Exercises for developing the imagination of younger schoolchildren. Developing creative imagination - the path to successful education for younger schoolchildren

It is believed that the best period for the development of imagination is the senior preschool age. By the time they go to school, children must master the techniques of creating new images and transforming existing ones. This is necessary for successful learning in many primary school subjects: mathematics, reading, drawing, familiarization with the outside world. However, younger schoolchildren do not always have a well-developed imagination. As a result, problems arise when the student does not know how to write creative stories, find original solutions to a problem, and needs help in describing surrounding objects and performing creative work. To avoid such difficulties, you need to constantly work on developing the imagination of children of primary school age. This period has its own opportunities for further improvement of imagination, as children are actively developing educational activities. Therefore, special exercises with tasks similar to school ones are a good way to develop creative imagination. They are also available for use at home.

What do parents need to know about the specifics of exercises?

When organizing home activities with children, it is advisable for parents to know that the specificity of exercises lies in their difference from games. A game that even a junior schoolchild devotes a lot of time to is a child’s free activity. If he doesn't want to play, nothing will force him to do so. The exercises clearly highlight learning objectives and repeated actions in accordance with certain rules. Sometimes it is difficult for a child to overcome the monotony of actions that abound in many exercises. He may refuse to perform any task he does not like. Given this feature, parents need to make the exercises fun if they want to achieve good results. In addition, creative imagination requires special exercises. In addition to imagination, they help children master new ways of creating images, which, in principle, forms the basis of creativity. Therefore, parents simply need to organize everything correctly at home, observing certain requirements:

• systematicity and sequence of exercises;
• adherence to the principle “from simple to complex”;
• creating motivation for action (the child must clearly know for what purpose he will perform the task). For example, a parent says, “If you learn to make up new words, you'll get A's in reading class.” Younger schoolchildren already perceive motivation for learning well, since they are actively developing voluntariness in both actions and mental processes.

Features of imagination development in homeschooling

What exercises can be offered to develop the creative imagination of younger schoolchildren during home schooling? Teachers identify developmental exercises that include creative tasks (with elements of drawing, modeling, appliqué); didactic (educational) game exercises, exercises based on outdoor games.

Creative tasks

The purpose of creative tasks is to develop the ability to see and compose images from individual elements, to invent new ones based on existing images. It is not difficult for parents to carry out such exercises to develop imagination, since primary schoolchildren love to draw, sculpt, and design.

“Dot, dot, two hooks...”

The exercise is based on an ancient game that contains elements of creativity. Children remember well the fun from an early age, when the parent drew funny faces, saying a nursery rhyme: “Dot, dot, two hooks, a nose, a mouth, a cucumber - it turned out to be a little man!” While completing the task, the adult and the child draw randomly different dots and hooks, then exchange blanks. The task is to turn squiggles into funny drawings - images of people. After drawing, it’s good to discuss how they turned out: funny, clumsy, dancing, cunning. Encourage the child to find as many epithets and comparisons as possible.

"Blots"

A classic exercise, often used by psychologists, aimed at developing the imagination of younger schoolchildren. In home schooling, such a task will be interesting for children, as an original activity with paints. An adult shows a schoolchild how to use paint and paper in unusual variations. A sheet of paper is folded in half, unfolded, and paint is applied to the middle of the fold with liquid paint (like a drop). Then the sheet is folded again. The child is asked to tightly iron the fold with his palm and unfold it again. Consider the resulting blots, imagine what it could be? A junior schoolchild should be taught to draw details on a blot to create some kind of image: a cloud has covered the sun, a spider is weaving a web, a puddle on the road along which boots are walking. The more images you come up with, the better. If you carry out the exercise constantly, the parent will be convinced that quite quickly the younger student learns to find original solutions. This exercise is good to introduce into family leisure time; it is more interesting to draw blots with the whole family. You can keep an album where you paste in your child’s drawings and watch how his creative imagination improves.

“Think and finish it”

A series of such exercises is aimed at developing the recreating imagination, and on its basis creative imagination, graphic skills, and imaginative thinking will be formed. For such tasks, the adult prepares cards in advance with drawings not of the objects themselves, but of their unfinished contours. If children, even in preschool age, were intensively taught how to typify and analogize the image of images, then it will not be difficult for them to complete the cards. Therefore, they can be offered a more complicated version of the task: instead of contours, points that can be mentally assembled into the outlines of different images, circled and colored. Now many similar manuals can be purchased in a store or found on the Internet and printed for classes. At first, it is better if the points are numbered, so that it is easier for the child to navigate their diversity. After mastering the skill, you can offer tasks without numbering. The student can already occupy his leisure time with similar tasks. But the role of an adult is not excluded, since it is imperative to discuss the resulting images with the child and collect them in a folder so that it is possible to monitor the development of imagination.

Topics for such assignments could be:

• images of flora and fauna (butterflies, flowers, trees, dogs, kittens);
• household items (dishes, furniture);
• recognizable fairy-tale characters (crocodile Gena, Cheburashka, Pinocchio);
• vehicles (car, train, plane).

The main thing is that everything depends on the preparedness of the younger student and his acquired experience. Parents themselves must focus on what their child can do.

"Books - babies"

A fairly complex exercise, it assumes that the student has experience, graphic skills, and a developed reconstructive imagination, on which creative imagination will then be built. An adult makes a selection of small poems that are easy to illustrate. First, you can look at the illustrations in your favorite children's books, discuss how the artist expresses the mood of the characters, what he shows with details, the landscape in which the action takes place. In this case, any poems are suitable, the main thing is that the child manages to feel the mood and emotions that are conveyed in them. For example, these could be poems by authors or folk nursery rhymes, or poems composed at home during family leisure time:

Guests

Today the cat Vasily
Fluffy and beautiful
And I put on blue
Your best outfit!
Aunt Nyurochka will come
And her daughter Shurochka,
And her cat is Murochka,
And we are very happy about them.
M. Schwartz

New thing

The birch tree has a new thing - earrings.
The birch tree spun on its leg.
Showed the earrings to the rook,
Dandelion, midge, ray...
And already do without earrings
Day and night, a birch tree cannot:
Even sleeps without removing from the branches
Your golden new thing...
L. Kudryavskaya

Fish

Where are you, goldfish?
I've been dreaming about you all my life!
I'm not the least bit greedy!
Not for words:
I don't need a trough.
Not even a palace.
Dear fish, where are you?
In the sea? In the lake? In a river?
You are my only hope
A+ in the diary!
Sergei Klimchuk

Nursery rhymes

A squirrel sits on a cart
She sells nuts:
To my little fox sister,
Sparrow, titmouse,
To the fat-fifted bear,
Bunny with a mustache,
Who cares,
Who needs a scarf?
Who cares?

pied hen
Walks around the yard
Hatches chickens
The crest inflates,
Amuses little children.

Didactic game exercises

Imagination depends not only on how a child can compose new images, but also on life experience, breadth of imagination, and wealth of erudition. Therefore, one of the tasks of developing creative imagination is expanding knowledge about the environment. Educational or didactic game exercises can help with this. What didactic games can be offered to primary schoolchildren? As a rule, these are word games - exercises for developing the necessary properties or exercises with pictures.

"Make an object"

A popular game is an exercise with cut pictures, where children practice composing images using parts. It has been familiar to children since preschool. At primary school age, it needs to be complicated with more details and more varied topics. For example, in the “Collect a flower” task, you can offer images of not only well-known flowers (dandelion, bell, rose), but also little-known ones, for example, anemones, poppies, violets.

The exercise “Assemble an animal” is similar, where you need to create an image of an animal using cards - elements. The task also contains both well-known animals and exotic ones: leopard, hippopotamus, panda. Topics can also be household items, transport, professional tools (doctor, fireman, driver).

