircut, a dentist who treats a tooth, a cook, who prepares lunch, the surgeon during the operation, the fisherman sitting on the shore, etc.
Game "Animals"
Goal. Develop attention.
The task. 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 if we play with one child.
The host names the animals in a mix. Hearing the name of his animal, the child should stop and clap his hands. A knockout game can be played with a group of children.
Game "Yes and no do not speak"
Goal. Develop attention.
The task. Answer the questions of the moderator, it is forbidden to say "YES" and "NO". Be careful. Questions:
- Do you like summer?
- Do you like playing in the park?
- Do you love the sun?
- Do you like swimming in the sea or river?
- Do you like fishing?
Questions can be on different topics. For example, according to the seasons. (About winter, summer, autumn, spring).
A game. "We sing together"
Goal. Develop attention, memory.
The task. The teacher offers to sing a song, for example, "A grasshopper was sitting in the grass ...". Explains what to do when doing this. One clap - start singing. Two claps - sing the song further, 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 himself.
Game "Who will notice more fables"
Goal. Develop attention, the ability to notice illogical situations.
The task. Mark all fables. (Reading the poem "Joy" by K. Chukovsky)
The above games-exercises for the development of attention and imagination are very simple, they can be used during family leisure time, free time from classes in kindergarten, for a walk, in a group room and take a child (a group of children) not only for the benefit of, 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, to exercise 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 naturally, the main thing is just to start and each game can become truly author's, it is very easy to transform them in accordance with the teacher's creative abilities. I believe that the games I have proposed will more fully allow the formation of such important cognitive abilities as attention and imagination. And most importantly, they will help children to be successful at 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 for both children and adults! Thank you for attention!
Imagination is a kind of mental process that few parents pay attention to. Preparing a child for school, they try to develop thinking, memory, attention, which is extremely important for successful learning. Meanwhile, imagination - the process of creating new images or transforming existing ones into other combinations, is of great importance in the full development of a preschooler. For example, imagination helps to find non-standard solutions, compose stories on free topic, write essays, fantasize in drawing lessons. If by school the child has not mastered such skills, parents will have to make a lot of effort to help the little student. Therefore, already at preschool age, it is worth thinking about how to develop imagination and creativity in children.
Experts offer many different means, but the most effective is play as a leading activity of preschool age. In pedagogy, various types of games and exercises have been developed to develop the imagination of children, which can be offered in home education. The main thing is the parent's interest in the game, then it will captivate the child as well.
How does play affect imagination?
The game is a specific means of upbringing and development that allows each kid not only to embody their creative ideas, but also to unite in plot actions for children of different ages. This is especially valuable for a family in which children of different ages are growing up. How does play affect the development of creative imagination in preschool children?
Psychologists have long proved that it is in play that the child's need for cognition and transformation of the surrounding reality is satisfied, emphasizing the inseparability of play and imagination. For the first time, imagination and creativity are manifested when a child begins to use substitutes for real objects and take on social roles. For example, a kid fantasizes that sticks are thermometers at the “doctor's”, leaves are plates at “mother's”.
In older preschool age, with a well-developed imagination, substitute objects and many play actions become unnecessary. The preschooler plays pretend, the game goes into the inner plan. This is where it is required to teach the child such methods of imagination so that from the recreator it gradually becomes creative. The necessary skills in children can be developed if you know well the properties of imagination (typing, agglutination, analogy and emphasis), which make it possible to invent and fantasize.
Games and exercises to develop the imagination
What can you offer parents to develop imagination in preschool children? Now you can pick up a lot different games, which are successfully used in home education. The main ones are educational games for the development of the imagination, since they are directly aimed at teaching children the methods of composing new images or transforming existing ones.
Using typing to develop imagination
Typing - this is the allocation of the essential, repetitive and its embodiment in a specific image.
The property of imagination - typing is most accessible to children, starting from early preschool age. Such educational games can be verbal, mobile, board. It is important for parents to take into account the child's age and psychological characteristics. If the baby is active, outdoor games will be appropriate; a calm, diligent child can be offered board games.
Classic games and exercises by the type of selection of the same type or opposite word are interesting to all children. They can be successfully introduced into home activities for the imagination of preschoolers, since the game actions are simple and understandable. The main thing is to complicate the content of the game in time and encourage the child to search for a new image. The rules are as follows: an adult throws the ball to a player with a specific word; a child, in accordance with the theme of the game, must either catch the ball or reject it. Then toss it to the host using the same rules.
"Edible - inedible"
The presenter throws the ball to the player with a word related to food or not. For example, an apple - the ball is caught, a book - the ball is deflected. The interest in the game is maintained if the game is on at a fast pace.
"Flies - does not fly"
The game is played similarly to the previous one. Thematic words are selected for her. The difficulty is that, unlike the previous game, vocabulary can quickly be exhausted, since there are much fewer “flying” words. It is at this very moment that the adult prompts the child to an original answer: “What else can fly, besides an airplane, a bird ...? (leaf, fluff, snowflake) ".
"Say the opposite"
A similar game, but unlike the previous ones, the child needs some experience to select words - antonyms, so it is better to play with middle and older preschool children. The vocabulary can be as follows: high - low, close - far, young - old, good - evil, child - adult, white - black, morning - evening.
"What happened?"
Such an educational game is accessible by its actions to children of different ages, arouses their interest, and gives adults the opportunity to decide. Used for the game different variants: felt-tip pens for paper, sticks for sand or snow. It is good to play with the whole family, since it will be more interesting to participate in several people. Each participant begins to draw a blank shape for the future drawing (circles, wavy lines, dashes, dots), and then everyone changes places and complements each other's drawings, trying to portray something funny.
- For variation, you can make a sketch-hint for a future drawing: a tree without branches and leaves, a fungus without a leg, a clown's grimace without a face outline, a moth without some details. Let the child come up with something new and original color.
- An interesting game can be made by suggesting a general implementation of the drawing. For example, an adult starts drawing, the child continues to draw in details. Then the adult dramatically changes the subject of the drawing, inventing something new, adding interesting details. It is good if the finished drawing will represent something unusual, for example, an exotic garden, a space landscape, an underwater world. At first, the baby will imitate an adult, he will have to suggest some ideas. If you constantly offer a preschool child such a game, after a short time he himself will come up with new images based on existing ideas. This exercise will be useful in family leisure.
"Clowns"
For the game, preliminary preparation is required in the form of a drawing with two clowns, whose faces are not drawn. The adult invites the kid to portray a sad and funny clown. Asking why the clown was sad, what could have happened to him, how funny can help him.
- Similarly, you can use figures of good and evil wizards. Here, too, at first, the help of an adult is needed.
- In the future, a preschooler can, by the same type, invent, draw and cut out figures of animals, fairy-tale characters. To maintain interest and practice the skill of composing new images based on existing ones, you can invite your child to start an album and paste in figures of characters. This will make it possible to trace how the child's skill of creating a new image is improving.
For the development of children's imagination, games are very useful in which the child, together with the adult, comes up with what a particular object looks like. Two-year-olds already know how to find familiar objects in their surroundings. It is good to play such a game in nature, where there is a lot of various material for viewing and finding similarities. For example, an adult suggests looking at clouds, observing their changes, seeing familiar characters in them like the cartoon about Winnie the Pooh: here the cloud looks like Winnie himself, and this one looks like a cat with kittens, and there is a boat sailing.
- When collecting autumn leaves, you can arrange a game "Find a familiar object in a leaf." Perfect for looking at puddles on the path, the imprint of the sole on the sand, an unusual pebble. It all depends on the imagination of the adult, who teaches the kid to fantasize. Then at home you can sketch what you saw during your walk.
Agglutination Games
Another property of imagination is agglutination.
Agglutination (lat agglutinatio - gluing) - combination of qualities
With its help, creative imagination develops very well, as it creates absolutely new image based on available images. Agglutination can be done when a child has experience, knowledge of works of art, skills of creative activity (drawing, modeling, application) are consolidated, which can be of help in creating new images.
"Fabulous (non-existent) animal"
A wonderful game for developing children's creative imagination is a test game in which a new image of an animal is created. This game is most often used by psychologists to examine the psyche of a child. But it can be successfully introduced into home teaching. The meaning of the game is that with the help of existing ideas about a real animal, preschool children can fantasize about a fairy-tale creature. For example, a bird - a sword, a hare with a long tail, an ant with wings, a moth with a proboscis. It will be interesting to draw a sketch of fairy-tale creatures and paint them. Be sure to talk with your child about why the animal needs a new body part, whether it will help or harm him. Ask for an unusual name for the new animal.
Children are happy to play such games, as they allow them to express in the drawing their desire to transform the environment. If at the initial stage it will be difficult for the baby to cope with the exercise, the adult can help with the choice of the main animal, which is well known to the child. You can make a sketchbook and discuss it during family leisure activities.
"Fables"
Making up fables (something that does not happen in reality) is very attractive for children. Parents can take advantage of this interest of the kids and invite them to come up with an unusual story - a fable. This is a very effective way of developing creative imagination, which will help to come up with creative stories later in school. To make it easier for an adult to explain to a child what the essence of this method is, you can use folk nursery rhymes, rhymes, which are so rich in folk pedagogy. And then dream up on various topics and come up with your own nonsense fairy tales. It will be helpful to write them down and draw pictures. So it will be easy to trace how the child's creative imagination improves.
The village drove past the peasant,
Suddenly the gate barks from under the dog.
The roofs got scared, sat on the crows.
The horse urged the man on with a whip.
The horse ate porridge, and the man ate oats.
The horse got into the sleigh, and the man took it.
The fox ran through the forest
The fox lost its tail.
Vanya went to the forest,
Found a fox tail.
The fox came early
I brought berries to Vanya,
She asked to give her tail.
"Fabulous mix"
For middle-aged and older children, a game based on familiar fairy tales will be interesting.
