Short description

Imagination is deeply studied by psychology. Scientists have developed a classification of imagination according to the degree of activity, according to the types of creative activity. First of all, imagination is divided into active (voluntary), when images arise intentionally, in connection with a pre-set goal (in this case, dreams, dreams, fantasies are born), and passive, when images are created intentionally. Active imagination, in turn, is divided into creative and reproductive. At the same time, creative imagination does not always have a creative, constructive character. creative imagination leads to the creation of a new artistic image in art, innovation in technology, bold political decisions etc.).

Introduction. 3
Chapter I. Imagination and its features in preschool age. 6
1.1. Features of the imagination in children preschool age. 6
1.3. The mechanism of creative imagination. fourteen
Influence visual activity on the development of the creative imagination of the preschooler. fifteen

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Federal Agency for Education

State educational institution of higher

vocational education

"Ryazan State University named after S. A. Yesenin"

Faculty: Pedagogy and Psychology

Department: general and developmental psychology

Coursework in psychology

performed by a student of the OZO

specialty: "Pedagogy and methodology

preschool education"

3 courses 37 groups

Ponkratova N.V. № ЗК

Ryazan 2008

Introduction.

The creative process is unthinkable without imagination, fantasy, inspiration. Artists express this emotional state in different ways, depending on individual features character, tastes, intelligence.

Not everything lends itself to direct perception. For example, it is impossible, say, in our time to watch the fight of gladiators, since these are the realities of the distant past. However, by the power of the imagination, on the basis of the processing of perceptions of the past, such a picture is quite possible to imagine. That is why the role of the imagination in human activity is so great, especially in art and literature, in the field of scientific and technical creativity.

Imagination is a property of consciousness that allows a person to create new sensory and mental images based on existing perceptions and knowledge.

Imagination is deeply studied by psychology. Scientists have developed a classification of imagination according to the degree of activity, according to the types of creative activity. First of all, imagination is divided into active (voluntary), when images arise intentionally, in connection with a pre-set goal (in this case, dreams, dreams, fantasies are born), and passive (involuntary), when images are created intentionally (the fruit of such imagination can be count dreams).

Active imagination, in turn, is divided into creative and reproductive. At the same time, creative imagination does not always have a creative, constructive character. Creative imagination leads to the creation of a new (artistic image in art, innovation in technology, bold political decisions, etc.).

Without a rich imagination, any creative activity of a person would be impossible. This is explained as follows. First, the product itself

creativity or the future goal of creative activity is always presented first in the imagination of the creator and only then becomes a reality.

Secondly, the original creative idea or project almost never remains unchanged and most often changes significantly in the course of creativity itself. This change of what is conceived in the course of creative activity is precisely its inalienable property and cannot occur otherwise than in the imagination.

The relevance of the topic lies in the fact that socio-economic transformations in society dictate the need to form a creatively active personality with the ability to effectively and innovatively solve new life problems. In this regard, preschool institutions face an important task of developing the creative potential of the younger generation, which in turn requires the improvement of the educational process, taking into account the psychological patterns of the entire system of cognitive processes.

The problem of the development of children's creative imagination is relevant because this mental process is an integral component of any form of a child's creative activity, his behavior in general.

As studies by L.S. Vygodsky, V.V. Davydov, E. I. Ignatiev, S. L. Rubinstein, D. B. Elkonin, V. A. Krutetsky and others, imagination is not only the effective assimilation of new knowledge by children, but is also a condition for the creative transformation of knowledge that children have, contributes to the self-development of the individual, i.e., to a large extent determines the effectiveness of educational activities in a preschool educational institution (preschool educational institution).

Research problem.

Imagination and fantasy is the most important aspect of a child's life. It is impossible to master any program without imagination. It is the highest and

essential human ability. However, this ability

needs special care in terms of development. And the imagination develops especially intensively at the age of 5 to 15 years. And if during this period the imagination is not specially developed, then in the future there will be a rapid decrease in the activity of this function. Together with the ability to fantasize in children, the personality is impoverished, the possibilities of creative thinking, interest in art, in creative activity goes out. In order to develop creative imagination in children, a special organization of visual activity is necessary.

The object of the study is the imagination of a preschooler.

The subject of the research is the organization of work on the development of creative imagination in preschool children.

The purpose of the study is to study the features and opportunities for the development and activation of the creative imagination of preschool children.

Research objectives:

To reveal the features of the imagination of preschool children;

To determine the features of children's creative activity and its significance for the development of creative imagination;

Conduct experimental work to identify the influence of the creative imagination of preschool children;

preschool age.

Methods used in the study: observation method and testing method.