"Droodles"

Nowadays the game of doodles (doodle - doodles, riddle - riddle) is becoming popular, that is, pictures in which you need to see images of some objects. With a good imagination, you can see several images in one picture. This game is good to use as an exercise for developing the creative imagination of younger schoolchildren in home schooling. Pictures for assignments can be printed from a computer or purchased. The adult invites the child to choose any droodle and examine it. And then, in turn, the parent and child list the images that they were able to see inside the scribble. There are no right or wrong answers in the task, the main thing is an original solution. To maintain your child’s interest in such a rather difficult activity, you can practice droodles with the whole family, making the tasks fun and exciting.

"Associations"

A classic exercise that younger students can find in logic textbooks. However, such tasks can be successfully used to develop creative imagination, since they clearly show the logical interconnection of images of the surrounding world. With constant training, primary schoolchildren develop not only logical thinking, but also the ability to find original, non-standard solutions. At first, this exercise can be done using pictures. For example, an adult offers a child a picture of a boat and gives the task: to select from the available pictures all the images associated with a given image. It could be: water, oar, fishing net, vest, seagull, fish, storm, hole. The more choices there are, the better the child’s imagination is developed. When the student masters the task based on clarity, it will be possible to move on to a verbal series (without pictures). The peak of development can be considered if the child learns to connect not only real images, but also abstract ones, denoted, for example, by the words: good, sadness, five, life, beauty.

Outdoor games as exercises for imagination

Some mobile games that children love to play can also be used to develop imagination if you turn them into training exercises. Games where the rules are:

• the ability to highlight what is typical and essential in a subject;
• the ability to depict one or another image using the properties of the imagination;
• come up with a new image based on what is in your mind.

The main difference between such exercises and games is that here the tasks of direct teaching are more specific.

"Funny names"

Playing with the ball becomes an exercise if certain actions are repeated clearly and repeatedly. It’s good if several children take part in it. The presenter throws the ball with a word, the player to whom it flies must return it with a word denoting a new image of the same object. The funnier the new image, the more interest in the exercise. For example, a ball flies with the word “pen”, the answer is “writing”, a book is a reader, shoes are a walker, a bag is a drag, a shovel is a digger. The one who comes up with the most funny images wins.

“We won’t tell you where we were, but we’ll show you what we did.”

An ancient game in which children develop the ability to identify the properties of a certain action and depict it, learning its meaning through the image. It’s good to offer this exercise to several children or invite family members. The presenter leaves so as not to hear the players agree on what they will show. The game is accompanied by the words of the presenter and the players’ answers: “Where have you been?” - “We won’t tell!” - “What did you do?” - “We’ll show you!” With these words, participants imagine their intended action. The presenter must guess what was planned. In the exercise you need to go from simple to complex, gradually complicating the intended actions. Don’t forget to reward your child for an original image: facial expressions, poses, movements.

"Ocean is shaking"

A classic game that both children and teenagers love to play, it can also be an interesting exercise for developing imagination in primary school age. You can practice with one child or with a group of children. The driver turns away from the players and says: “The sea is worried - once!” The sea is worried - two! The sea is worried - three! The sea figure is in place - freeze!” When pronouncing the text, children perform voluntary movements (spinning, dancing, swaying). At the last word, the presenter turns, the players “freeze”, depicting an image from a marine theme: a boat, an anchor, a seagull, a fish. The presenter approaches any player and “revives” him. The child must depict the image he has in mind using movements, facial expressions, and gestures.

Alternatively, the exercise can be diversified if a marine figure is proposed by the leader. For example, when pronouncing the last words, he adds an image from a marine theme: “Sea figure of a boat - freeze!” Each participant must demonstrate an original solution to one figure. The presenter goes around all the participants, “revitalizing” them, they show their variation. The more original the image, the more interesting the exercise.

Another option for the exercise could be the presenter’s suggestion to depict the figure of a bird, animal, or any object.

Such simple and accessible exercises can be an excellent way for parents to help their younger students master creative imagination. They will also add variety to family leisure time.

Various games and exercises can be used to develop imagination. Without a developed ability to imagine, there can be no real creativity. It follows that imagination needs to be developed.

Exercise No. 1 “Fantastic image” L.Yu. Subbotina Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.

Purpose: used to develop imagination and thinking.

Age: Available for all ages.

Stimulus material: cards with depicted elements.

Progress of the exercise:

The child is offered cards with images of individual elements. Instructions: “Your task is to build a fantastic image (creature, object) from these elements. Then describe what properties it has and how it can be used.

The more elements the created image includes, the more original it is, the more vividly the child’s imagination functions.

Exercise No. 2 “Unfinished stories” by L.Yu. Subbotina Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.

Purpose: this exercise develops creative imagination.

Age: Available for children from 5 to 11 years old.

Stimulus material: text “Tricks of a Squirrel”

Time: 10-15 minutes.

Progress of the exercise:

Instructions: “Now I will read you a very interesting story, but it will not have an ending. You must complete the story you started. The story is called "The Tricks of a Squirrel."

Two girlfriends went into the forest and picked a full basket of nuts. They walk through the forest, and around the flowers they seem to be invisible.

“Let’s hang the basket on a tree and pick some flowers ourselves,” says one friend. " OK!" - the other one answers.

A basket is hanging on a tree, and girls are picking flowers. I looked out of the squirrel's hollow and saw a basket of nuts. Here he thinks..."

The child must not only complete the plot, but also take into account the title of the story.

Game No. 3 “Pantomime” L.Yu. Subbotina Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.

Purpose: used to develop imagination.

Age: from 5 to 11 years.

Time: 10-15 minutes.

Progress of the game:

A group of children stands in a circle.

Instructions: “Children, now, in turn, each of you will go to the middle of the circle and, using pantomime, will show some action.

For example, he imagines picking imaginary pears from a tree and putting them in a basket. At the same time, we can’t speak, we depict everything only with movements.”

The winners are determined by those children who most accurately depicted the pantomime picture.

Game No. 4 “Inner cartoon” M.I. Bityanova Bityanova M.I. Workshop on psychological games with children and adolescents.

Stimulus material: text of the story.

Time: 10 minutes.

Progress of the game:

Instructions: “Now I’ll tell you a story, listen carefully and imagine that you are watching a cartoon. When I stop, you continue the story. Then you stop and I will continue again. Summer. Morning. We're at the dacha. We left the house and went to the river. The sun is shining brightly, a pleasant light breeze is blowing"

Game No. 5 “Draw the mood” M.I. Bityanova Bityanova M.I. Workshop on psychological games with children and adolescents.

Purpose: used to develop creative imagination.

Stimulus material: album sheet, watercolor paints, brushes.

Time: 20 minutes.

Progress:

Instructions: “You have paper and paints in front of you, draw your mood. Think about how sad it is, or how cheerful it is, or maybe something else? Draw it on paper in any way you want."

Game No. 6 “Reverse Fairy Tale” I.V. Vachkov Vachkov I.V. Psychology of training work. M.

Purpose: used to develop creative imagination.

Age: Used for children from 5 to 11 years old.

Stimulus material: heroes of your favorite fairy tales.

Time: 10-15 minutes.

Progress:

Instructions: “Remember what is your favorite fairy tale? Tell it so that everything in it is “the other way around.” The good hero became evil, and the evil one became good-natured. The little one turned into a giant, and the giant into a dwarf.”

Game No. 7 “Connect the sentences” I.V. Vachkov Vachkov I.V. Psychology of training work. M.

Age: Used for children from 5 to 11 years old.

Stimulus material: unfinished sentences.

Time: 15-20 minutes.

Progress:

The child is alternately offered three tasks in which he must combine two sentences into a coherent story.

Instructions: “Listen to two sentences, they need to be combined into a story. “Far away on the island there was a volcanic eruption...” - “... so today our cat was left hungry.”

“A truck drove down the street...” - “...that’s why Santa Claus had a green beard.”

“Mom bought fish in the store...” - “... so I had to light candles in the evening.”

Game No. 8 “Transformations” I.V. Vachkov Vachkov I.V. Psychology of training work. M

Purpose: used to develop reconstructive imagination.

Age: Used for children from 5 to 13 years old.

Stimulus material: game images.