An adult invites the child to come up with his own funny fairy tale with heroes whom he knows well. For example, it can be the well-known fairy tales "Little Red Riding Hood", "Cinderella", "Zayushkina's hut", "Three little pigs" and the like. Than younger child, the simpler the story should be. The game will be more interesting during family leisure, when the whole family will gather. The characters and events of the fantasy can be mixed, imparting unusual qualities to them.
For example, Little Red Riding Hood suddenly became a capricious and naughty girl: instead of going to her grandmother, she went to a neighboring village to visit her friend Cinderella. The wolf did not wait for the girl in the forest. Such unexpected events will amuse the child and support the interest in fairy tales.
Analogy and accent games
Analogy is the ability to put oneself in the place of an image or object.
Accentuation is a selection, an emphasis on some part of the subject.
With older children, games and exercises for the development of imagination can be carried out according to the type of analogy and emphasis. Such methods of drawing up images are still difficult for small children, since elements of logical thinking are already used here. Older preschoolers who already have the necessary experience will gladly perform exercises to develop their imagination.
"Zoo"
A rather popular game will help teach a child to put himself in the place of some image and to fantasize. It is often carried out in kindergarten for various purposes. At home, parents can use it to shape their imaginations. It's good to play it with a big company. The presenter invites everyone to mentally choose any animal for themselves and create its image using posture, facial expressions, gestures. The participant of the game depicts, and the presenter guesses which animal has settled in the "zoo".
Alternatively, you can play this game as an exercise. When the presenter gives commands, for example, by clapping or using a musical toy, all participants turn into animals of the same species and depict them, for example, storks, bears, chanterelles, giraffes. The presenter marks the player who best portrayed the animal.
"What would happen if ..."
A verbal play on analogy, at the same time on emphasis, will interest children. It can be carried out on a trip, while walking, family leisure, as it does not require preliminary preparation. An adult begins the game with the words: “What do you think it would be if ... there were candy on the trees; watermelons fell from the sky during the rain; mothers and fathers went to kindergarten, and children went to work; were cats and mice friends with each other? " The topics of such questions can be very diverse: about nature, weather, animals, professions, pieces of furniture, clothing, food. The more ridiculous the questions are, the more interesting it will be for the child to come up with answers. Then you can switch roles, the preschooler asks questions, and the adult comes up with original answers, thereby teaching his child to think creatively.
With such games and exercises for the development of imagination in children, parents will be able to prepare the child for successful schooling, to grow a creative personality with non-standard thinking.
Collection of didactic games for developing the imagination of preschoolers
Development of imagination
creative imagination is essential component creativity
Creation - the ability to solve old problems with new methods or apply old methods to solve new problems. Creativity also includes the process of coming up with new, yet unknown tasks. One of the key parts of creativity is imagination, which consists in the ability to come up with new images, new solutions, new tasks.
There are various classifications of the types of imagination, each of which is based on some of the essential signs of imagination.
1. On the basis of activity, passive, contemplative imagination is distinguished with its involuntary forms (dreams, dreams) and active, active imagination. With active imagination, images are always formed consciously with the condition of the goal.
2. Depending on the independence and originality of the images of the imagination, it can be recreational and creative.
Recreational imagination Is a representation of something new for a given person, based on a verbal description or a conventional image of this new (drawing, diagram, musical notation, etc.). This type of imagination is widely used in various types of human activities, including learning. Memory images play a leading role in it. Recreational imagination plays an important role in the process of communication and assimilation of social experience.
Creative imagination Is the creation of new images without relying on a ready-made description or conventional image. Creative imagination is about creating new images on your own. Almost all human culture is the result of the creative imagination of people.
Every person has a creative spark. In some people it is better developed, in others it is worse. I want to emphasize separately - it is impossible to learn creativity by reading books or articles. The only way to learn creativity is through practice in solving creative tasks, the development to one degree or another of creative imagination, which will help to further express oneself in creativity.
Development of imagination - A purposeful process that pursues the task of developing the brightness of imaginary images, their originality and depth, as well as the fruitfulness of the imagination. In its development, imagination is subject to the same laws that other mental processes follow in their ontogenetic transformations. As perception, memory and attention, expression from the immediate gradually turns into mediated, and the main means of mastering it on the part of the child are, as shown by A.V. Zaporozhets, model representations and sensory standards.
By the end of the preschool period of childhood, a child whose creative imagination develops rather quickly (such children, according to O.M. Dyachenko, make up about one fifth of all children of this age), imagination is presented in two main forms: as a product of some idea and how the emergence of a plan for its implementation.
In addition to its cognitive and intellectual function, the imagination of children performs another - affective-protective - role, protecting the growing and easily vulnerable, still poorly protected personality of the child from excessively difficult experiences and mental trauma. Thanks to the cognitive function of imagination, the child gets to know the world around him better, solves the problems that arise before him more easily and efficiently. The emotional-protective function of the imagination is expressed in the fact that through an imaginary situation, the emerging tension can be released and a kind, symbolic (figurative) resolution of conflicts that are difficult to remove by real practical actions.
At the first stage of the development of imagination, it is associated with the process of objectifying the image by action. Through this process, the child learns to control his images, change, refine and improve them, and, consequently, regulate his imagination. However, he is not yet in a position to plan his imagination, to draw up in his mind a plan of future actions in advance. This ability appears in children only by the age of 4-5 years.
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 heroes of fairy tales heard or seen (in films, on television). Following this, the child begins to build imaginary situations that remove the threats of his "I" (stories are children's fantasies about themselves as having especially pronounced qualities). Finally, at the third stage of the development of this function, the ability to relieve the emerging emotional stress through the projection mechanism develops, 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 the 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 is carried out in the course of human ontogenesis and requires the accumulation of a certain stock of ideas, which in the future can 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 the development of imagination. There are examples of extremely early development imagination. For example, Mozart began composing music at the age of four, Repin and Serov were already good at drawing 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 cases when great people, for example Einstein, did not have a developed imagination in childhood, but over time they began to speak of them as geniuses.
The main types of imagination
1. Active imagination- characterized by the fact that, using it, a person voluntarily, by an effort of will, evokes the corresponding images.
2. Passive imagination lies in the fact that his images arise spontaneously, apart from the will and desire of a person.
3. Productive imagination - differs in that reality in it is consciously constructed by a person, 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 like perception or memory than creativity.
Didactic games to develop the imagination of preschoolers
"Non-existent animal"
Course of the game: If the existence of a hammerhead or needlefish is scientifically proven, then the existence of a thimble fish is possible. Let the child dream up: "What does a pan fish look like? What does a scissor fish eat and how can a magnet fish be used?"
"Make up a story"
Purpose: to develop the creative imagination of children.
Course of the game: invite children to look at the pictures in the book, and invite them to come up with new events together.
"Continue drawing"
Purpose: to develop children's imagination, fine motor skills of hands.
The course of the game: a simple figure (eight, two parallel lines, a square, triangles standing on top of each other) must be turned into a part of a more complex pattern. For example, from a mug you can draw a face, a ball, a car wheel, glass from glasses. It is better to draw (or suggest) alternatives in turn. Who is bigger?
"Blot"
Purpose: to develop the creative imagination of children.
Material: sheets of paper with blots.
The course of the game: the famous Rorschach test is built on this principle.
Children must come up with what the blot looks like and finish drawing it. The winner is the one who names more items.
"Animating objects"
Purpose: to develop the creative imagination of children.
Course of the game: imagine yourself as a new fur coat; a lost mitten; a mitten that was returned to the owner; a shirt thrown to the floor; shirt folded neatly.
Imagine: a belt is a snake, and a fur mitten is a mouse. What are your actions?
“It doesn't happen! "
Purpose: to develop the creative imagination of children.
The course of the game: the participants in the game take turns telling some incredible story, short or long. The winner is the player who manages to come up with five plots, after hearing which, the audience will exclaim: “This does not happen! ".
"Draw the mood"
Purpose: to develop the creative imagination of children.
Course of the game: This game can be used if the child is in a sad mood or, conversely, very cheerful, as well as something else, the main thing is that he has some kind of mood. The child is asked to draw his mood, depict it on paper in any way.
"Drawings with continuation"
Purpose: to develop the creative imagination of children.
Material: paper, watercolor paints
Course of the game: Put a red dot in the center of the sheet of paper. We suggest the next one to continue the drawing.
"The new purpose of the subject"
Purpose: to develop the creative imagination of children.
Course of the game: The guys are sitting in a circle. The presenter launches an object (old iron, umbrella, pot, bag, newspaper). Everyone comes up with a new purpose for this item. For example, an iron can be used as a kettlebell or coconut cracker. The winner is the one who comes up with the most incredible uses of this item.
The subject can "walk" in a circle while new assignments are invented for it.
Game "What are the clouds like?"
Children look at cards with clouds of different shapes and guess objects or animals in their outlines. However, they note that clouds are different not only in color, but also in shape.
The teacher draws attention to the fact that when there are many clouds in the sky, they look like an airy city with towers and domes.
Game "The portrait spoke".
Goal. Continue acquaintance with children's portraits, teach to compose a coherent story.
Move. The teacher invites the child to choose a reproduction of a painting with a child's portrait and tell about himself on behalf of the character of the painting
Game "Guess the mood".
Goal. Learn to describe a person's mood by facial expression.
Move. The teacher depicts fear, delight, sadness, joy on his face. Children determine the mood. Then the children independently carry out the task of the teacher, convey the mood with their facial expressions: joy, thoughtfulness, sadness, etc.
A game. "Guess and get around."
Goal. To teach children to identify by ear and restore in memory an object of a volumetric or planar appearance. Find an object and test yourself by the method of examination - bypass this object.