Research hypothesis

Chapter I. Imagination and its features in preschool age.

1.1. Features of imagination in preschool children.

Any activity of a person, the result of which is not the reproduction of impressions and actions that were in his experience, but the creation of new images or actions, will belong to creative activity. The brain is not only an organ that preserves and reproduces our previous experience, it is also an organ that combines, creatively processes and creates new positions and new behavior from the elements of this previous experience. If human activity were limited to a mere reproduction of the old, then man would be a being turned only to the past, and would be able to adapt to the future only insofar as he reproduces this past. It is the creative activity of a person that makes him a being, facing the future, creating and modifying his present.

This creative activity, based on the combining ability of our brain, psychology calls imagination. Usually, imagination means everything that is not real, that does not correspond to reality. In fact, imagination, as the basis of all creative activity, manifests itself equally in all decisive aspects. cultural life making artistic, scientific and technical creativity possible.

“Every invention,” says Ribot, “large or small, before becoming stronger, being realized physically, was united only by imagination - a building erected in the mind through new combinations or ratios.”

Imagination is not reality, but it cannot live without

reality, since it is the elements of reality that are the nourishing medium for it. On the other hand, it is imagination that sometimes determines a person’s program of actions, the course of his thoughts, his attitude to

surrounding reality, to their own work, to various forms of their activity.

Imagination generates an idea, i.e. vision of future creation. And when a person starts any work, he “sees” the purpose of his activity, its result. If a person is doing creative work, then he must imagine what no one, including himself, has yet done and, therefore, has not seen or heard. Imagination generates an "image" of what will only be created in the process of creative work.

There are various definitions of imagination in the literature. So L. S. Vygodsky notes that “Imagination does not repeat itself in the same combinations and in the same forms of individual impressions that have been accumulated before, but builds some new rows from previously accumulated impressions. In other words, bringing the new into the very course of our impressions and changing these impressions so that as a result a certain new, previously non-existing image arises, is, as you know, the very basis of the activity that we call imagination.

“Imagination,” writes S. L. Rubinshtein, “is connected with our ability and the need to create something new.” And further “Imagination is a departure from past experience, its transformation. Imagination is the transformation of the given, carried out in a figurative form.

“The main feature of the imagination process,” writes E. I. Ignatiev, “in this or that practical activity is the transformation and processing of perception data and other material of past experience, resulting in new impressions.”

The Philosophical Encyclopedia defines imagination as a mental

activity, which consists in creating ideas and mental situations that are never directly perceived by a person in general in reality.

Many researchers note that imagination is the process of creating new visual images. This tendency refers the imagination to the forms of sensible material. The nature of the imagination is a synthesis, the unity of the logical and the sensual.

Imagination is an analytical-synthetic activity that is carried out under the guiding influence of a consciously set goal or feelings, experiences that own a person in this moment. Most often, imagination arises in a problem situation, i.e. in those cases when it is necessary to find a new solution, i.e., an anticipatory practical action of reflection, which occurs in a concrete-figurative form, as a result of operating with images.

Creative imagination depends on many factors: age, mental development and developmental characteristics (the presence of any disturbance of psychophysical development), individual personality traits (stability, awareness and orientation of motives; evaluative structures of the image of the "I"; features of communication; degree of self-realization and assessment of one's own activities; traits of character and temperament), and, which is very important, from the development of the process of education and upbringing.

The experience of the child develops and grows gradually, it is distinguished by a deep originality in comparison with the experience of an adult. The attitude to the environment, which, by its complexity or simplicity, by its traditions and influences, stimulates and directs the process of creativity, is again completely different for the child. The interests of a child and an adult are different and therefore it is clear that

The imagination of a child is different from that of an adult.

As noted above, the imagination of a child is poorer than that of an adult. At the same time, there is an opinion that a child's imagination is richer than an adult's. Children can make everything out of everything, said Goethe. The child lives in a fantasy world more than a real one. But we know that interests

the child is simpler, more elementary, poorer, and finally, his relations with the environment also do not have the complexity, subtlety and diversity that mark the behavior of an adult, and yet these are all the most important factors that determine the work of the imagination. As the child develops, so does the imagination. That is why the products of real creative imagination in all areas of creative activity belong only to the already mature fantasy.

The French psychologist T. Ribot presented the basic law of the development of the imagination in three stages:

Childhood and adolescence - the dominance of fantasy, games, fairy tales, fiction;

Youth is a combination of fiction and activity, “sober prudent reason”;

Maturity is the subordination of the imagination to the mind, the intellect.

The imagination of a child begins to develop quite early, it is weaker than that of an adult, but it takes up more space in his life.