Time: 10-15 minutes.

Progress:

Children are invited to depict playful images in motion.

Instructions: “Imagine that you have turned into a tiger sneaking through the jungle. Picture it in motion." After completing the task, the following is given: “robot”, “eagle”, “queen”, “boiling pan”.

Enough methods and techniques have been developed to study imagination. For each age, a certain set of psychological and diagnostic techniques is used. To study the imagination of children of primary school age, you can use such techniques as: “Completing the drawing of figures”, “Deriving consequences”, “As many names as possible”, etc.

Imagination can be developed using specially selected exercises and games: “Pantomime”, “Unfinished Stories”, “Fantastic Image” by L.Yu. Subbotina; “Inner cartoon”, “Draw the mood”, “What does it look like?” M.I. Bityanova; “Fairy tales in reverse”, “Connect the sentences” by I.V. Vachkova.

The development of imagination is not the result of direct instruction. It is due to the growing transformative activity of the child and the mechanisms of self-development of imagination: the opposite direction of varying and modeling the element of experience, schematization and detailing of images.

The development of imagination is promoted by:

• - situations of incompleteness;
• - resolving and even encouraging many issues;
• - stimulation of independence, independent development;
• - bilingual experience;
• - positive attention to the child from adults.

The development of imagination is hindered by:

• - conformity;
• - disapproval of imagination;
• - rigid gender role stereotypes;
• - separation of play and learning;
• - readiness to change point of view;
• - admiration for authorities.

Imagination is directly dependent on the richness and diversity of the student’s previous personal experience. Indeed, every imagination is built from real elements; the richer the experience, the richer the imagination. As a result, we need to help the child accumulate experience, images and knowledge (erudition) if we want him to be a creative person.

You can imagine something that you haven’t seen yourself, but have heard or read about, that is, you can fantasize based on someone else’s experience.

To measure imagination and fantasy in children of primary school age, methods of such authors as S.A. Grechko, G.S. Altshuller, S.Yu. Lazareva, E. Torrens are used.

The methods of developing fantasy and imagination are based on its mechanisms: agglutination, hyperbolization, schematization, typification, sharpening. Practical psychologists give the following recommendations for developing imagination in a school environment.

Generate motivation!

Convince that fantasizing is not a shame, but is very prestigious and useful for the child personally. They don't understand this yet. You need a game and bright emotions. Children's logic is not yet strong.

It should be imaginative and interesting. Then, having fun, the child will quickly master the ability to fantasize, and then the ability to imagine, and then to think rationally. Schoolchildren are interested not in reasoning, but in events.

Games to develop imagination help develop children's ability to understand each other. Coordinate creative individual game plans with partners. Enriches children's emotional and moral life. The basis of games for the development of imagination is the joint construction of a plot. The student’s ability to build sequences of events covering a variety of thematic content. In games for the development of imagination, in addition to activating the child’s imagination, in our opinion, there is also a very important point: he begins to understand that the partners’ plans can be very different from his own, the child faces the need to explain his plan, change it in accordance with the suggestions of others participants, i.e. learn to understand other children. These games are useful for developing imagination and creativity. Games for the development of imagination contribute to the formation of children’s abilities to understand each other, to coordinate creative, individual, play plans with partners. Enriches children's emotional and moral life.

1. Decrease-increase

What will happen? What if your height decreases by 10 times? Agree, it would be great if you could change your height at will. For example, you are late for school, increased the length of your legs or frequency of steps and quickly got to school, and then made your legs of normal length

• 2. Adding one or more fantastic properties to one person or many people (as fragments or preparations for future fantastic works).
• a) Select several arbitrary objects of animate or inanimate nature;
• b) formulate their properties, qualities, features or character traits. You can come up with new properties “out of your head”;
• c) they endow a person with formulated properties and qualities. For example, an eagle was chosen as an object (“property donor”). Qualities of an eagle: flies, excellent eyesight. It feeds on rodents and lives in the mountains.
• 3. Continue imagining using this method, taking as the initial object: a light bulb. Fish (remember the amphibian man), watch, glasses. A match, suspended animation (a sharp slowdown in life processes is very convenient: there is no money for food or nowhere to live - you fall into suspended animation) or the opposite of suspended animation (a sharp increase in life processes, a person does not know fatigue, moves with incredible speed, such a person will make a wonderful illusionist, or runner, or invincible fighter).
• 4. Think of sense organs that a person does not have, but could have. For example, it would be a good idea to sense the presence of radiation in order to protect yourself from it. Generally speaking, we feel it when we suffer from radiation sickness.
• 5. An animated drawing

You have received a wonderful gift, everything you draw comes to life! What would you draw? Great people? Endangered animals? New animals and plants?

6. Exclusion of certain human qualities.

List the properties and qualities of a person, and then exclude one or two properties and see what happens. Name at least 10 vital qualities and properties of a person and think about the consequences of their loss.

7. Transformation of a person into any object.

A person turns into another person, into animals (birds, beasts, insects, fish), into plants (oak, rose, baobab), into inanimate objects (stone, wind, pencil). This is rich material for new fairy tales.

• 8. Offer at least 10 examples of human transformation, for example in fairy tales.
• 9. Anthropomorphism.

Anthropomorphism is the likening of humans, the endowment of human properties (speech, thinking, the ability to feel) of any objects - animate and inanimate: animals, plants, celestial bodies, mythical creatures. Remember 10 examples of anthropomorphism from famous fairy tales, myths and fables and come up with at least 10 examples of possible anthropomorphism yourself.

10. Metaphor.

Metaphor is the transfer of the properties of one object (phenomenon) to another based on a characteristic common to both objects. Name the metaphors and ask the children to explain which properties are transferred to whom.

11. Method "RVS".

RVS is an abbreviation of three words: size, weight, cost. It should be noted that the “RVS” method is a special case of the more general “decrease-increase” method, when you can change any characteristics of the system from zero to infinity, but not only the dimensions, but also the cost. For example, speed, quantity, quality, friction force, thinking power, memory power. Such thought experiments “blur” the usual idea of ​​the system being improved, making it soft, changeable, and making it possible to look at the problem from an unusual angle.

12. Combination of techniques.

The “highest aerobatics” of fantasy is the use of many techniques simultaneously or sequentially. They used one technique, what worked, they added a new technique. This leads very far from the initial object and where it will lead is completely unknown. Take some fairy-tale object (Pinocchio, Kolobok) and apply 5-10 fantasy techniques to it successively.

13. L.N. Tolstoy’s method

Take the most ordinary object: a chair, a table, a pillow, a book. Describe this object in the words of a person who has never seen it before and does not know what it is or why.

14. Free imagination.

Children are asked to fantasize uncontrollably on a given topic, using any fantasy techniques and any combinations thereof. Unlike solving any serious problem, you can propose any ideas, even the most crazy ones.

15. Chronoclasm.

This paradox is caused by interference in a previous life. Someone moved into the past and changed something there, and then returned, but on Earth everything is different. To encourage fantasy, in this direction questions are asked like: “What would have happened now if something had happened differently in the past or something had not happened at all?”

16. Time machine.

We have a time machine! You sit in it and can travel to the near and distant past of any country and be there at any time. But you can’t change anything there, you can only watch. While you are in the past or in the future, life on Earth proceeds according to its usual laws.

So, the development of the imagination of young children is facilitated by situations of incompleteness; resolving and even encouraging a variety of issues; promoting independence. Independent development; bilingual experience; positive attention to the child from adults. The development of imagination is hampered by: conformity; disapproval of imagination; rigid gender role stereotypes; separation of play and learning; readiness to change point of view, admiration for authorities. The methods of developing fantasy and imagination are based on its mechanisms: agglutination, hyperbolization, schematization, typification, sharpening. The following games are used as techniques for developing imagination and fantasy: “Zoom-in-zoom”, “Metaphor”, “Time Machine”, “Themes of fantasy stories”, “Anthropomorism”, “Combination of techniques”, “Plot retelling”, “Free fantasy” . Games that develop imagination help develop children’s ability to understand each other and coordinate creative, individual play plans with partners. Enriches children's lives. In games to develop imagination, in addition to activating the imagination, the child learns to understand other children.