Move. The teacher names the words, and the children say, a volumetric or plane object. At the same time, they must show it with their hands (if it is voluminous - the hands seem to hug the object, if it is flat - the hands show it with movements along the plane of the table.
Game "Find the flaw in the portrait."
Goal. Learn to see the missing parts of the face in a portrait. Continue to get acquainted with the genre of the portrait, its features.
Move. Children are given images of the same face with different defects (no eyelashes, eyebrows, nose, pupils, lip line, upper or lower lips, iris, ears). The teacher proposes to identify the missing parts and paint them with graphite material - a black felt-tip pen.
Game "Make up a still life".
Goal. Strengthen children's knowledge of still lifes.
Move. 1 task. Children are given flat images of inanimate and living nature. Children compose a still life, selecting images inherent only in this genre, and give a name to their work.
Task 2. It is proposed to compose a still life from different objects (dishes, food, flowers, toys, as well as a background for a still life). Children make up a still life, and explain why they took objects of a certain type, give a name to the work.
Game "Find a picture on the palette."
Goal. To develop children's artistic perception, the ability to see and analyze the color range of a picture, the ratio of its color palette (cold, warm, contrasting) and find a picture in which the mood corresponding to the palette sounds.
Move. 1st task. The teacher alternately shows the children palettes with cold, warm and contrasting colors and suggests finding pictures painted with these color combinations. Children explain their choice. Game "Waves".
Move. The players sit down in a circle. An adult offers to imagine that they are swimming in the sea, plunging into gentle waves, and to portray these waves - gentle and cheerful. The training ends with "swimming in the sea": one of the players stands in the center of the circle, waves run up to him one by one and gently stroke the swimmer. When all the waves stroke him, he turns into a wave, and the next swimmer takes his place.
A game. "Game Storm".
The play requires a large piece of cloth to cover the children.
Move. The teacher says: “The trouble is for the ship that will be in the sea during a storm: huge waves threaten to turn it over, the wind throws the ship from side to side. But the waves in a storm are a pleasure: they frolic, compete with each other, who will rise higher. Let's pretend you are waves. You can hum happily, raise and lower your arms, turn in different directions, and change places.
Game "What's gone?"
Goal. Develop observation skills. Attention.
Move. The teacher closes in the picture, some detail of clothing, object, or the object itself, and the children must guess what is gone in the picture.
The game "Sculptor and Clay".
Goal. To consolidate the knowledge of children about sculptures, about the profession of a sculptor.
Move. The teacher invites the children to split into two teams - one sculptors, another clay. Sculptors should "sculpt" any figure and tell about it. Then the children change places. The teacher reminds that clay cannot talk.
Find emotion game.
Goal. Learn to highlight pictures by mood.
Move. The teacher distributes pictograms with emotions to children and exhibits reproductions of paintings different in genre and mood, and then suggests choosing a pictogram for each reproduction. Children justify their choice and tell what emotions they experience looking at the picture
Game - exercise "Describe your neighbor"
Goal. Learn to carefully consider a person, give a verbal portrait.
Move. The teacher invites the children to examine each other carefully and describe their neighbor. You can use the frame technique: it is suggested that one child pick up a frame or a hoop, paint a portrait, and describe this living picture to everyone else.
An exercise. "Waves of the storm"
Goal. To teach how to show “waves” with different amplitudes of movement with your hands: the first waves can be depicted while sitting. Children together with the teacher show the height of the waves - each shaft; called the words "first shaft", "second shaft" …… .. "ninth shaft".
Before the exercise, the painting by I. Aivazovsky "The Ninth Wave" is examined.
Plastic sketch "Alyonushka"
Goal. Continue to acquaint children with the fabulous genre of painting. Show the mood conveyed by the artist in the painting, as well as posture and emotional state
Move. If desired, the child depicts the pose of the girl depicted in the picture and her mood, and then offers her own version of her actions further.
Game "Find bright and faded colors in nature"
Purpose: To teach children to find color contrasts in the surrounding nature, to name them.
Move. The teacher invites all children to come to the window and find in the Landscape from the window "bright and faded colors in objects, plants, natural phenomena
A game based on the painting "I go, I see, I tell myself."
Goal. Immersion in the plot of the picture. Feeling its details as parts of a whole composition.
Move. You can start like this: I go, I see in the painting "Rye" ... Then the child tells what he would see if he entered the space of the painting.
1.Exercise "What our palms look like"
Purpose: development of imagination and attention.
Invite the children to circle their own palm (or two) with paints or pencils and come up with, dream up "What could it be?" (tree, birds, butterfly, etc.). Offer to create a drawing based on the outlined palms.
2. Exercise "Dance".
Purpose: 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 which image is intended. Variants - the image is set, all children are dancing at the same time ("blossoming flower", "affectionate cat", "snowfall", "funny monkey", etc.).
3. Game "Pebbles on the shore".
Purpose: to teach how to create new images based on the perception of schematic images.
A large painting of the seashore is used. 7-10 pebbles of different shapes are drawn. Everyone should resemble some object, animal, or person. The teacher says: “A magician walked along this bank and turned everything that was in his way into pebbles. You have to guess what was on the shore, say about each pebble, what or who it looks like. " 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.
4. Exercise "Magic mosaic".
Purpose: 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.
The teacher distributes kits and says that this is a magic mosaic from which many interesting things can be put together. To do this, you need different figures, whoever wants, attach to each other so that you get some kind of image. Offer a competition: who can put more different objects out of their mosaic and come up with some kind of story about one or more objects.
five . Game "Magic Pictures".
Purpose: to teach to imagine objects and situations on the basis of schematic images of individual details of objects.
Children are given cards. Each card contains a schematic representation of some details of objects and geometric shapes. Each image is located on the card so that there is free space for painting the picture. Children use colored pencils.
Each figure on the card, children can turn into a picture they want. To do this, you need to add anything you want to the figure. After finishing drawing, children compose stories based on their pictures.
6. The game "Wonderful Forest".
Purpose: to teach to imagine situations 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 full of miracles with colored pencils and telling a fairy tale about it. 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.
7. The game "Changeling".
Purpose: to teach to create in the imagination images of objects based on the perception of schematic images of individual details 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. Paste the card on a piece of paper and draw with colored pencils whatever you want, so that you get a picture. Then take another card, stick it on the next sheet, finish painting again, but on the other side of the card, that is, turn the figure into another picture. You can turn the card and the sheet of paper as you want when 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.
8. Exercise "Fairy tale - story".
Purpose: development of creative imagination, the ability to distinguish reality from fantasy.
After reading the tale, the children, with the help of a teacher, separate in it what can happen in reality from what is fantastic. It turns out two stories. One is completely fantastic, the other is completely real.
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 well known to your child and try to come up with new story to illustrations from it.
Suggest a new twist on an old tale, let the child continue. For example, Little Red Riding Hood did not tell the wolf where the grandmother's house was and even threatened to call a lumberjack. And in the picture, find reproductions of pictures, the content of which is not yet known to the kid. Give him the opportunity to express his own version of the drawing. Perhaps it will not be too far from the truth?
Continue drawing.
A simple figure (figure eight, two parallel lines, a square, triangles standing on top of each other) must be turned into part of a more complex drawing. For example, from a mug you can draw a face, a ball, a car wheel, glass from glasses. It is better to draw (or suggest) alternatives in turn. Who is bigger?
"Fantastic story".
Cut out (or better, let him do it himself) colored 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. It requires a sheet of paper and a glue stick. The game consists in glueing an unprecedented but cute creature from pieces of images of different animals or plants, inventing a name and history for it. If an adult also takes part in the game, the fantastic beast will have a friend.
Sweet watermelon
Young children love to bring objects to an adult and show them. Such situations can be translated into small play episodes. For example, a child brings a small ball. An adult says: “What a beautiful ball. Let's play like it's a watermelon? We're going to cut him now. ” An adult moves his hand over the ball, imitating cutting, pretends to eat a watermelon, then holds out an empty palm to the child: “Try, what a delicious watermelon, juicy, sweet. Now cut a piece for me as well.
At other times, the ball can become a doll that can be wrapped in a handkerchief blanket.
Here are some more examples of playing around with objects, which will not take much time, but will give children great pleasure, and will help them diversify their game in the future.
Look out the window
Seeing that the child is walking around the room with a ring in his hand, go up to him and ask: “What is this window, probably? Let's look through your window? ” Then, alternately with him, look through the ring of the room, name who sees what.
Likewise, the 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."
We will warm the chicks
If a child endlessly puts one into another bowls-inserts, without diversifying the game, then this activity can be easily made more interesting if you show the baby a few balls and say: “Look, I have two testicles, they will soon hatch chicks. Let's put them in a nest and cover them to keep the chicks warm. Where is our nest? " If the child cannot find the substitute object by himself, you can say: “Look at this bowl. Let it be a pretend nest. Okay?". The child will certainly willingly accept this offer and, together with the adult, lay the testicles in nest bowls. Then the nests are covered with a napkin and set aside so as not to disturb the chicks. After that, the child can continue the game himself or return to the previous lesson. After a while, you can ask the baby if the chicks have hatched. For the further development of the game, you can put a few beans in another bowl and joyfully exclaim: “Look, the chicks have hatched, squeak“ pee-pee ”.
Multi-colored napkins
An adult takes a paper napkin out of a cup with flowers painted on it and says to the child: “Look, this is a meadow, flowers are growing on it. This is a red flower and this is blue. Where else are the flowers? What kind of flower is this? And this? Let's smell them? ”
An adult and a child are diligently sniffing flowers, discussing their smell.
Next time, a blue napkin can become a river or a lake, along which shell ships will float, and a yellow napkin can become a sand on which small toys will bask under the sun.