What are the stages in the development of imagination in preschool children?

Until the age of three, imagination in children exists within other mental processes; its foundation is laid in them. At this age, the formation of verbal forms of imagination takes place. Here the imagination becomes an independent process.

At the age of 4-5, the child begins to plan, to draw up a plan of upcoming actions in his mind.

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Translation of "amenable to direct" in Chinese

Other translations

One of these aspects amenable to direct user perception; others can only be assessed by NSI.

Are directly observable by users; others only the NSI can assess.">

However, these data were based on different definitions, classifications and time intervals, and therefore not amenable to direct comparison.

directly comparable.">

Marine fish populations amenable to direct visual definition, and therefore estimates of abundance are based on conceptual models, the acceptability of which is often questioned and changes over time.

Suggest an example

Other results

In most cases, these goals amenable to immediate quantitative assessment, except in difficult areas such as child protection, academic achievement and quality education.

In most cases, those goals are directly measurable, with the exception of challenging areas in child protection, learning achievement and education quality.

Are directly measurable, with the exception of challenging areas in child protection, learning achievement and education quality.">

In addition, Statistics Canada will not lead vocational training in areas that are not amenable to immediate quantitative assessment (and the number of exceptions to this rule is constantly decreasing), even in cases where these areas directly related to the issues under consideration by the Office.

Nor will Statistics Canada administer training in those areas that do not lend directly to quantification (with a decreasing number of exceptions) even when they are directly linked to the subject at hand.

Lend themselves directly to quantification (with a decreasing number of exceptions) even when they are directly linked to the subject at hand.">

Physical Consequences global warming not amenable to immediate as human rights violations, not least because the harms associated with climate change often cannot be clearly traced to the actions or omissions of specific States.

The physical impacts of global warming cannot easily be classified as human rights violations, not least because climate change-related harm often cannot be clearly attributed to acts or omissions of specific States.

Easily be classified as human rights violations, not least because climate change-related harm often cannot be clearly attributed to acts or omissions of specific States.">

As Dr. Jagan noted, “The key factors that cause our problems to arise and which can therefore be used to solve them are, for the most part, not lend themselves our direct control.

outside our immediate control.">

The Committee notes that most budget performance indicators lend themselves measurement and have direct relation to expected accomplishments; in case of a significant discrepancy between the actual results and the planned ones, an explanation of the reason for such a discrepancy is given.

The Committee observes that most performance indicators are measurable and relevant to the expected accomplishments; an explanation is provided of significant variations in performance indicators, compared with the planned output.

Are measurable and relevant to the expected accomplishments; an explanation is provided of significant variations in performance indicators, compared with the planned output.">

Most organizations are good at calculating and calibrating outcomes, because outcomes tend to be lend themselves quantification and directly dependent on activities overseen by program managers.

Most organizations are good at defining and measuring results at the output level as outputs are generally measurable and directly influenced by the activities controlled by program managers.

Measurable and directly influenced by the activities controlled by program managers.">

One of them directly related to the state of the forests themselves, they are easily lend themselves definition and are called "direct causes".

Directly on the forest itself and are often easily recognizable in the field: these are referred to as "direct causes".">

It was also noted that the problems caused by the imposition of sanctions, in many cases directly explained by the specifics of the general economic situation of the affected states and not lend themselves partial solution.

It was also noted that problems stemming from the imposition of sanctions were in many cases part and parcel of the overall economic situation of the affected States and did not lend themselves to a piecemeal solution.

Parcel of the overall economic situation of the affected States and did not lend themselves to a piecemeal solution.">

The Board may wish to invite the secretariat to review selected projects and programs immediate the results of which lend themselves quantitative analysis in order to evaluate their benefits.

Immediate causes of maternal, infant and child mortality are largely lend themselves prevention and treatment through proven, cost-effective and currently available practices.

Direct causes of maternal, newborn, and child deaths are largely preventable and treatable using proven, cost-effective, and currently available interventions.">

However, the unexplained gap (18.1%) should not be directly regarded as discrimination because, on the one hand, some of the remaining pay gap may also be determined by characteristics that are not lend themselves accounting.

Nevertheless, the unexplained gap (18.1 per cent) should not be directly interpreted as discrimination, because on the one hand, some of the remaining wage difference might also be due to characteristics that could not been taken into account.

Directly interpreted as discrimination, because on the one hand, some of the remaining wage difference might also be due to characteristics that could not been taken into account.">

It's getting special meaning in situations that are difficult lend themselves settlement on the basis of the rule of law, when decisions of the Council directly affect the rights and obligations of specific individuals who are not entitled to individual remedies.