Imagination plays an important role in the mental development of a primary school student. It complements perception with elements of past experience, the child’s own experiences, transforms the past and present through generalization, connection with emotions, feelings, sensations, and ideas. Thanks to imagination, planning and goal setting are carried out, in which the future result of the activity of a junior schoolchild is created in the imagination, exists in his mind and directs his activity to obtain the desired result. Imagination provides anticipation, modeling and creation of an image of the future (positive or negative consequences of certain actions, the course of interaction, the content of the situation) by summarizing the elements of the child’s past experience and establishing cause-and-effect relationships between its elements. If a junior schoolchild is deprived of the opportunity to actually act or be in a certain situation, then by the power of his imagination he is transported there and performs actions in his imagination, thereby replacing real reality with an imaginary one. In addition, imagination is an important basis for primary schoolchildren’s understanding of other people and interpersonal communication, facilitating the representation of emotions and states experienced by others at a given moment in time. Thus, imagination occupies an important place in the structure of a child’s mental activity, being included in its cognitive, emotional, sensory and behavioral components; is an integral part of educational and other types of activities, social interaction and cognition of younger schoolchildren: it participates in the voluntary regulation of cognitive processes and mental states of the child, influences the nature of the course of emotional and volitional processes, and ensures targeted planning and programming of various types of activities.

At primary school age, a recreative (reproductive) imagination develops, which involves the creation of images based on a verbal description or conventional image, and a creative (productive) imagination, which is characterized by significant processing of source material and the creation of new images. The main direction in the development of imagination in primary school age is a gradual transition to an increasingly correct and complete reflection of reality on the basis of accumulated knowledge, from a simple arbitrary combination of ideas to a logically reasoned combination of them.

A distinctive feature of the imagination of a junior schoolchild is also its reliance on specific objects, without which it is difficult for them to create imaginative images. In the same way, when reading and telling stories, a junior schoolchild relies on an image, on a specific image. Without this, students find it difficult to imagine and recreate the situation being described. At the beginning of primary school age, the imagination is based on specific objects, but with age, the word begins to take first place.

In the process of learning, with the general development of the ability to self-regulate and manage one’s mental activity, imagination also becomes an increasingly manageable and controlled process, and its images arise within the framework of educational tasks associated with a certain content of educational activity. Educational activities contribute to the intensive development of reconstructive imagination. In the process of educational activities, primary schoolchildren are given a lot of descriptive information, which requires them to constantly recreate images, without which it is impossible to comprehend the educational material and assimilate it, i.e., the recreating imagination of a primary school student is included in purposeful educational activities from the very beginning of training. The basis for the imagination of a junior schoolchild is his ideas. Therefore, the development of imagination largely depends on the system of thematic ideas formed in the child about various objects and phenomena of the surrounding world.

Case Study: To activate and develop reproductive imagination in literary reading classes, the game technique “Drawing up images of objects” is used, in which children are read a description of the appearance of a hero or object and then asked to draw a hero or object according to the description.

In general, primary school age can be considered the most favorable, sensitive period for the development of creative imagination and fantasy. Games, productive activities, and communication among younger schoolchildren reflect the power of their imagination. In their stories and conversations, reality and imaginary images are often mixed, and the imagined unreal phenomena can, by virtue of the law of emotional reality of the imagination, be experienced by children as completely real. Their experience can be so intense that younger schoolchildren feel the need to talk about it. Such children's fantasies are often perceived by people around them as manifestations of deceit and deception. However, if these stories invented by the child do not pursue any benefit, then they are not lies, but fantasies that are at odds with reality. As the child grows up, such fantasy ceases to be a simple continuation of the fantasy of the preschooler, who himself believes in his fantasy as in reality. Younger schoolchildren begin to realize the conventionality of their fantasy, its discrepancy with reality.

In the minds of a primary school student, real concrete knowledge and fascinating images of the imagination, built on its basis, coexist. With age, the role of fantasy, divorced from reality, decreases, and the realism of children's imagination increases, which is due to the expansion of their horizons and general awareness of the surrounding reality and the development of critical thinking. Realism of the imagination is manifested in the creation of images that do not contradict reality, but are not necessarily an accurate reproduction of real events. The question of the realism of children's imagination is connected with the question of the relationship of the images that arise in primary schoolchildren to reality. The realism of a child’s imagination is manifested in all types of activities available to him: in games, in visual and constructive activities, when listening to fairy tales, etc. In play activities, for example, a child’s demands for verisimilitude in a play situation increase with age. The child strives to depict well-known events realistically, as happens in life, and changes in reality are often caused by ignorance, the inability to coherently and consistently depict actual events. The realism of imagination in primary school age is especially pronounced when choosing the attributes of gaming activities. Unlike preschoolers, younger schoolchildren make a strict selection of gaming material based on the principle of its maximum proximity to real objects. Amendments to the game situation and imaginary images made by children of primary school age during play activities give the game imaginary features that are more and more consistent with reality.

The main directions for developing the imagination of a primary school student:

• improving planning for creating imaginative images;
• increasing the accuracy and certainty of imagination;
• increasing diversity and originality of products of the imagination;
• reduction of elements of reproductive reproduction of images;
• increasing realism and controllability of imagination;
• strengthening the connection between imagination and thinking;
• the transition of imagination from an activity that needs external support to independent internal activity based on speech.

1. At first, the images of the imagination are vague and unclear, gradually they become more precise and definite.

2. At first, only a few signs are reflected in the images of the imagination, but by the end of primary school age there are many more, and significant ones.

3. The processing of images, accumulated knowledge and ideas in the 1st grade is insignificant, and by the 3rd grade, children accumulate much more knowledge and the images of the imagination become more diverse, more generalized and brighter.

4. At first, any image of imagination requires support for a specific object or its image, model, and then gradually develops support for the word, which allows younger schoolchildren to mentally create a new image.

At primary school age, in general, children can imagine much less than an adult, but they have greater confidence in the images of their imagination and weaker control over them. Therefore, it often seems that children's imagination is more developed than that of adults. However, younger schoolchildren have much less knowledge and ideas that make up the material from which imaginative images are built than adults. The nature of the methods used by younger schoolchildren to synthesize imaginative images, their combinations, quality and variety are also significantly inferior to adults. The lack of developed self-control in fantasy gives rise to the illusion of ease with which the child produces more and more new images of the imagination. Children only have greater vividness of images; they also have little control over them.

The imagination of a primary school student is distinguished by the presence of elements of reproductive, simple reproduction. Initially, the imagination of younger schoolchildren is characterized by a slight processing of existing ideas. In play or productive activities, children reflect what they saw and experienced almost in the sequence in which it took place in their personal experience. As they grow older, the number of elements of reproductive, simple reproduction in the imagination of a primary school student becomes less and less. In the future, the creative processing of ideas and the development of creative imagination are enhanced.

M.E. Vannik identified the main stages of creative imagination in children of primary school age:

• preparatory (inspiration to create),
• hatching a plan (sketch, sketch: this stage can be minimized for children), implementing a plan (creating a specific work),
• presentation of the result (for example, an exhibition of works; this stage is of particular importance for children).

The following conditions contribute to the development of creative imagination: involving students in various types of activities, using non-traditional forms of conducting lessons, creating problem situations, excursions, using role-playing games, doing work independently, planning work to complete products, using different materials, using different types of tasks, etc. including psychological tasks and exercises. Such aspects of educational and cognitive activity as content, organizational, and subjective should be activated.

Case Study: To activate and develop creative imagination in literary reading classes, the game techniques “Tales with three ends” are used, in which schoolchildren are asked to come up with several endings for famous fairy tales, the technique “Writing fairy tales”, in which children need to come up with their own fairy tale with some famous fairy-tale hero.