Find a bunny
If the child is not busy with anything, take out a clean handkerchief (tissue napkin) and, holding it by two adjacent corners, look behind it from one side, then from the other, saying: “Where is the bunny? Where did he run away? Bunny, where are you? We will find you now. ” Then quickly tie each corner of the scarf, pulling the ends out so that they look like long ears: “Here they are, ears. They caught a bunny. Where is his tail? ” The adult takes the remaining end of the scarf and ties a small ponytail: “Here's the ponytail. Let's pet him. ” While the child is stroking the tail, the adult tosses the bunny with an imperceptible movement: “Oh, prankster, 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, to consider together what big eyes it has, what beak.
An adult takes a medium-sized ball and draws on it with small round owl eyes, ears and beak. Then he shows the “owl” to the child, says: “Look what a bird it is, it’s an owl. Do you remember we saw her in the picture? " and reads a rhyme:
Oh, you little owl,
You are a big head!
You were sitting in a tree
You turned your head (turns the ball in front of the child) -
I fell into the grass
I rolled into the hole! " (he drops the ball and watches with the baby how the “owl” rolls).
After repeating this game several times, you can invite the child to turn the owl in his hands himself, to show how it rolls into the hole.
Apple
Show the child a small ball or ball (detail from a constructor or pyramid): “Look at my apple”. Then put it on the table and nudge it while reading the rhyme:
The apple was rolling in the garden
And fell right into the water -
Bulk! (the ball falls off the table).
The game is repeated several times. Surely, the child will want to roll the apple himself.
Flute
Show your child a felt-tip pen, pencil, or round stick: “Look what my pipe is. Listen to how she plays. " Then he "plays" the pipe: "Doo-doo-doo, doo-doo-doo, we play the tune." After that, he offers the child to blow into it, again repeating the words of the nursery rhyme.
The game can be made jointly by taking two “pipes” and playing 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 tissue paper. Put small pieces of paper on cardboard and show your child: “Look, this is a meadow, and these are butterflies sitting on the grass. We sat and sat, flapped their wings and flew. " An adult blows on the leaves so that they fly in different directions. Then he invites the child to catch butterflies and plant them on the meadow.
Hen and chicks
If the child moves the blocks from place to place, move one of them closer to you and scatter stones (large buttons) nearby: “Look, here's a chicken. She walks with her baby chickens. She tells them: “Ko-ko-ko. Peck the seeds like me. ” Put your hand on top of the cube with the forefinger outstretched, imitating a bite, then invite the child to do the same with the cube and pebbles, imitating the squeak of chicks.
You can put 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, best of all with volumetric insert forms. An adult shows the child a three-dimensional shape with inserts and says that this is a house where the kids live. The kids went for a walk, and then they wanted to return home, but forgot which windows they could enter the house through. Offer to look at the windows and help the little ones enter the house. Praise the child for his efforts, thank him on behalf of the little ones.
Kids and wolf
Put a shoebox and a few small cubes on the table: “These are kids, and this is their house. Mom went to the store, and the kids are nibbling the grass. Suddenly, a wolf came running (with the help of a large cube or by squeezing the wrist of your hand, depict a wolf), wanted to eat the kids. But the kids are smart, they ran away from the wolf and hid in their house. Faster, faster, kids, we will help you hide, we will close all the windows and doors ”. Quickly hide the cubes in the box with your child. The wolf runs away. If the child wishes, the game can be repeated.
This game can be diversified by playing, for example, “bunnies and a fox”, “cat and mouse”, “sparrows and a cat”, etc.
Swing
Tie a ribbon or string to a small lid (from perfume, plastic cans, etc.), after making holes in it, and tell your child: “Look at my swing. You can swing small toys on them. Now I'm shaking the baby (shaking). And now I'll put the chicks on the swing (puts small balls or buttons in the box). Do you want to rock them? " In the course of the game, you can ask the baby doll or chicks if they are afraid, depending on the "answer", the swing can be swung harder or weaker.
The swing can be turned into a carousel and spun around in a fun way.
Wire games
For these games, you need to pick up soft wires, wrapping them with multi-colored thick threads. An adult shows a child a wire and says: “Look what a wire I have. You can make different toys from it. So I bent it, and I got a round window. Now I will look into it. There the car is going, and there is the bear sitting. Look out the window, what do you see? Do you want to make the window yourself? " The child, together with the adult, makes a window, examines the room through the window, 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 has risen, shines for everyone. " Show how the sun is slowly rising. Then invite your child to play with the sun himself.
After that, you can make a house out of the wire and bend it in the form of a triangle. - “Look at what house. Knock knock, who lives in the house? ”.
Adult: "Now what does it look like?" (turns 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 substitutions for objects), pick up the offer and give the child the opportunity to play with such a car.
Having beaten the wire in this way, you can invite the child to make something out of it himself, each time wondering what happened.
These examples show how varied and unexpected the use of a wide variety of objects can be. In order to expand the possibilities of such fantasies, 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 different sizes. They can store buttons, spools, tin and plastic lids from cans, nutshells, sticks, ribbons, pieces of fabric, soft wires, individual parts of designers and mosaics. Having all this wealth at hand, it is easy to turn the lid of a can into a mirror, a string into a worm or a snake, a ribbon for a road, path, stream or river, a stick into a bridge or boat, pebbles into candy, a coil into a stove, etc. etc. And around each of these magically transformed objects, you can organize small game episodes.
Sun bunnies
This game is fun to play in sunny weather. Take a small mirror and let sunbeams on the ceiling, on the walls, on the floor. Follow them with your baby and read the poem:
Runaways are jumping -
Sun bunnies.
We call them -
Were here -
And they are not here.
Jump, jump
In the corners.
Were there - and they are not there.
Where are the bunnies?
Didn't you find 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 the adult, comes up with what this or that formless 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 the 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 Figures
Take out a box of small cubes and tell your child, “You know, these are magic cubes. Any figurine can be made of them. Do you want me to collect an asterisk out of them? " Arrange the cubes with the corners to form an asterisk. Then invite the kid to assemble the same figurine himself, ask what the kid wants to do more.
It depends on your imagination how many figures you can offer your child. It can be flowers of different colors and sizes, large and small flower beds, any rhythmic compositions.
Imagine that you ...
This game is a kind of "Crocodile" known to everyone from the student's bench. She contributes to the development of not only imagination, but also acting. You can play it in class, for walks and even at a party. Moreover, the number of participants is not limited.
Game progress:
- Make a word for the child and ask him to portray. You need to start the game with the words: "Imagine that you are ... a watermelon (bear, truck, doctor, stone, etc.)"
- Let them know that you have forgotten the word you asked the child and try to “guess” what the child is depicting. Take your time with the correct answer. Pretend that it does not work out in any way - put forward 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 all household members to this game. In this case, the guessing word will show the following. Believe me, this game will amuse you well and develop a 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 fixed on paper.
Game progress:
- Ask the child to tell what will happen if ... any fantastic action (legs grow near the refrigerator, an elephant swallows a house, a fish buys a fur coat, etc.).
- Listen carefully to the kid's story and you can even draw a comic strip on paper.
- If the child finds it difficult to fantasize on his own, help him: ask leading questions, suggest your own scenario.
If your child is having a hard time, start with non-fantastic ideas. Ask him to imagine what would happen if his friend or grandmother came to bake pies. And don't worry that by the age of 5, your child may not be able to handle complex fantasies. Everything has its time!
Helping the artist
This game purposefully develops the child's creative imagination. There are several options for it. This is drawing by points, and completing the second half of the picture, and coloring, and detailing the picture, and much more.
By the way, for a similar game it is not at all necessary to prepare the source material yourself. You can buy ready-made coloring pages with tasks for children 4-5 years old. It should be noted right away that the same didactic materials there are also for older people. They help develop creative imagination and fine motor skills, which are beneficial for preparing for school.
Collection of didactic games for developing the imagination of preschoolers
There are various classifications of the types of imagination, each of which is based on some of the essential signs of imagination.
1. On the basis of activity, passive, contemplative imagination with its involuntary forms (dreams, dreams) and active, active imagination are distinguished. With active imagination, images are always formed consciously with the condition of the goal.
2. Depending on the independence and originality of images of imagination, it can be recreational and creative.
Recreational imagination is a representation of something new for a given person, based on a verbal description or a conventional image of this new (drawing, diagram, musical notation, etc.). This type of imagination is widely used in various types of human activities, including learning. Memory images play a leading role in it. Recreational imagination plays an important role in the process of communication and assimilation of social experience.
Creative imagination is the creation of new images without relying on a ready-made description or conventional image. Creative imagination is about creating new images on your own. Almost all human culture is the result of the creative imagination of people.
Every person has a creative spark. In some people it is better developed, in others it is worse. I want to emphasize separately - it is impossible to learn creativity by reading books or articles. The only way to learn creativity is to practice in solving creative problems, to develop, to one degree or another, creative imagination, which will help to further express yourself in creativity.
Development of imagination
- A purposeful process that pursues the task of developing the brightness of imaginary images, their originality and depth, as well as the fruitfulness of the imagination. In its development, imagination is subject to the same laws that other mental processes follow in their ontogenetic transformations. As perception, memory and attention, expression from the immediate gradually turns into mediated, and the main means of mastering it on the part of the child are, as shown by A.V. Zaporozhets, model representations and sensory standards.
By the end of the preschool period of childhood, a child whose creative imagination develops rather quickly (such children, according to O.M. Dyachenko, make up about one fifth of all children of this age), imagination is presented in two main forms: as a product of some idea and how the emergence of a plan for its implementation.
In addition to its cognitive and intellectual function, the imagination of children performs another - affective-protective - role, protecting the growing and easily vulnerable, still poorly protected personality of the child from excessively difficult experiences and mental trauma. Thanks to the cognitive function of imagination, the child gets to know the world around him better, solves the problems that arise before him more easily and efficiently. The emotional-protective function of the imagination is expressed in the fact that through an imaginary situation, the emerging tension can be released and a kind, symbolic (figurative) resolution of conflicts that are difficult to remove by real practical actions.