Directly affect the rights and obligations of individuals who are not entitled to individual legal remedies - a situation which can be difficult to reconcile with the rule of law.">

READING PROCESS MODEL

As we have already noted, reading is the oldest form of cognitive activity human, but so far much is still unclear in the mechanism of reading.

In the study of complex processes in nature and society modern science widely uses the modeling method. If the mechanism of a phenomenon is complex and not amenable to direct study, its simplified model is built, with the help of which its main parameters are studied. To study the process of reading, we will create such a model and consider reading as a special case of receiving and processing textual information. Engineering psychology has long and deeply studied reading. In this science, the human body is presented as a complex cybernetic machine that receives information from the external and internal environment, processes it and stores the necessary information in the memory system of the brain.

Such a representation enables us to construct a generalized cybernetic model of one of the critical processes perception and processing of textual information - the process of reading. The scheme of this model is shown in fig. 4. As you know, cybernetics explores two types of processes: information processing and management. Considering reading as a certain “man-text” system, one can see that reading is also a typical cybernetic system. There are five main blocks in the reading process shown in the figure.

The block of the visual analyzer perceives information. The processing of the received information takes place with the participation of the speech-motor, speech-auditory blocks and the block of semantic processing and decision-making. The nature of the decision, the speed of its adoption is affected not only new information, but also that internal (basic) about the subject of reading, which comes from the memory system in the form of previously received information and instructions, which are, as it were, programs of mental actions for effective comprehension of what has been read. The result of this block is reading comprehension, which, as a result of reading, also enters the memory system. The control unit controls the executive organs: the muscles of the eyes, hands, tongue, lips. This stage is the actual control, as a result of which the chain of transformations in the circuit is closed: “text - reader - text”. Thus, the chain - perception, processing, development of a solution and its implementation - forms a closed ring-like system between the reader and the author of the text.

RICE. 4

As in any control object of this kind, there are feedback channels here. Feedback in control systems is called the corrective effects of the output of the system on its input. In our case, the feedback channel is implemented by issuing a signal about the corrective decision taken (as a result of comprehending the current fragment of the text) to the channel of the visual analyzer: “Stop”, “Read more”, “Come back” (in contrast to the general command “Read, read, read” ).

So, reading in the “man - text” system is a process of managing several processes, where:

A text is an object of perception and cognition of the content information embedded in it;

The brain is a processing and control device. In accordance with the described structural model, the reading process itself can be represented as follows. The reader grasps with his eyes a certain fragment of the text, which then begins to be processed in the channel of the visual analyzer. going on the most complicated process processing of the received text message, and not only visual, but also speech-auditory and speech-motor analysis is performed. As a result of this traditional three-stage information processing, definite decision: in the block of semantic processing - a command to perform a regression or to read the next piece of text, or a command to the muscles of the hand to turn the page, or a command not to stop reading.

Being aware of the extreme conventionality and proximity; considered structure - a functional model of the reading process, we nevertheless consider its awareness useful for readers of this book.

As scientists have established, reading is a simultaneous process of receiving and issuing speech. This means that when reading written speech(text) is first accepted (read) by the visual analyzer, but the main assimilation of what is read is certainly accompanied by internal speech processes, in which the auditory analyzer also takes part. And it is on how these processes are organized, what is the degree of their consistency, that the speed of reading depends. If during reading there is a so-called external articulation - speaking aloud or in a whisper of what is being read, and then internal listening, then in these cases all three blocks process information: visual, speech-motor, speech-auditory. In other words, the text in this case is visually perceived, pronounced and listened to. Almost all readers read in this traditional way.

However, such multi-stage text processing is not always necessary and, moreover, what is read is not absorbed better. Reading with pronunciation resembles the movements of a child who is learning to walk: each next step is carefully, uncertainly groped. You read letter by letter, syllable by syllable, word by word. With such reading, the perception and comprehension of large fragments of text, the selection of their logical elements is difficult. Figuratively speaking, the reader does not see the forest of meaning behind the trees of words.

From the point of view of cybernetics, the slow pace of reading in this case can only be explained by the low bandwidth of the speech-auditory channel as a whole due to its inertia. Indeed, the speed of our speech is low - 150 words / min - this is the limit above which it becomes slurred. 150 lines/min is also the reading speed of those who read with pronounced external articulation.

Stoyan Stoyanov (Bulgaria), a four-time world champion in the speed and accuracy of writing texts of business papers, managed to write down 575 characters per minute, i.e. 207 words, at the last competitions. This is the extremely fast pace of speech for a modern person.