According to O.V. Davydova, the creative imagination of junior schoolchildren is intensively developing thanks to a special set of psychological and pedagogical conditions for the development of students based on interdisciplinary connections, including: interactive learning through cooperation; organization of problem-solving and creative activities; use of integrated content.

Conditions for the development of creative imagination of junior schoolchildren based on interdisciplinary connections

1. Interactive learning through collaboration

Methods and techniques: cooperation at the motivation stage: conversation, didactic games, cooperation at the organization stage: formulation of the problem by the teacher or students, options for solving problematic and creative problems during brainstorming, visual methods, methodological drawing, cooperation at the control stage: encouragement, approval of novelty, unusual ideas, selection of works for portfolio

Forms of training:

Means of education: reliance on substantive and formal knowledge, interest based on knowledge of mythology, the use of visualization not for copying, but for combining, creating a situation of success in visual creativity (visuality, methodological drawing, encouragement, approval), a creative book (portfolio), individual and collective grade

2. Organization of problem-solving and creative activities

Methods and techniques: didactic games, conversation, heuristic, problem-based and visual methods, the use of visuals (including methodological drawing) not for copying, but for combination, cooperation and diplomacy in solving problems, accessible creative open-ended tasks, brainstorming, personal or social significance of tasks ; creative atmosphere; the use of a variety of visual materials and techniques, creating situations of success, encouragement, approval of novelty, unusual design

Forms of training: collective-group and individual-collective classes, exhibitions, dialogue of cultures

Means of education: the use of contradictions between knowledge of history, mythology and the application of this knowledge in new practical conditions, the discrepancy between knowledge and new requirements; the contradiction between theoretical and practical implementation: knowledge of methods and methods of creative imagination; mastering methods of creating an artistic image; mastering the techniques of visual arts using a variety of materials, self-realization in creativity, completing control tasks

3. Use of integrated educational content

Methods and techniques: block study of topics in quarters (7-10 lessons), reliance on interdisciplinary knowledge of history and fine arts, inclusion of mythology, conversation, visual methods, brainstorming, didactic games, use of a regional component, cooperation, solving problematic and creative problems of practical significance, ZUN mastery of visual literacy using a variety of materials and technologies

Forms of training: collective-group and individual-collective classes, exhibitions, dialogue of cultures

Means of education: isolating the general basis of the content of the subject programs “Fine Arts” and “History”, which can be traced in the mythological knowledge of the content of each of the listed subjects, the use of verbal, visual and audiovisual means (the latter were also used in the first two conditions)

The author believes that since in a comprehensive school the experience of younger schoolchildren is expanded due to the knowledge of subjects studied in parallel, educational and cognitive activities aimed at developing creative imagination should be based on interdisciplinary connections that allow transforming elements of reality using the experience of previous generations.

Intensive development of the creative imagination of junior schoolchildren in the learning process occurs on the basis of the principle of creative awakening (creating a creative atmosphere in the classroom, encouraging students to creative activity based on new, vivid, emotional impressions and ideas), the principle of dialogicity (creative cooperation between teacher and students), the principle creative self-expression (reflection of one’s own impressions in created images), based on the close relationship of “external” and “internal” psychological conditions. These include a favorable psychological climate in the classroom, trust between the teacher and students, the student’s “openness” to the experience of creative activity, the internal locus of evaluating activities, etc. Favorable conditions for unleashing the creative potential of teachers and students are created within the framework of innovative teaching. The level of reconstructive imagination that a child has achieved by the end of primary school age can be assessed by such indicators as formal adequacy, emotionality, originality and integrity of image reconstruction. To assess the level of development of the creative imagination of junior schoolchildren, one can use criteria such as quantitative productivity of activity, originality of imagination, and flexibility in the use of ideas.

DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF SHAKHTERSK

MINER'S COMPLETE EDUCATION SCHOOL I-III STAGES No. 14

"Training

cognitive abilities

junior schoolchildren"

(a collection of exercises for the development of cognitive processes)

Made up

Kostyuchenko L. L.,

primary teacher

classes

Shakhtersk-2015

INTRODUCTION

“Pupils can study successfully only

when they know how to observe, think,

V. A. Sukhomlinsky

Since 2012, I, Kostyuchenko L.L., in my teaching activities have been working on the problem of developing the cognitive qualities of primary schoolchildren through the use of exercises to develop cognitive abilities. PurposeThis work is to systematize the forms and methods of developing the cognitive qualities and abilities of younger schoolchildren in the learning process.

Training is a pedagogical interaction between a student and a teacher, during which the cognitive qualities of the student develop. In the process of education, the student acquires knowledge about objects and objects of the surrounding world, creates a subjectively new or objectively new product.

Cognitive qualities include:

Physical and physiological qualities: the ability to see, hear, touch, feel the object being studied using smell and taste; developed performance, energy;

Intellectual qualities: curiosity, erudition, thoughtfulness, quick wit, logic, “intelligence quotient”, meaningfulness, validity, argumentation, ability to analyze and synthesize, ability to find analogies, use various forms of evidence.

A child's cognitive development is directly related to the development of his cognitive abilities.In the psychological and pedagogical literature there is no unity in the understanding of “cognitive abilities”, and, consequently, there is no unity in terminology. In different sources, the concepts of “cognitive abilities” - “general abilities” - “mental abilities” - “mental abilities” - “cognitive abilities” are synonymous, depending on what kind of content the authors put into the concept of “cognitive abilities”. One way or another, cognitive abilities refer to general abilities. Successful mastery of any type of activity, including learning, depends on cognitive abilities. They cover sensory, intellectual, creative abilities. Cognitive abilities are used and developed in the process of mastering knowledge in various sections of educational programs. The formation of cognitive abilities is included in the formation of figurative forms of knowledge of reality: perception, figurative memory, visual-figurative thinking, imagination, i.e. in the creation of the figurative foundation of intelligence. Thus, by developing and training the cognitive processes of younger schoolchildren in the learning process, we, teachers, develop the cognitive abilities of students: the ability to see, imagine, remember, think. To develop cognitive qualities and abilities in my activities I use: didactic games, intellectual games and exercises for the development of cognitive abilities.

In this manual, I systematized exercises aimed at developing and training the cognitive processes of primary schoolchildren: perception, thinking, memory, imagination. The textbook can be used during classes as didactic material, as well as outside class time for independent homework.

Exercises to develop imagination

1. Exercise "Do a drawing"

Children are given a sheet with images of simple geometric shapes: square, circle, triangle, rhombus, etc. - and lines of different shapes: straight, broken, arrow-shaped, zigzags, etc. It is proposed to complete each figure or line in the following way: to produce meaningful images. You can finish drawing from the outside, inside the contour of the figure, you can rotate the sheet in any direction.

2. Exercise "Wizards" (drawing emotions, feelings)

The student is asked to add a torso to each pictogram, color the person’s clothes with pencils, the color of which (in the child’s opinion) matches the emotional state of this pictogram.

3. Exercise "Fold the picture"

4. Exercise "Associations"

The teacher invites the student to find specific visual images that can be associated with each of the words below, for example, love-heart, winter-snow, happiness-mom, etc.

The teacher suggests making one sentence from three different words. Examples of words: apple, giraffe, book; rain, TV, girl, etc.

The teacher offers the children several words that are logically unrelated to each other:Book Flower Sausage Soap. Invites them to try to find associations that connect these words and make sentences. The result should be a short story.

The teacher suggests combining in your imagination two objects that have nothing in common with each other, i.e. not connected by natural associations: “Try to create an image of each object in your mind. Now mentally combine both objects in one clear picture.”

Example pairs of words: grass - pen, tree - sky, nail - hat, etc.

5. Exercise “Making a fairy tale”

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

The teacher invites the children to change and compose their own ending to familiar fairy tales.