At the first stage of the development of imagination, it is associated with the process of objectifying the image by action. Through this process, the child learns to control his images, change, refine and improve them, and, consequently, regulate his imagination. However, he is not yet in a position to plan his imagination, to draw up in his mind a plan of future actions in advance. This ability appears in children only by the age of 4-5 years.
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 heroes of fairy tales heard or seen (in films, on television). Following this, the child begins to build imaginary situations that remove the threats of his "I" (stories are children's fantasies about themselves as having especially pronounced qualities). Finally, at the third stage of the development of this function, the ability to relieve the emerging emotional stress through the projection mechanism develops, 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 the 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 is carried out in the course of human ontogenesis and requires the accumulation of a certain stock of ideas, which in the future can 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 the development of imagination. There are examples of the very early development of the imagination. For example, Mozart began composing music at the age of four, Repin and Serov were already good at drawing 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 cases when great people, for example Einstein, did not have a developed imagination in childhood, but over time they began to speak of them as geniuses.
The main types of imagination
Active imagination- characterized by the fact that, using it, a person voluntarily, by an effort of will, evokes the corresponding images.
Passive imagination lies in the fact that his images arise spontaneously, apart from the will and desire of a person.
Productive imagination - differs in that reality in it is consciously constructed by a person, and not simply mechanically copied or recreated. At the same time, this reality is creatively transformed in the image.
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 like perception or memory than creativity.
Didactic games to develop the imagination of preschoolers
"Non-existent animal"
Course of the game: If the existence of a hammerhead or needlefish is scientifically proven, then the existence of a thimble fish is possible. Let the child dream up: "What does a pan fish look like? What does a scissor fish eat and how can a magnet fish be used?"
"Make up a story"
Purpose: to develop the creative imagination of children.
The course of the game: invite children to look at the pictures in the book, and invite them to come up with new events together.
"Continue drawing"
Purpose: to develop children's imagination, fine motor skills of hands.
The course of the game: a simple figure (eight, two parallel lines, a square, triangles standing on top of each other) must be turned into a part of a more complex drawing. For example, from a mug you can draw a face, a ball, a car wheel, glass from glasses. It is better to draw (or suggest) alternatives in turn. Who is bigger?
"Blot"
Purpose: to develop the creative imagination of children.
Material: sheets of paper with blots.
The course of the game: the famous Rorschach test is built on this principle.
Children should come up with what the blot looks like and finish drawing it. The winner is the one who names more items.
"Animating objects"
Purpose: to develop the creative imagination of children.
Course of the game: imagine yourself as a new fur coat; a lost mitten; a mitten that was returned to the owner; a shirt thrown to the floor; shirt folded neatly.
Imagine: a belt is a snake, and a fur mitten is a mouse. What are your actions?
“It doesn't happen! "
Purpose: to develop the creative imagination of children.
The course of the game: the participants in the game take turns telling some incredible story, short or long. The winner is the player who manages to come up with five plots, after hearing which, the listeners will exclaim: “This does not happen! ".
"Draw the mood"
Purpose: to develop the creative imagination of children.
Course of the game: This game can be used if the child is in a sad mood or, on the contrary, is very cheerful, as well as something else, the main thing is that he has some kind of mood. The child is asked to draw his mood, depict it on paper in any way.
"Drawings with continuation"
Purpose: to develop the creative imagination of children.
Material: paper, watercolor paints
Course of the game: Put a red dot in the center of the sheet of paper. We suggest the next one to continue the drawing.
"The new purpose of the subject"
Purpose: to develop the creative imagination of children.
Course of the game: The guys are sitting in a circle. The presenter launches an object (old iron, umbrella, pot, bag, newspaper). Everyone comes up with a new purpose for this item. For example, an iron can be used as a kettlebell or coconut cracker. The winner is the one who comes up with the most incredible uses of this item.
The subject can "walk" in a circle while new assignments are invented for it.
Game "What are the clouds like?"
Children look at cards with clouds of different shapes and guess objects or animals in their outlines. However, they note that clouds are different not only in color, but also in shape.
The teacher draws attention to the fact that when there are many clouds in the sky, they look like an airy city with towers and domes.
Game "The portrait spoke".
Goal. Continue acquaintance with children's portraits, teach to compose a coherent story.
Move. The teacher invites the child to choose a reproduction of a painting with a child's portrait and tell about himself on behalf of the character of the painting
Game "Guess the mood".
Goal. Learn to describe a person's mood by facial expression.
Move. The teacher depicts fear, delight, sadness, joy on his face. Children determine the mood. Then the children independently carry out the task of the teacher, convey the mood with their facial expressions: joy, thoughtfulness, sadness, etc.
A game. "Guess and get around."
Goal. To teach children to identify by ear and restore in memory an object of a volumetric or planar appearance. Find an object and test yourself by the method of examination - bypass this object.
Move. The teacher names the words, and the children say, a volumetric or plane object. At the same time, they must show it with their hands (if it is voluminous - the hands seem to hug the object, if it is flat - the hands show it with movements along the plane of the table.
Game "Find the flaw in the portrait."
Goal. Learn to see the missing parts of the face in a portrait. Continue to get acquainted with the genre of the portrait, its features.
Move. Children are given images of the same face with different defects (no eyelashes, eyebrows, nose, pupils, lip line, upper or lower lips, iris, ears). The teacher proposes to identify the missing parts and paint them with graphite material - a black felt-tip pen.
Game "Make up a still life".
Goal. Strengthen children's knowledge of still lifes.
Move. 1 task. Children are given flat images of inanimate and living nature. Children compose a still life, selecting images inherent only in this genre, and give a name to their work.
Task 2. It is proposed to compose a still life from different objects (dishes, food, flowers, toys, as well as a background for a still life). Children make up a still life, and explain why they took objects of a certain type, give a name to the work.
Game "Find a picture on the palette."
Goal. To develop children's artistic perception, the ability to see and analyze the color range of a picture, the ratio of its color palette (cold, warm, contrasting) and find a picture in which the mood corresponding to the palette sounds.
Move. 1st task. The teacher alternately shows the children palettes with cold, warm and contrasting colors and suggests finding pictures painted with these color combinations. Children explain their choice. Game "Waves".
Move. The players sit down in a circle. An adult offers to imagine that they are swimming in the sea, plunging into gentle waves, and to portray these waves - gentle and cheerful. The training ends with "swimming in the sea": one of the players stands in the center of the circle, waves run up to him one by one and gently stroke the swimmer. When all the waves stroke him, he turns into a wave, and the next swimmer takes his place.
A game. "Game Storm".
The play requires a large piece of cloth to cover the children.
Move. The teacher says: “The trouble is for the ship that will be in the sea during a storm: huge waves threaten to turn it over, the wind throws the ship from side to side. But the waves in a storm are a pleasure: they frolic, compete with each other, who will rise higher. Let's pretend you are waves. You can hum happily, raise and lower your arms, turn in different directions, and change places.
Game "What's gone?"
Goal. Develop observation skills. Attention.
Move. The teacher closes in the picture, some detail of clothing, object, or the object itself, and the children must guess what is gone in the picture.
The game "Sculptor and Clay".
Goal. To consolidate the knowledge of children about sculptures, about the profession of a sculptor.
Move. The teacher invites the children to split into two teams - one sculptors, another clay. Sculptors should "sculpt" any figure and tell about it. Then the children change places. The teacher reminds that clay cannot talk.
Find emotion game.
Goal. Learn to highlight pictures by mood.
Move. The teacher distributes pictograms with emotions to children and exhibits reproductions of paintings different in genre and mood, and then suggests choosing a pictogram for each reproduction. Children justify their choice and tell what emotions they experience looking at the picture
Game - exercise "Describe your neighbor"
Goal. Learn to carefully consider a person, give a verbal portrait.
Move. The teacher invites the children to examine each other carefully and describe their neighbor. You can use the frame technique: it is suggested that one child pick up a frame or a hoop, paint a portrait, and describe this living picture to everyone else.
An exercise. "Waves of the storm"
Goal. To teach how to show “waves” with different amplitudes of movement with your hands: the first waves can be depicted while sitting. Children together with the teacher show the height of the waves - each shaft; called the words "first shaft", "second shaft" …… .. "ninth shaft".
Before the exercise, the painting by I. Aivazovsky "The Ninth Wave" is examined.
Plastic sketch "Alyonushka"
Goal. Continue to acquaint children with the fabulous genre of painting. Show the mood conveyed by the artist in the painting, as well as posture and emotional state
Move. If desired, the child depicts the pose of the girl depicted in the picture and her mood, and then offers her own version of her actions further.
Game "Find bright and faded colors in nature"
Purpose: To teach children to find color contrasts in the surrounding nature, to name them.
Move. The teacher invites all children to come to the window and find in the Landscape from the window "bright and faded colors in objects, plants, natural phenomena
A game based on the painting "I go, I see, I tell myself."
Goal. Immersion in the plot of the picture. Feeling its details as parts of a whole composition.
Move. You can start like this: I go, I see in the painting "Rye" ... Then the child tells what he would see if he entered the space of the painting.
Exercise "What our palms look like"
Purpose: development of imagination and attention.
Invite the children to circle their own palm (or two) with paints or pencils and come up with, dream up "What could it be?" (tree, birds, butterfly, etc.). Offer to create a drawing based on the outlined palms.
Exercise "Dance".
Purpose: 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 which image is intended. Variants - the image is set, all children are dancing at the same time ("blossoming flower", "affectionate cat", "snowfall", "funny monkey", etc.).
Game "Pebbles on the shore".
Purpose: to teach how to create new images based on the perception of schematic images.