So, external articulation in any form (speaking out loud or in a whisper) slows down reading and probably needs to be eliminated in the first place. Skillful suppression of articulation, as we will see later, will allow us to exclude from participation in information processing when reading one functional block - auditory and speech and switch to a new, more economical two-stage information processing using only visual and speech motor blocks, the work of which also changes. With such reading, entire groups of words are replaced in the brain by one key word-concept that generalizes the meaning of the entire phrase. How to do this, we will learn later.

In the meantime, we will analyze another approach to the analysis of the reading process. Factors controlling the reading process can be divided into two groups: causal (brain) and investigative (peripheral). As you know, any psychophysiological analyzer consists of three parts (receiving - peripheral, transmitting - broadcasting) and a higher control center - a group of neurons in the cerebral cortex. The analysis of information coming from outside begins in the peripheral part. But only in the cerebral ends of the analyzer - in the cerebral cortex of the brain - is a fine analysis of all the complex elements of the perceived image possible. It is here that programs and codes are formed, with the help of which a person actively perceives the events of the external world.

Thus, when teaching speed reading, it is necessary to influence both groups of factors: investigative factors that determine the behavior of the peripheral parts of the visual, speech and auditory analyzers, and causal mechanisms of the brain. The task is to achieve the development of the peripheral part of the visual analyzer, blocking the speech-auditory analyzer, and, accordingly, rebuild or develop new brain work programs during text processing through various control educational and methodological influences. The device that controls the reading process, the brain, is therefore the central causal factor, because it is its activity that determines the investigative behavior of all the peripheral ends of the analyzers.

Obviously, it is in the functions of the cerebral cortex that one must look for those key causal factors that ultimately determine the speed and efficiency of reading. Unfortunately, today we still know very little about the mechanism of the brain processes that govern reading. Until now, it is not known for certain what laws are used to select and process the most important semantic units of the text when reading, and with the help of which code systems this is implemented. The human mind is striking precisely in its flexible ability to extract and use the most significant information for the most seemingly unexpected purposes. However, modern ideas about the work of the brain suggest that with fast reading, more advanced programs of mental activity are implemented, and most importantly, codes are more high levels interpretation of the meaning of the text. By analogy with progress in the construction of electronic computers, we can assume that fast reading people use the interactive advantages of modern third-generation computers, while people who read slowly “work” at the level of first-generation machines, i.e. in the “big adding machine” mode ". The ability to flexibly associate and choose, adapt and improve programs of mental actions when communicating with text is an obvious advantage of the human brain, which, however, in practice people use so far is extremely inefficient. As we have already noted, the resources of the brain are unusually large. A quick read allows you to use them to great effect.

What is imagination? Not everything lends itself direct perception. For example, in our time it is impossible to observe the fight of gladiators, as this is a phenomenon of the distant past.

However, by the power of imagination, based on the knowledge of history, it is quite possible to imagine such a picture.

That is why the role of imagination in a person is so great, especially in art, literature, the field of science and technology.

Role of imagination

Imagination is a property that allows a person to create new sensory or mental images based on existing perceptions and knowledge.

Imagination as a mental process is inherent in man, although its rudiments are also characteristic (for example, instinct contains a significant proportion of imagination).

Bizarre and daring "footprints" of the imagination can be found at many key points in human history.

L. N. Tolstoy saw one of the main merits of I. S. Turgenev (1818-1883) in that he created with his imagination the type of “Turgenev woman”: there was no such thing in reality, but after his novels about Lisa Kalitina, Elena Insarova and others she appeared.

However, imagination can become a negative factor, especially when it takes perverse forms.

If the psychophysical mechanism that stimulates the work of the imagination is influenced by various kinds, then it is possible to sharply activate the work of the imagination, but make it fruitless and even destructive - first for higher mental functions, and eventually for the biological basis of man.

It was previously believed that the pressure of the imagination decreases with age, but the latest research has shown that it rather takes on other forms, being less visible in external signs, but more strongly affecting the results.

The creative process is unthinkable without imagination, fantasy, inspiration.

People of art express this special emotional state in different ways, depending on individual characteristics, tastes,.

The French philosopher D. Diderot (1713-1784), according to the memoirs of contemporaries, when writing, looked like an obsessed.

He ran around the rooms, waving his arms and shouting at the whole house, tore off his wig from his head, tossed it up, trampled it and threw it again.

The famous French writer of the XVII century. J. Lafontaine (1621 -1695) wrote his fables only in heavy rain.

Taking off his wig and hat, he paced the streets for hours, repeating in full verse, arguing with himself, stamping his feet frantically and waving his arms.