Development of imagination in preschool children

Development of imagination in preschool children. It is impossible to imagine a child without imagination. The world of children differs significantly from that of adults because children are capable of inventing and thinking outside the box. The ability to imagine helps develop creative abilities, find ways out of difficult situations, and it is easier to adapt in real life if you direct your imagination in the right direction.

Features of the development of creative imagination in a preschool child

The baby takes his first steps towards the ability to use his imagination at the age of three. Play becomes part of the child, wherever he is: at home, on a walk, visiting, on a trip. During this period, the child begins to understand that one and the same object can play the role of several, if you use your imagination. Three- and four-year-old children begin to tell fairy tales - this awakens their previously dormant imagination. But they don't know how to plan. It is difficult to find out from such a child what he is going to draw if the child took pencils and paper. With the help of imagination, the drawing, of course, will be born, but the image of the future “picture” will be built in the process.

Until the age of five, preschool children still do not know how to direct their imagination, but at five or six years old they are already good inventors who can consciously decide what they want to play, what they need to draw, what craft they want to make. Once the goal is set, the work begins. Often, in play, children try to embody the experience they have gained, their impressions of watching a cartoon or a play, or some life scene.

Often children create their own special world if something in the real world does not suit them: difficult relationships with peers or adults, including parents; phobias that the child tries to fight in a self-invented way; problems that are easier to solve in a fantasy world.

In any case, the development of imagination is very important for a child. This is one of the levers with which a little person learns to interact with the world.

Text of the book “Child Psychology: A Textbook for Universities”

Types and functions of a preschooler's imagination; stages of its development

One of the least developed problems in the psychology of the child’s imagination is the problem of the psychological mechanisms of the creative imagination of preschoolers.

The works of O. M. Dyachenko were devoted to this problem, in which the peculiarities of the imagination of children of different ages were clarified using the material of solving special problems.
Children were offered 20 cards in succession with geometric figures or with elements of object images. The child was asked to complete each of the figures so that some kind of picture was obtained. When processing children's drawings, the coefficient of originality
of each child was revealed (the number of his drawings that were not repeated in himself and in other children in the group) and the qualitative nature of the solution to the imagination task.

O. M. Dyachenko identified two main ways to solve such problems. In the first, the child perceives the proposed figure as a diagram of some object, which he only completes in his imagination (for example, a square acts as a diagram of a TV, house, aquarium, etc.). With this method, the child directly follows the image of perception, only objectifying this scheme and giving it greater resemblance to the object. This method was called objectification.

In the second method, the figure proposed for finishing is used in a qualitatively different way. It is included by children as a detail in a variety of objects born of a child’s imagination (the same square becomes the eye of a robot or part of a bow on a girl’s head). This method is called inclusion.

Age analysis showed that the inclusion method appears only in children of older preschool age and its use significantly increases the coefficient of originality. Younger and middle preschoolers primarily use the method of objectification.

In order to develop creative imagination, a formative experiment was conducted in which children were taught the method of inclusion. When completing the planar construction tasks, children were required to use parts of one figure to build another given figure (for example, to lay out a clock and a scooter, they needed to use the pendulum of a clock as the wheel and front of the scooter). In these tasks, the same part was freely used to construct images of different objects. At the end of the formative experiment, all children in the experimental group freely included individual details of one object into the image of another, i.e., they mastered the method of inclusion. A repeated experiment with drawing the figures showed that the coefficient of originality in children who went through experimental training was significantly higher than that of their peers who studied in the regular program.

In another formative experiment by O. M. Dyachenko, the targeted development of imagination was carried out through teaching children methods of visual modeling, that is, actions with models of real objects. The training took place in several stages.

…

At the first of them, kids learned to select substitute objects for various objects and characters. At the second stage, the action of objectification was practiced with some detailing of imaginary objects, and the ability to act out the action with substitute objects was formed. The children took turns showing and telling each other stories with substitutes. For example, about two strips of different lengths, the children said that it was a boy and his dog and that they went for a walk together; or that this is a mother and daughter and they are sitting on a bench together and the mother is telling a fairy tale. At the third stage, which took place in classes in the senior group, a method of inclusion was formed when creating the image-idea of one’s work. The children were given a visual diagram (plan-model) of a fairy tale, which they had to “read” in their own way. It is interesting that among the usual elements of the model (schematic images of people or trees) there was an image of a fantastic furry animal with wings and horns-antennas on its head. The introduction of this object, not associated with the usual context, formed in children the ability to include it, and after it, familiar objects, in the most unusual connections and relationships. And finally, at the fourth stage, children were strengthened in their ability to use the inclusion method when creating image-ideas for their works. Children presented the idea of their own work in the form of a visual model and then developed it into their own plot.

After such training, which lasted several years (from the junior group to the preparatory group), a control measurement was carried out in which the effectiveness of the imagination of children in the experimental and control groups was compared. It turned out that the children who participated in the experiment created richer and more original images of the imagination, both when composing fairy tales (they were asked to compose a fairy tale about a bunny) and when completing the drawing of figures. The experiment showed that the formation of creative imagination based on the material of working with a literary text is transferred to other material associated with visual activity. Based on these experiments, it can be assumed that a child’s imagination is a holistic ability that is expressed in a wide variety of materials.