A large painting of the seashore is used. 7-10 pebbles of different shapes are drawn. Everyone should resemble some object, animal, or person. The teacher says: “A magician walked along this bank and turned everything that was in his way into pebbles. You have to guess what was on the shore, say about each pebble, what or who it looks like. " 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.
Exercise "Magic Mosaic".
Purpose: 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.
The teacher distributes kits and says that this is a magic mosaic from which many interesting things can be put together. To do this, you need different figures, whoever wants, attach to each other so that you get some kind of image. Suggest a competition: who can put more different objects out of their mosaic and come up with some kind of story about one or more objects.
Game "Magic Pictures".
Purpose: to teach to imagine objects and situations on the basis of schematic images of individual details of objects.
Children are given cards. Each card contains a schematic representation of some details of objects and geometric shapes. Each image is located on the card so that there is free space for painting the picture. Children use colored pencils.
Each figure shown on the card, children can turn into a picture they want. To do this, you need to add anything you want to the figure. At the end of the drawing, children compose stories from their paintings.
Game "Wonderful forest".
Purpose: to teach to imagine situations 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 full of miracles with colored pencils and telling a fairy tale about it. 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.
The game "Shifters".
Purpose: to teach to create in the imagination images of objects based on the perception of schematic images of individual details 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. Paste the card on a piece of paper and draw with colored pencils whatever you want, so that you get a picture. Then take another card, stick it on the next sheet, finish painting again, but on the other side of the card, that is, turn the figure into another picture. You can turn the card and the sheet of paper as you want when 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.
Exercise "Fairy tale - story".
Purpose: 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 happen in reality from what is fantastic. It turns out two stories. One is completely fantastic, the other is completely real.
Continue drawing.
A simple figure (figure eight, two parallel lines, a square, triangles standing on top of each other) must be turned into part of a more complex drawing. For example, from a mug you can draw a face, a ball, a car wheel, glass from glasses. It is better to draw (or suggest) alternatives in turn. Who is bigger?
"Fantastic story".
Cut out (or better, let him do it himself) colored 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. It requires a sheet of paper and a glue stick. The game consists in glueing an unprecedented but cute creature from pieces of images of different animals or plants, inventing a name and history for it. If an adult also takes part in the game, the fantastic beast will have a friend.
Sweet watermelon
Young children love to bring objects to an adult and show them. Such situations can be translated into small play episodes. For example, a child brings a small ball. An adult says: “What a beautiful ball. Let's play like it's a watermelon? We're going to cut him now. ” An adult moves his hand over the ball, imitating cutting, pretends to eat a watermelon, then holds out an empty palm to the child: “Try, what a delicious watermelon, juicy, sweet. Now cut a piece for me as well.
At other times, the ball can become a doll that can be wrapped in a handkerchief blanket.
Here are some more examples of playing around with objects, which will not take much time, but will give children great pleasure, and will help them diversify their game in the future.
Look out the window
Seeing that the child is walking around the room with a ring in his hand, go up to him and ask: “What is this window, probably? Let's look through your window? ” Then, alternately with him, look through the ring of the room, name who sees what.
Likewise, the 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."
We will warm the chicks
If a child endlessly puts one into another bowls-inserts, without diversifying the game, then this activity can be easily made more interesting if you show the baby a few balls and say: “Look, I have two testicles, they will soon hatch chicks. Let's put them in a nest and cover them to keep the chicks warm. Where is our nest? " If the child cannot find the substitute object by himself, you can say: “Look at this bowl. Let it be a pretend nest. Okay?". The child will certainly willingly accept this offer and, together with the adult, lay the testicles in nest bowls. Then the nests are covered with a napkin and set aside so as not to disturb the chicks. After that, the child can continue the game himself or return to the previous lesson. After a while, you can ask the baby if the chicks have hatched. For the further development of the game, you can put a few beans in another bowl and joyfully exclaim: “Look, the chicks have hatched, squeak“ pee-pee ”.
Multi-colored napkins
An adult takes a paper napkin out of a cup with flowers painted on it and says to the child: “Look, this is a meadow, flowers are growing on it. This is a red flower and this is blue. Where else are the flowers? What kind of flower is this? And this? Let's smell them? ”
An adult and a child are diligently sniffing flowers, discussing their smell.
Next time, a blue napkin can become a river or a lake, along which shell ships will float, and a yellow napkin can become a sand on which small toys will bask under the sun.
Find a bunny
If the child is not busy with anything, take out a clean handkerchief (tissue napkin) and, holding it by two adjacent corners, look behind it from one side, then from the other, saying: “Where is the bunny? Where did he run away? Bunny, where are you? We will find you now. ” Then quickly tie each corner of the scarf, pulling the ends out so that they look like long ears: “Here they are, ears. They caught a bunny. Where is his tail? ” The adult takes the remaining end of the scarf and ties a small ponytail: “Here's the ponytail. Let's pet him. ” While the child is stroking the tail, the adult tosses the bunny with an imperceptible movement: “Oh, prankster, 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, to consider together what big eyes it has, what beak.
An adult takes a medium-sized ball and draws on it with small round owl eyes, ears and beak. Then he shows the “owl” to the child, says: “Look what a bird it is, it’s an owl. Do you remember we saw her in the picture? " and reads a rhyme:
Oh, you little owl,
You are a big head!
You were sitting in a tree
You turned your head (turns the ball in front of the child) -
I fell into the grass
I rolled into the hole! " (he drops the ball and watches with the baby how the “owl” rolls).
After repeating this game several times, you can invite the child to turn the owl in his hands himself, to show how it rolls into the hole.
Apple
Show the child a small ball or ball (detail from a constructor or pyramid): “Look at my apple”. Then put it on the table and nudge it while reading the rhyme:
The apple was rolling in the garden
And fell right into the water -
Bulk! (the ball falls off the table).
The game is repeated several times. Surely, the child will want to roll the apple himself.
Flute
Show your child a felt-tip pen, pencil, or round stick: “Look what my pipe is. Listen to how she plays. " Then he "plays" the pipe: "Doo-doo-doo, doo-doo-doo, we play the tune." After that, he offers the child to blow into it, again repeating the words of the nursery rhyme.
The game can be made jointly by taking two “pipes” and playing 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 tissue paper. Put small pieces of paper on cardboard and show your child: “Look, this is a meadow, and these are butterflies sitting on the grass. We sat and sat, flapped their wings and flew. " An adult blows on the leaves so that they fly in different directions. Then he invites the child to catch butterflies and plant them on the meadow.
Hen and chicks
If the child moves the blocks from place to place, move one of them closer to you and scatter stones (large buttons) nearby: “Look, here's a chicken. She walks with her baby chickens. She tells them: “Ko-ko-ko. Peck the seeds like me. ” Put your hand on top of the cube with the forefinger outstretched, imitating a bite, then invite the child to do the same with the cube and pebbles, imitating the squeak of chicks.
You can put 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, best of all with volumetric insert forms. An adult shows the child a three-dimensional shape with inserts and says that this is a house where the kids live. The kids went for a walk, and then they wanted to return home, but forgot which windows they could enter the house through. Offer to look at the windows and help the little ones enter the house. Praise the child for his efforts, thank him on behalf of the little ones.
Kids and wolf
Put a shoebox and a few small cubes on the table: “These are kids, and this is their house. Mom went to the store, and the kids are nibbling the grass. Suddenly, a wolf came running (with the help of a large cube or by squeezing the wrist of your hand, depict a wolf), wanted to eat the kids. But the kids are smart, they ran away from the wolf and hid in their house. Faster, faster, kids, we will help you hide, we will close all the windows and doors ”. Quickly hide the cubes in the box with your child. The wolf runs away. If the child wishes, the game can be repeated.
This game can be diversified by playing, for example, “bunnies and a fox”, “cat and mouse”, “sparrows and a cat”, etc.
Swing
Tie a ribbon or string to a small lid (from perfume, plastic cans, etc.), after making holes in it, and tell your child: “Look at my swing. You can swing small toys on them. Now I'm shaking the baby (shaking). And now I'll put the chicks on the swing (puts small balls or buttons in the box). Do you want to rock them? " In the course of the game, you can ask the baby doll or chicks if they are afraid, depending on the "answer", the swing can be swung harder or weaker.
The swing can be turned into a carousel and spun around in a fun way.
Wire games
For these games, you need to pick up soft wires, wrapping them with multi-colored thick threads. An adult shows a child a wire and says: “Look what a wire I have. You can make different toys from it. So I bent it, and I got a round window. Now I will look into it. There the car is going, and there is the bear sitting. Look out the window, what do you see? Do you want to make the window yourself? " The child, together with the adult, makes a window, examines the room through the window, 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 has risen, shines for everyone. " Show how the sun is slowly rising. Then invite your child to play with the sun himself.
After that, you can make a house out of the wire and bend it in the form of a triangle. - “Look at what house. Knock knock, who lives in the house? ”.
Adult: "Now what does it look like?" (turns 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 substitutions for objects), pick up the offer and give the child the opportunity to play with such a car.
Having beaten the wire in this way, you can invite the child to make something out of it himself, each time wondering what happened.
These examples show how varied and unexpected the use of a wide variety of objects can be. In order to expand the possibilities of such fantasies, 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 different sizes. They can store buttons, spools, tin and plastic lids from cans, nutshells, sticks, ribbons, pieces of fabric, soft wires, individual parts of designers and mosaics. Having all this wealth at hand, it is easy to turn the lid of a can into a mirror, a string into a worm or a snake, a ribbon for a road, path, stream or river, a stick into a bridge or boat, pebbles into candy, a coil into a stove, etc. etc. And around each of these magically transformed objects, you can organize small game episodes.
What does it look like?
For the development of children's imagination, games are very useful in which the child, together with the adult, comes up with what this or that formless 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 the 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 Figures
Take out a box of small cubes and tell your child, “You know, these are magic cubes. Any figurine can be made of them. Do you want me to collect an asterisk out of them? " Arrange the cubes with the corners to form an asterisk. Then invite the kid to assemble the same figurine himself, ask what the kid wants to do more.