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

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

The teacher suggests changing either the hero, or the fairy-tale object, spell, etc. in a certain fairy tale. For example:

Fairy tale “Sister Alyonushka and brother Ivanushka” - come up with a fairy-tale spell with the help of which brother Ivanushka, turned into a little goat, will take on a human form. Fairy tale “Ivan Tsarevich and the Gray Wolf” - imagine that the wolf got sick and could not help Ivan Tsarevich, come up with a fairytale type of transport on which Ivan Tsarevich would travel.

Exercises to develop perception and observation skills

Exercise “Overlayed Images”

The student is presented with 3-5 contour images of objects superimposed on each other. All images must be named.

The student needs to name which letters are hidden in the picture.

Exercise “Hidden Images”

The student is asked to find all the animals in the picture that are hidden

Exercise “Unfinished Images”

The student is presented with images in which only part of the object (or its characteristic detail) is drawn; it is necessary to restore the entire image.

The student needs to complete the letters and numbers

Exercise "Bitmaps"

The student is presented with images of objects, geometric figures, letters, numbers made in the form of dots. It is necessary to name them.

Exercise “Inverted Images”

The student is presented with schematic images of objects, letters, numbers, rotated 180°. You need to name them

Exercise “Paired Images”

The student is presented with two object images that are very similar in appearance to each other, but have up to 5-7 minor differences. You need to find these differences.

The student is asked to look at paired plot pictures with distinctive features and find these signs of difference and similarity.

Exercise "Cut Images"

The student is presented with parts of 2-3 images (for example, vegetables of different colors or different sizes, etc.). It is required to assemble whole images from these parts.

Options: they offer pictures with images of various objects, cut in different ways (vertically, horizontally, diagonally into 4, 6, 7 parts, curved lines).

Exercise "Geometric shapes"

The student is offered cards with drawings consisting of geometric shapes. You need to determine how many triangles, squares, circles, rhombuses, rectangles, etc. are on the cards.

The student needs to determine the number of triangles

9. Exercises with tables

The student is offered a table with geometric shapes. You need to count: how many times a circle, rectangle, etc. appear.

The student is offered a Schulte table, in which he needs to show and name the numbers in order.

The student is given a table with letters. Examples of tasks:

Name all the letters in the column as quickly as possible. (Knowledge of letters is consolidated)

Name and show all the letters on the 1st line, on the 2nd line. (In addition to knowledge of letters, the concept of “line” or “column” is fixed)

Name and show all the letters below the letter M. (In addition to knowledge of letters, the ability to navigate on a sheet of paper is reinforced)

Name and show all vowels or all consonants, all voiced consonants or voiceless consonants. (Knowledge of vowels and consonants is consolidated)

The student is asked to show a certain letter in the table and count its number (you can cross out the letters)

The student is asked to think about how the right and left tables are connected and decipher the phrase.

10. Exercise "Tangled Lines"

The student is asked to follow each line from left to right with his eyes and put its number at the end.

The student is asked to determine the road, path, line from one object to another.

Without moving your hand along the lines, but only tracking them with your eyes, you need to find the letters corresponding to the numbers, write them down in order and read the words.

Exercise "Puzzles"

The student is asked to put together a whole picture from parts

You need to put together a picture of stripes with numbers in order

Exercises for developing thinking

Exercise “Elimination of the unnecessary”

The teacher offers a number of words combined in meaning. The student, after reading the series, must determine what common feature unites most of the words and find one that is superfluous. Then he must explain his choice.

Word options:

Pot, frying pan, ball, plate.

Pen, doll, notebook, ruler.

Shirt, shoes, dress, sweater.

Chair, sofa, stool, wardrobe.

Cheerful, brave, joyful, happy.

Red, green, dark, blue, orange.

Bus, wheel, trolleybus, tram, bicycle.

The teacher offers a number of words that are united not by meaning, but by formal characteristics (for example, they begin with the same letter, with a vowel, have the same prefix, the same number of syllables, the same part of speech, etc.). When compiling such a series, you need to ensure that only one sign matches.

Word options:

Telephone, fog, port, tourist. (Three words begin with the letter "T".)

April, performance, teacher, snow, rain. (Four words end in "b".)

Wall, paste, notebook, legs, arrows. (In four words, the stress falls on the first syllable.)

Drawing, power, wind, life, minute. (In four words the second letter is “I”.)

Dog, tomato, sun, plate. (The dog is not round)

2. Exercise "Making Connections"

The student is asked to select a logical pair for each word:

feather - ..... (chicken, pillow, etc.)

leaf - ... (tree, book, etc.)

spoon - ... (fork, plate, etc.)

The student needs to identify the fourth word. There is a certain connection between the first two, and the same between the third and fourth. Having established this logical connection, we can name the fourth word.

Tasks:

Monday – Tuesday, March - ? Light - darkness, cold - ?
Rose - flower, wardrobe - ? The term is the sum, the multiplier is ?
Grief - tears, heat - ? Century - century, food - ?
Eye - vision, ear - ? North - south, precipitation - ?

Possible student answers: April, hot, furniture, work, thirst, food, hearing, drought.

The student is called some object or phenomenon, for example, “helicopter”. It is necessary to write down as many analogues as possible, i.e. other items similar to it in various essential characteristics. It is also necessary to systematize these analogues into groups depending on what property of a given object they were selected taking into account. For example, in this case they can be called: “bird”, “butterfly” (fly and land); “bus”, “train” (vehicles); “corkscrew” (important parts rotate), etc.

3. Exercise “Invisible words”

The teacher asks to restore the order of letters in words:

Dubřa, kluka, balnok, leon, gona, sug.

Selnots, imza, chenite, tarm, myase.

Pmisio, kroilk, bubaksha, stovefor, bomeget.

Kovora, kirutsa, shakok, sakoba.

The teacher suggests finding another in one word by rearranging the letters.

1. Find invisible animals by swapping letters in words.

Strength, salt, jar, peony.

2. Find the invisible game in the word.

Cone.

3. Find the invisible tree in the word.

Pump.

4. Find a piece of invisible clothing in the word.

Lapot.

5. Find the invisible flower in the word.

Midge.

The teacher asks you to find as many invisible words as possible in the words:pillow, keyboard, rocket, store, gift, parents.

The teacher suggests making a word by eliminating one letter.

Word options:

PLOW –
SCARF -
FEED –

MOLE -

WINDOW -

DYE -

COLLECTION -

4. Exercise “Another letter”

The teacher suggests replacing one letter in a word to make a new word. The number of letters in words cannot be changed. For example:oak - tooth, dream - catfish, steam - feast.

Given are words with one missing letter. You need to form as many words as possible, replacing the gap with one letter at a time, as in the sample. Sample: ...ol - role, salt, mole, pain, zero.

Word options:

Ro... -

...glasses -

Ba... -

...ar -

...ara -

...aika -

...day -

...ohm -

The teacher gives a task: get from one word another through a chain of words by replacing one letter at each stage. For example, how do you get the word “goal” from the word “smoke”? It is necessary to make several transformations: smoke - house - room - count - goal. Only nouns can be used in the chain; only one letter changes each time. Task options: get the word “steam” from the word “moment”, the word “mouth” from the word “cheese”, the word “ball” from the word “house”, the word “hour” from the word “moment”.

5. Exercise "Addition and subtraction"

The teacher offers fascinating examples of addition and subtraction, which use words rather than numbers familiar to the student. You need to perform mathematical operations with them, having first guessed the original word and written the answers in brackets.

A sample solution to this example for addition:

Given: boo + shade = unblown flower

Solution: boo + tone = bud

A sample solution to this subtraction example:

Given: mode of transport - o = unit of measurement Solution: metro - o = meter

Options for addition tasks:

b + food = misfortune

k + insect = girl's hairstyle

y + bad weather with rain = danger

y + country house = success

o + opponent = long pit

y + child-girl = fishing tackle

o + weapon = edge of the forest

s + animal fur = heard during fun

y + one = done to the patient

m + fish soup = insect

y + ball in goal = in triangle

for + country house = requires a solution

ka + reward = whim

o + settlement = plot of land

av + tomato = weapon

ba + shade = white bread

about + for scooping food = on a notebook and on a book

ku + for nails = hand with fingers pressed to the palms

ko + actor plays = monarch

by + misfortune = success in battle

at + pine forest = apparatus

at + battle = waves offshore

Answers: trouble, scythe, threat, luck, ravine, fishing rod, edge, laughter, prick, fly, corner, task, whim, vegetable garden, machine gun, loaf, cover, fist, king, victory, device, surf.