It depends on your imagination how many figures you can offer your child. It can be flowers of different colors and sizes, large and small flower beds, any rhythmic compositions.
Imagine that you ...
This game is a kind of "Crocodile" known to everyone from the student's bench. She contributes to the development of not only imagination, but also acting. You can play it in class, for walks and even at a party. Moreover, the number of participants is not limited.
Game progress:
Make a word for the child and ask him to portray. You need to start the game with the words: "Imagine that you are ... a watermelon (bear, truck, doctor, stone, etc.)"
Let them know that you have forgotten the word you asked the child and try to “guess” what the child is depicting. Take your time with the correct answer. Pretend that it does not work out in any way - put forward 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 all household members to this game. In this case, the guessing word will show the following. Believe me, this game will amuse you well and develop a 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 fixed on paper.
Game progress:
Ask the child to tell what will happen if ... any fantastic action (legs grow near the refrigerator, an elephant swallows a house, a fish buys a fur coat, etc.).
Listen carefully to the kid's story and you can even draw a comic strip on paper.
If the child finds it difficult to fantasize on his own, help him: ask leading questions, suggest your own scenario.
If your child is having a hard time, start with non-fantastic ideas. Ask him to imagine what would happen if his friend or grandmother came to bake pies. And don't worry that by the age of 5, your child may not be able to handle complex fantasies. Everything has its time!
Helping the artist
This game purposefully develops the child's creative imagination. There are several options for it. This is drawing by points, and completing the second half of the picture, and coloring, and detailing the picture, and much more.
By the way, for such a game it is not at all necessary to prepare the source material on your own. You can buy ready-made coloring pages with tasks for children 4-5 years old. It should be noted right away that the same didactic materials are available for older people. They help develop creative imagination and fine motor skills, which are beneficial for preparing for school.
Games for developing the imagination of preschoolers 6-7 years old
By this age, children have a large store of knowledge, skills, patterns of behavior and other images with which they can operate. Therefore, the main task is to teach how to make plans and combine various images. At the same time, the child should already clearly understand how it happens in reality and how not. Games will help to cope with these tasks:
Wonder forest
Chain of associations
Writer
Wonder forest
This game promotes the development of creative imagination. For her, you will need a leaf with several trees drawn in advance and various points, lines, figures and "squiggles". The task of the child is to turn it all into a forest. Moreover, at the request of an adult, it can be a real forest or a fantastic one. Be sure to clarify this moment when you give the task to the child.
Exactly the same principle can be used to create a "miracle clearing", "miracle ocean", "miracle Africa" \u200b\u200band other "miraculous" paintings. After drawing, you can continue to "work" with the resulting images. For example, ask your child to compose a story based on a picture they have drawn. And again, it depends only on you whether the story is fantastic or realistic.
Chain of associations
This game reminds everyone of the well-known game "Words". But unlike her, the child should select not a word for the last letter, but a word corresponding to the epithet. For example, such a chain may look like this: “cat-striped-mattress-soft-fur-fur-coat-…” You can continue the game as long as you like.
Also, for the development of imagination, it will be good to play a modified game - the "Chain of Contradictions".
Game progress:
The word is called
The child says: "This is good, because ..."
The adult refutes the argument: "This is bad because ..."
The child again praises the adult's argument, and so on.
An example of a similar game:Summer is good because you can sunbathe on the beach. Sunbathing on the beach is bad because you can burn in the sun. Burning in the sun is good, because mom will smear the back with cream and treat you with goodies.
This game teaches a critical perception of common truths and allows the child to get away from stereotypical thinking. In addition, the "Chain of Contradictions" develops the ability to see only the good in everything, which will be useful to the baby in adulthood.
Writer
This game promotes the development of creative imagination and teaches the child to plan actions. For this, 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 for a story outline. This should be a consistent course of events. Jot down this outline in a notebook and ask your child to draw a “cover” for the story.
Beginning the next day, describe the events of the tale in detail daily. Writing, of course, should be done by the child and illustration too, but you will have to write down the stories behind him. The resulting works can be read in the evening with the family. If the child likes the fun, then you can write a whole series of fairy tales. Just make sure that all stories are consistent and in line with the previously drawn up plan.
Dragon game
Purpose: development of attention, imagination, memory, regulation of behavior in a team.
The players stand in a line, holding the 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. As soon as the "head" grabs the "tail", it becomes the "tail". The game continues until each participant has played two roles.
Game "Cooks"
Purpose: expanding vocabulary, developing attention, imagination, improving communication skills.
All stand in a circle - this is a saucepan. Now we will cook the soup. Everyone comes up with what he will be (potatoes, cabbage, carrots, etc.). The presenter in turn names the ingredients that he wants to put in the soup. Having recognized himself, he jumps into the circle; the next one, jumping, takes the previous one by the hands. Until all the "components" are in the circle, the game continues. The result is a delicious, beautiful dish - just delicious.
Game "Edible - inedible"
Purpose: development of attention, memory, imagination.
The teacher throws the ball to the children, naming an object. Children only catch the ball if the named item is edible. The one who catches the ball becomes the driver correctly.
Butterfly flutter exercise
Children lie on the rugs on their backs, arms extended along the body, legs are straightened, slightly apart. The teacher turns on calm music, addresses the children: “Close your eyes and listen to my voice. Breathe easily and calmly. Imagine that you are in a meadow on a beautiful summer day. In front of you, you see a beautiful butterfly flitting from flower to flower. Follow the movement of her wings. Now imagine that you are a butterfly. You have beautiful large wings. Your wings move up and down slowly and smoothly. Enjoy the feeling of floating slowly and smoothly in the air. Now take a look at the colorful meadow you are flying over. See how many bright colors it has. Find the brightest flower with your eyes and gradually begin to approach it. Now you can smell this flower. Slowly and smoothly, you sit on the soft and fragrant center of the flower. Breathe in her scent again ... and open your eyes. Tell us about your feelings ... "
Exercise: Picture a phenomenon
Purpose: development of emotional and expressive movements, creative imagination.
The teacher and the children list the signs of autumn: the wind is blowing, trees are swaying, leaves are falling, it is raining, puddles are forming. The teacher shows movements that correspond to these phenomena:
"The wind is blowing" - blowing with stretched lips;
"Trees sway" - sways with arms outstretched;
“Leaves are falling” - performs smooth movements with hands from top to bottom;
"It is raining" - the fingers of the right hand are tapped on the palm of the left hand, then vice versa;
"Puddles appear" - closes his hands in a ring in front of him.
Children are encouraged to repeat and remember the shown movements.
Game "Let's tell and show"
Purpose: development of attention, imagination, voluntary control, coordination of movements.
Children repeat the words and movements of the teacher:
(alternately bend the fingers of the right hand)
We can show you all!
(clap their hands rhythmically)
These are the elbows - let's touch them.
(clasp both elbows with palms)
To the right, to the left we swing.
These are the shoulders - let's touch them.
(put hands on shoulders)
To the right, to the left we swing.
(perform bends to the right and left)
If we swing forward
(perform forward bends, touch the knees)
We'll touch our knees.
One two three four five!
(alternately bend the fingers of the left hand)
We can show you all!
(clap their hands rhythmically)
Game "Rainbow"
Purpose: relaxation and development of imagination.
The teacher plays calm, relaxing music.
Teacher: “Take a comfortable position, relax, breathe evenly and deeply. Close your eyes. Imagine that you have 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, resembles a tender chicken, and it cheers us up.
Green is the color of a soft lawn, leaves and warm summer.
Open your eyes. What did you feel and felt when you imagined that you were looking at blue, yellow, green. Take these sensations with you all day. "
Game "Round dance from a fairy tale"
Purpose: development of expressive movements, relaxedness, group cohesion, creative imagination.
Children, moving in a circle, imitate a child who is in the center of a circle, which depicts a fairy-tale hero (for example, Pinocchio).
Exercise "What do we imagine when we listen to music"
Children sit on high chairs (lie on rugs).
The teacher invites children to close their eyes, listen to music, and then talk about their ideas and impressions.
Game "Consecutive pictures"
Purpose: development of thinking, speech, imagination, improvement of communication skills.
Picture stories are cut into separate cards and shuffled.
Children arrange them in a certain sequence to make a meaningful story.
The game "" Yes "and" No "do not speak"
Purpose: development of attention, speech, imagination.
Children sit on high chairs. Educator: “Now I will ask you different questions. But your answers should not contain the words "yes" and "no."
Exercise "Quiet Lake"
Purpose: relaxation and development of imagination.
The teacher plays 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. Only your breath and the splash of water are heard. The sun is shining brightly and you are getting better and better. You feel the sun's rays warm you up. You can hear birds chirping and grasshoppers chirping. 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 motionless, like this quiet morning. You feel calm and happy, you are too lazy to move. Every cell in your body enjoys warmth and peace. You are resting ... And now we open our eyes. We are at home again, we had a good rest, we are in a cheerful mood, and pleasant sensations will not leave us during the day. "
Game "Pictures - riddles"
Purpose: development of thinking, speech and imagination.
There is a box with 12 object pictures on the table. The teacher invites one of the children to come 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 in question, becomes driving.
Aircraft game
Purpose: development of emotional and expressive movements, imagination, improvement of communication skills.
Children sit on their haunches, depicting airplanes at the airport.
Teacher: "The planes hummed, hummed, hummed, rose and flew."
Children hum at first quietly, then louder, get up and start running, spreading their arms to the sides.
Teacher: "We flew, flew, sat down." Children squat down, waiting for the psychologist's commands. This is done several times. At the end of the game "planes arrive at the airfield." Children lie down on the carpet and relax.
Exercise "On the seashore"
Purpose: relaxation, development of imagination.
The teacher includes a cassette tape 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.
Emotion Training Exercise
Purpose: development of the emotional sphere of children, creative imagination.
The teacher asks children:
frown like
Autumn cloud
Evil sorceress
Offended person;
smile like:
The sun,
Pinocchio,
Karabas-Barabas;
get angry like:
Evil wizard;
get scared like:
A child lost in the woods
The hare who saw the wolf;
be surprised as if he saw a miracle.
Exercise "Journey to the Magic Forest"
Purpose: relaxation and development of imagination.
The teacher plays calm, relaxing music and says, “Sit in a comfortable position and close your eyes. Imagine that you are now in a forest with many trees, shrubs and all kinds of flowers. In the most often there is a white stone bench, let's sit on it. Listen to the sounds. You hear birds singing, herbs rustling. Feel the smells: wet earth smells, the wind carries the smell of pine trees. Remember your feelings, feelings, take them with you, returning from the trip. May they be with you all day. "
Exercise "Two bears"
Purpose: development of auditory attention, self-control, emotional-expressive movements, imagination.
Children stand opposite the teacher and repeat the movements behind him:
Two bears sat
(squat)
On a thin bitch:
One read the newspaper
(stretch their arms forward, squeeze their fists, slightly turn their head to the right and left)
Another kneaded flour
(press the cams against each other, make rotational movements)
One cuckoo, two cuckoo,
(squat on the carpet)
Both fell into flour.
Exercise "Flying high in the sky"
Purpose: relaxation and development of imagination.
The educator plays calm, relaxing music and says, “Take a comfortable position. Close your eyes and listen to my voice. Breathe slowly and easily. Imagine you are in a fragrant summer meadow. Above you is the warm summer sun and the high blue sky. You feel completely calm and happy. You see a bird soaring high in the sky. It is a large eagle with sleek and shiny wings. The bird soars freely in the sky, its wings are spread out to the sides. From time to time, she slowly flaps her wings. Now let each of you imagine that he is a bird. Imagine that you are slowly flying in the air. Enjoy your freedom. Now, slowly flapping your wings, approach the ground. Now you are already on earth. Open your eyes. You feel refreshed, you have a cheerful mood that will last all day. "
Game - Greeting "Scary Beast"
Purpose: development of attention, creative imagination, emotional sphere.
The teacher reads V. Semerin's poem "A Terrible Beast", and the children who have received the roles of a cat, stupid and brave boys, act according to the text.
Straight into the room door
A terrible beast is penetrating!
He has fangs sticking out
And the mustache bristles.
His pupils are burning -
I want to get scared!
The predatory eye squints
The wool on it shines ...
Maybe it's a lioness?
Maybe a she-wolf?
The stupid boy shouted:
Lynx!
The brave boy shouted:
Scatter!
Exercise "Rest at Sea"
Purpose: 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 wonderful location by the sea. A wonderful summer day. The sky is blue, the sun is warm. You feel completely calm and happy. Soft waves roll to your feet and you feel the pleasant freshness of sea water. There is a feeling of freshness and vigor, it covers the face, neck, shoulders, back, stomach, arms, legs. You feel how the body becomes light, strong and obedient. Breathes easily and freely. The mood becomes vigorous and cheerful, you want to get up and move. We open our eyes. We are full of strength and energy. Try to keep this feeling for the whole day. "
Game "Funny Letters"
The teacher invites children to come up with and take poses that resemble the outlines of the letters G, K, F, X, R. Children perform the task. The teacher checks and refines 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, children should quickly take the appropriate pose.
Game "Choose a girl"
Purpose: development of voluntary control, observation, imagination.
The teacher reads poetry to children by A. Barto. Attached to the magnetic board are cards with the image of a cheerful, sad, frightened, angry girl. Children are invited to choose the image of a girl that best suits the text:
The mistress threw the bunny -
There was a bunny in the rain.
I couldn't get off the bench,
All wet to the thread.
Teacher: "Which girl left the bunny?"
There is a goby, swaying,
Sighs on the go:
Oh, the board ends
I'm going to fall now!
Teacher: "Which girl was scared for the bull?"
Dropped the bear on the floor
They ripped off the bear's paw.
I won't leave him anyway -
Because he's good.
Teacher: "Which girl took pity on the bear?"
I love my horse
I will comb her fur smoothly
I will smooth the ponytail with a scallop
And I'll go on horseback to visit.
Teacher: "Which girl loves her horse?"
Exercise "Quiet Lake"
Purpose: relaxation and development of imagination.
The educator plays 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. Only your breath and the splash of water are heard. The sun is shining brightly and you are getting better and better. You feel the sun's rays warm you up. You can hear birds chirping and grasshoppers chirping. 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 motionless, like this quiet morning. You feel calm and happy, you are too lazy to move. Every cell in your body enjoys warmth and peace. You are resting ... And now we open our eyes. We are at home again, we had a good rest, we are in a cheerful mood, and pleasant sensations will not leave us during the day. "
Draw a picture
Purpose: development of attention, memory, imagination, relief of 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. "
Tsvetik's story: “Once I ran across the lawn and jumped on one or the other leg. Once I jumped so hard that I flew into a cloud. He sat on it more comfortably and decided to travel on it. The cloud flew and flew and suddenly collided with another cloud. I was thrown up, I rolled over my head and started to fall, but I don’t understand - up or down? What do you guys think? The fact of the matter is that not down, but up. And fell on the star. The star was very hot, so I could not stand still and began to jump and jumped to the extraordinary flower, I admired this flower for a long time. All his petals were multi-colored and so bright that I had to close my eyes. And when I opened them, I found myself in my bed at home! It was a dream!"
Teacher: “Tsvetik wanted to draw what he saw in his dream, but nothing came of it. Let's help him. Take sheets of paper, pencils and draw Flower's dreams. "
Exercise "Turtles"
Purpose: development of emotional and expressive movements, creative imagination, improvement of communication skills.
Children are squatting.
Educator: “Imagine that you have turned into little turtles. Night has come. The turtles hid under the shells - they pulled in and lowered their heads, pressed their legs to the body, closed their eyes. Turtles sleep sweetly. But then morning came to replace the night. The sun's rays glanced at the turtles and began to wake them up. The turtles wake up slowly. So they carefully moved their toes, opened their eyes, slowly, slowly raised their heads, stretched out their necks and looked around with curiosity. It's time to get up - they straightened their legs, stood up, reached out to the sun, raised their legs up. Oh, what a tender, warm sun today! Good morning turtles! Wish each other good morning. "
Quest "Finish"
Purpose: development of imagination, figurative thinking, finger motor skills.
On the table in front of each child is a card with non-denoting images, a simple pencil. The teacher invites children to finish painting the images so that they get a complete picture. At the end of the drawing, the children take turns talking about their drawings.
Game "Zoo"
Purpose: development of attention, imagination, coordination of movements, development of emotional and expressive movements.
Teacher: “Guys, you and I have become animals that live in the zoo. Now try to depict the movements of various animals. If I clap my hands once - jump like bunnies, clap twice - waddle like bears, clap three times - you become real storks who can stand on one leg for a long time. "
Game "Astronauts"
Purpose: the development of voluntary control and self-control, thinking, imagination, emotional and expressive movements, communication skills.
Teacher: “Imagine, guys, that you turned into astronauts, and our chairs - into a rocket. We have to go on a journey to another planet. We put on spacesuits. We build one after another and slowly, as we are wearing special suits, we are moving towards the rocket. We take our seats, and the timing begins. There are five, four, three, two, one - start left before the start! " Children imitate the movement of the engine.
Teacher: “General readiness is announced. The ship lands on an unknown planet. Be careful. There are many interesting and unknown things on this planet. Attention: it's time for us to return. The rocket takes off. " Children imitate the sound of an engine.
Teacher: “Getting ready for landing. Hooray! We landed on Earth. The flight went smoothly and successfully. "
Assignment: "Draw a picture." The psychologist asks the children to draw what they saw on an unknown planet.
Game "Turn into ..."
Purpose: development of imagination, emotional and expressive movements, attention, memory.
{!LANG-365699fcfa2c69479c9e6dbfeb891552!}
{!LANG-e3c67baf0c01cb6d1bec875bbaa1efd8!}
{!LANG-8ba8b53c5ae70eb418ff9bc74a2bd42d!}
{!LANG-79d2d51525d20010893742809759387b!}
{!LANG-08f0b8c8f1a8956c2942ad0f2f338da0!}
{!LANG-90f50da6094582939352cae7b80526ba!}
{!LANG-71addd8a2187e7dcd66d8bae9423c693!}
{!LANG-60d1b6f8496dadf7c571635e4cea7ede!}
{!LANG-bd3f2a167005a4575bd4f22c708009c3!}
{!LANG-2f362779e305d88d4ba55ad5c984d4cd!}
{!LANG-a63524440c9266099a630e9055e7ceed!}
{!LANG-94dada30ef5cce00d1ddd66db04675d7!}
{!LANG-33825baa3c3e502801c335951da661c7!}
{!LANG-7e505907414c973ed5c427d7c378e415!}
{!LANG-e3795e12502a9dc2826e5175f1a8e2e4!}
{!LANG-8bd4a9e02c1594e1beba60bdc8ee926e!}
{!LANG-4039fbbfc6c3cca69a61410d45db1933!}
{!LANG-ea0303475ee99d0205f814b854935334!}
{!LANG-c84981e21abb4439467213e219fa331f!}
{!LANG-abe32d36f939469a569efc3c4f39f149!}
{!LANG-679bb8c2ee83411f4ed3baf6e6705830!}
{!LANG-ccccabd1395c34a1731ab54ee6698432!}
{!LANG-0ad78edb5735f4c668b1eb58af147c77!}
{!LANG-d8f73e162c78e0284d1825c4c4419147!}