Options for subtraction tasks:

vessel - a = money is kept there

moral poem - nya = low voice

underwear - s = afraid of everything

tomato - at = separate book

shallow place in the river - ь = it is written on the board

strong fear - great master = snake

bird - pronoun = criminal

military unit - k = we walk along it at home

man's facial hair - solemn verse = pine forest

bird - oka = garbage

flower - s = game

fantasy - ta = knight's weapon

you can cook in it - yol = pet

on the neck in winter - f = geometric figure

young plant - approx = human height

the goalkeeper is wearing them - a = on clothes around the neck

type of sport - with = the body has right and left

Answers: bank, bass, coward, tom, chalk, already, thief, floor, boron, rubbish, lotto, sword, cat, ball, height, gate, side.

The student needs to come up with words - overlays - to make a funny or original word, explaining why he thinks so.

Task options:

mosquito + brand = mosquito;

zebra + shell = zebra shell;

tree + crow = tree crow, etc.

6. Exercise “Patterns”

The student needs to discover a pattern within a series of numbers and continue it following the same logic:

3, 5, 7, 9... . (Series of odd numbers, next number is 11.)

16, 22, 28, 34... . (Each next number is 6 more than the previous one, the next number is 40.)

55, 48, 41, 34... . (Each next number is less than the previous one by 7, the next number is 27.)

12, 21, 16, 61, 25.... (In each pair of numbers, the digits are swapped, the next number is 52.)

The student needs to determine the pattern of repetition of the sequence and draw this sequence: tree, bush, flower, tree, bush, flower...

The student needs to find a pattern and complete the missing items:

7. Exercise "Definitions"

The student needs to come up with as many definitions as possible that characterize objects or phenomena.

Snow - cold, fluffy, light, white, lacy, iridescent, thick, beautiful, etc.

River -

Firework -

Clouds -

Kitty -

Rainbow -

The student is asked to think about the listed definitions and guess the object or phenomenon that they characterize.Gusty, hurricane, warm, piercing wind.

Dark, quiet, moonlit, black - ... (night).

Long, asphalt, forest, broken - ... (road).

Kind, caring, beloved, beautiful - ... (mother).

Short, long, cropped, shiny - ... (hair).

Magical, interesting, folk, kind - ... (fairy tale).

Strong, fragrant, sweet, hot - ... (tea).

Hot, cheerful, long-awaited, sunny - ... (summer).

Loyal, shaggy, noisy, beloved - ... (dog).

Round, bright, yellow, hot - ... (sun).

8. Exercise "Confusion"

The teacher gives the student a task: due to unforeseen circumstances, one word disappeared from the sentence, and its place was taken by an inappropriate, random word. Put order in each sentence: remove a random word and return the right word.

I overslept this morning, I was in a hurry, but, unfortunately, I came to school early. (with delay)

I bought a loaf of bread, presented it to the conductor and boarded the train, (ticket)

It was hot outside, so Masha put on a fur coat. (sundress)

There was a stick on the roof of my grandmother's house, from which smoke came out when the stove was lit. (pipe)

When dawn broke, we began to look into the night sky, looking at the stars and the moon. (it got dark)

I love swimming on the beach and lying on the asphalt. (sand)

The teacher gives the student a task: in these sentences the words have changed places, and it has become very difficult to understand what is being said. Restore the correct word order in the sentences.

My friends were playing on the playground.

I got an A in Russian in class.

It is interesting to observe the life of aquarium fish.

I made gifts for all my relatives.

It was quiet after the fresh and stormy street.

You can see falling stars in the August night sky.

9. Exercise "Classification"

The student is asked to divide these words into groups according to the number of syllables:pencil case, vase, lamp, lampshade, feather, pencil, pumpkin, desk, ruler, notebook, table, floor, pen, hammer, root . How many groups did you get?

The student needs to enter these words in the appropriate columns of the table: doll, boots, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, top, pencil, sneakers, gun.

The student needs to determine in which row of the table the numbers are correctly distributed into groups. Children are given 16 cards with images of birds, fish, dishes, furniture - 4 for each group and asked to divide all the cards into groups so that each contains drawings that can be called in one word. Students are then asked to combine the resulting groups into two that are as similar as possible, and explain why they did so.

10. Exercise "Comparison"

The student is offered logical comparison tasks:

1. Sasha is sadder than Tolik. Tolik is sadder than Alik. Who's the most fun?
2. Ira is more careful than Lisa. Lisa is more careful than Natasha. Who is the neatest?
3. Misha is stronger than Oleg. Misha is weaker than Vova. Who is the strongest?
4. Katya is older than Seryozha. Katya is younger than Tanya. Who is the youngest?
5. The fox is slower than the turtle. The fox is faster than the deer. Who's the fastest?
6. The hare is weaker than the dragonfly. The hare is stronger than the bear. Who is the weakest?
7. Sasha is 10 years younger than Igor. Igor is 2 years older than Lesha. Who is the youngest?
8. Ira is 3 cm lower than Klava. Klava is 12 cm taller than Lyuba. Who is tallest?
9. Tolik is much lighter than Seryozha. Tolik is a little heavier than Valera. Who is the lightest?
10. Vera is a little darker than Luda. Vera is much brighter than Katya. Who is the brightest?
11. Lesha is weaker than Sasha. Andrey is stronger than Lesha. Who is stronger?
12. Natasha is more fun than Larisa. Nadya is sadder than Natasha. Who's the saddest?
13. Sveta is older than Ira and shorter than Marina. Sveta is younger than Marina and taller than Ira. Who is the youngest and who is the shortest?
14. Kostya is stronger than Edik and slower than Alik. Kostya is weaker than Alik and faster than Edik. Who is the strongest and who is the slowest?
15. Olya is darker than Tonya. Tonya is shorter than Asya. Asya is older than Olya. Olya is taller than Asya. Asya is lighter than Tonya. Tonya is younger than Olya. Who is the darkest, the shortest and the oldest?
16. Kolya is heavier than Petya. Petya is sadder than Pasha. Pasha is weaker than Kolya. Kolya is more fun than Pasha. Pasha is lighter than Petya. Petya is stronger than Kolya. Who is the lightest, who is the most fun, who is the strongest?

11. Exercise "Making figures from sticks"

The student is asked to change the figure by removing the specified number of sticks.

Task options:

1. Given a figure of 6 squares. You need to remove 2 sticks so that 4 squares remain.

2. In a figure of 5 squares, remove 4 sticks so that 2 unequal squares remain.

3. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.

4. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.

5. In a figure consisting of 9 squares, remove 4 sticks so that 5 squares remain.

The student needs to make a figure from the specified number of sticks.

Task options:

1. Make 2 equal triangles from 5 sticks.

2. Make 2 equal squares from 7 sticks.

3. Make 3 equal triangles from 7 sticks.

4. Make 4 equal triangles from 9 sticks.

5. Make 3 equal squares from 10 sticks.

6. Make a square and 2 equal triangles from 5 sticks.

7. Make a square and 4 triangles from 9 sticks.

8. From 10 sticks, make 2 squares: large and small (a small square is made of 2 sticks inside a large one).

9. Make 5 triangles from 9 sticks (4 small triangles obtained as a result of the construction form 1 large one).

10. From 9 sticks make 2 squares and 4 equal triangles (from 7 sticks make 2 squares and divide into triangles with 2 sticks).

The student needs to rearrange the sticks to get a different shape.

Task options:

1. Arrange 3 sticks in the figure so that you get 4 equal triangles.

2. In a figure consisting of 4 squares, rearrange 3 sticks so that you get 3 of the same squares.

3. Make a house of 6 sticks, and then rearrange 2 sticks so that you get a flag.

4. Arrange 6 sticks so that the ship becomes a tank.

5. Move 2 sticks so that the cow-like figure faces the other direction.

12. Exercise "Rebuses"

The student is asked to decipher puzzles with letters:

The student is asked to decipher puzzles with numbers:

The student is asked to decipher puzzles with pictures:

The student is asked to decipher the proverb puzzles:

An old friend is better than two new ones.

Business before pleasure.

If you hurry, you will make people laugh.

A person is recognized by his actions.

Exercises for memory development

Exercise “10 words”

For example:

- book, moon, ringing, honey, window, ice, day, thunder, water, brother;

- cheerful, kind, white, brave, slow, tall, snowy, papery, deep, clean;

- draws, is silent, writes, dances, decorates, reads, makes, sings, speaks, listens.

The student is given words written in a column. After 10-15 seconds, these words are removed and a second column of words is offered. The student must find the words that he memorized.

For example:

garden puddle

puddle soap

river hare

window ball

bow snow

hare bow

flag water

moon forest

snow window

thunderstorm house

The student is asked to remember 10 logically unrelated words. These words need to be connected into a story.

For example:tree, table, river, basket, comb, soap, hedgehog, elastic band, book, sun.

First, have the children try to imagine a story written by the teacher:
"Imagine green beautiful TREE . A board begins to grow from it to the side, a leg comes down from the board, it turns out TABLE . We bring our gaze closer to the table and see a puddle on it that flows down, turning into a whole RIVER . A funnel forms in the middle of the river, which turns into BASKET . The basket flies out of the river onto the shore. You come up, break off one edge - it turns out COMB . You take it and start combing your hair and then wash it SOAP . The soap drips and leaves hair sticking out HEDGEHOG . You are very uncomfortable and you take RUBBER BAND and pull your hair back with it. The rubber band can't stand it and bursts. When it falls down, it turns in a straight line and turns into BOOK . You open a book, and it shines brightly right into your eyes. SUN ".
Then the children come up with their own story (using different words) and share it with each other. At the final stage, the teacher dictates words to them, and they, independently imagining, remember them.

The teacher gives the children 10 words; they need to be regrouped, combining them according to some characteristic to make memorization easier; and then come up with a story that would bring them together.

For example:bear, cart, bee, bell, chamomile, air, vase, cat, sun, water.

15-20 cards with the image are laid out in front of the student

individual objects (for example, an apple, a trolleybus, a teapot, an airplane, a pen, a shirt, a car, a horse, a flag, a rooster, etc.). The student is told: “I’ll now tell you a few words. Look at these pictures, choose from them the one that will help you remember every word, and put it aside." Then the first word is read. After the child puts the picture down, the second word is read, etc. Next, he must reproduce the words presented. To do this, he takes the pictures put aside one by one and, with their help, recalls the words that were named to him.
An example set of words:fire, factory, cow, chair, water, father, jelly, sit, mistake, kindness.

The exercise can be carried out in two stages. At the 1st stage, it is necessary to use a graphical representation of the concept. The teacher says to the children: “Try to make a drawing for each of the words I mentioned.” A visual image that directly corresponds to a concept arises easily, almost automatically, whereas in the case of an indirect correspondence, the efforts of the imagination are required.

An approximate list of possible series:

Episode No. 1

Truck Smart cat
Anger Coward Boy
Fun game Naughty child
Tree Good weather
Punishment Interesting tale

Episode No. 2

Merry holiday Joy
Dark Forest Disease
Despair Fast Man
Courage Sadness
Deaf old woman Warm wind

Episode No. 3

Doubt Envy
Willpower Day
Success Fear
Speed ​​Strong character
Justice Good comrade

Stage 2 - imagining words or phrases in the mind, without fixing them on paper.

Exercise “Remember a couple of words”

Select 8-10 pairs of words that are related to each other in meaning. The student needs to read these pairs of words and remember them. Then the teacher reads the first word and the student names the second. You can write it down.

For example:

Apple orchard

Chicken Chicken

Vacuum cleaner-cleaning

Milk cow, etc.

The student needs to combine in his imagination two objects that have nothing in common with each other, i.e. not connected by natural associations. Let, for example, be given the words “hair” and “water”; why not imagine hair getting wet in the rain, or hair being washed?

Sample pairs for training:

Pot - corridor Sun - finger
Carpet - coffee Yard - scissors
Ring - lamp Cutlet - sand
Nail - book Monkey - coat
Beetle - chair Dentist - toilet

First, let the children practice out loud, telling each other their pictures, then work on their own. In the next lessons, dictate to them one word from each pair - they must remember and write down the second. Draw their attention to the result.

Exercise “Memorize and Draw”

For the student to memorize for 15-20 seconds. any symbols or geometric shapes are proposed. For example:

Then they are closed, and the child draws what he remembers. At the end, you can compare the results obtained.

For the student to memorize for 15-20 seconds. A sheet with written letters (from 3 to 7) is offered. For example:

Then the teacher covers the letters, the student writes them down on his piece of paper from memory.

For the student to memorize for 15-20 seconds. A sheet with written numbers (from 3 to 7) is offered. For example:

Then the teacher covers the numbers, the student writes them down on his piece of paper from memory.

The teacher gives the student a card, warning him that he must carefully consider and remember the combinations of all the figures. He has 30 seconds to memorize, then he returns the card. Next, the student must close his eyes and mentally reconstruct the drawing. Then he must draw on the sheet everything he remembers. After finishing the work, the student’s drawing is compared with the sample, and errors are discussed. The number of elements drawn from memory, their shape, size and location relative to each other are checked.

For this exercise you will need a piece of paper and pencils. The figure below contains 12 images. Children are invited to look at the drawings of the first line, covering the rest with a sheet of paper so that they do not distract attention. After 30 seconds, ask them to cover the entire page and draw the objects in the first line from memory. Then ask them to compare how their drawings match those of the sample. Next, move to the next line. The last two lines can be worked on simultaneously.

The student is asked to look carefully at the drawing. It shows the names of the animals. You need to imagine these animals in the places where their names are placed, and come up with a story that connects them with each other.

Then the drawing is closed, and the student must reproduce the names of the animals in their places on a piece of paper.

The student is given forms with figures for memorization and reproduction. He looks at the 1st form and tries to remember the proposed pairs of images (figures and sign). Then the form is removed and he is offered a 2nd form - for reproduction, on which he must draw the corresponding pair in the empty cells opposite each figure.

Exercise “What has changed”

7-10 pictures or objects are laid out in front of the student, they are given time to memorize, then the student is asked to turn away and 1-2 pictures (objects) are removed. The student must name what has changed.

7-10 pictures or objects are laid out in front of the student, time is given to memorize, then the student is asked to turn away and 2-3 pictures (objects) are swapped. The student must name what has changed.

Exercise “Memorize and find”

The student is asked to remember the objects depicted in 3-4 pictures and name them from memory. Then he must find their image in 10-12 similar pictures, but randomly scattered. The same exercise can be used to recognize letters or numbers, using specially made cards or a box of letters and numbers. Gradually, the number of memorized pictures can be increased.

For the lesson you will need 6 cards, each of which depicts a combination of geometric shapes. All 6 combinations have visual similarities, but, nevertheless, differ from each other. The student is given one of the cards to memorize for 10 seconds. After careful study, he returns it and, with his eyes closed, mentally reconstructs the drawing. At this time, the teacher lays out all 6 cards in front of him in random order and asks him to find the one he remembered among similar ones. It is necessary to ensure that cards with figures are not turned over when presented again, otherwise the appearance of the figure may change. The richness and complexity of the combinations of geometric shapes on the cards depends on the age of the student, his capabilities and the duration of classes to develop visual memory.

Prepare tables with images of objects, geometric figures. Show to the student for 4-5 seconds. a card with images of objects and ask them to remember them so that they can then find them among others at the bottom of the table. The same goes for geometric shapes.