From the very beginning of its formation, a child’s imagination has two main functions - cognitive and affective. The main task of cognitive imagination

- this is the recreation of objective reality, completing the construction of a holistic picture of the world, obtaining new impressions. With the help of imagination, children can creatively master the patterns and meanings of human actions, build a holistic image of any event or phenomenon.

Affective function of imagination

is aimed at affirming and protecting one’s self. Such protection can be carried out in two ways. Firstly, through repeated reproduction (or replaying) of traumatic influences or situations, the child seems to move away from them and begins to see them from the outside. Secondly, children create imaginary situations in which they can assert themselves - they feel strong, brave, dexterous, and omnipotent. Numerous children's fantasies about their own victories and incredible successes, as well as their options for saving Ivanushka, Kai or Chapaev, precisely perform this function.

Cognitive and affective imagination can be seen quite clearly in the child’s directorial play. O. M. Dyachenko and E. M. Gasparova developed a version of the director’s game, which allows us to identify the characteristics of the child’s imagination. Children of different ages were offered five wooden dolls (three large and two small), which were an unpainted cylinder-body with a ball-head. The child was asked to figure out who they were and play as he wanted.

The results of experiments conducted using this method showed that already at 2.5–3 years old, two types of imagination are clearly distinguished. Cognitive imagination is revealed in cases when a child, with the help of dolls, acts out actions familiar to him and their possible variations - feeding children, putting them to bed, walking with them, etc. Affective imagination was manifested in playing out his experiences, associated mainly with the fears of children: policeman , or Baba Yaga, or a wolf lies in wait for naughty children, takes them away and punishes them. It is obvious that in these games children overcome their own fears and protect themselves from them. It should be recalled that the affective imagination works especially vividly at this age. Children's fantasy stories about defeating the strongest bear or catching a squirrel in a tall pine tree are common among many children aged 2.5–3 years.

It is characteristic that in early and early preschool age there is practically no planning of the results of imagination. If a child is asked in advance to say what he is going to draw or how he will play, he will not be able to say anything, and if he does say it, then his “plan” can ruin his entire activity. At 4–5 years old, according to O. M. Dyachenko, the level of children’s creative imagination decreases somewhat. This is apparently due to the fact that at this age the child is aimed primarily at assimilating and reproducing social norms and patterns of activity. In the proposed situation with wooden dolls, children 4–5 years old often refused to play, citing the fact that these were not dolls, but cubes, and they needed to be built with cubes.

In middle preschool age, healthy children experience a slight decrease in the frequency of persistent fears, as well as unbridled childhood fantasies. Affective imagination is usually associated with the experience of real trauma.

…

For example, a 5-year-old boy, after undergoing an operation, “operated” on his teddy bear for months, replaying versions of the most traumatic moments (anesthesia, removal of stitches, etc.). Stable internal conflicts most often manifest themselves in the construction of substitute imaginary situations: children begin to invent and act out stories about a bad boy (or girl) who does all the pranks instead of them, invents friends for themselves, etc.

Cognitive imagination at this age is associated with the rapid development of role-playing games, drawing, and design. However, it is often of a reproducing nature, since a 4-5 year old child is aimed at following patterns: children reproduce the same plots, tend to draw template graphic diagrams, etc.

By the age of 4–5, the process of imagination includes specific planning, which has a step-by-step nature. The child plans one step of his actions, carries them out, sees the result, and then plans the next step.

The next stage in the development of a preschooler’s imagination is the age of 6–7 years. By this time, the child has already mastered the basic patterns of behavior and activity and gains freedom to operate with them. He is already free from learned standards and can combine them.

Affective imagination at this stage, as at the previous one, is aimed at overcoming the resulting psychotraumatic effects by repeatedly varying them in play, drawing and other creative activities. However, in cases of persistent conflict with reality, children often turn to a substitute imagination. It is at this age that fictional worlds with imaginary friends and enemies usually begin to exist. At this age, there is no longer any need to rely on external actions and real objects: the child can play out various stories internally. Thus, V.S. Mukhina described her son’s play when he lay silently for an hour among the toys, and when asked what he was doing, he answered that he was playing with them, imagining everything they did.

The cognitive imagination at this age not only conveys processed impressions, but begins to look for techniques for this transmission. The possibilities for choosing such techniques are determined by mastering the culture of play and artistic creativity. Children begin to think about the idea of the upcoming game, and first build a plan for their story or drawing.

At this stage, targeted planning appears:

The child can already build a plan for their implementation before starting actions and consistently implement it, adjusting it as it progresses. A holistic image begins to be built by the method of inclusion, when the element given by the adult becomes only a minor detail of their own image of imagination.

The described stages of imagination development represent only possibilities.

of each age, which in natural conditions are not always realized (according to O. M. Dyachenko, only in 1/5 of all children).
Without special pedagogical work, the development of imagination may have unfavorable prognosis. Affective imagination can lead to stagnant experiences close to pathological (obsessive fears, anxiety), or lead the child to autism, to the creation of a substitute imaginary life, rather than real creative products. Cognitive imagination in conditions of training aimed at unambiguous knowledge and the assimilation of ready-made action patterns tends to gradually fade away. of the pedagogy of the preschooler’s imagination
is especially acute , that is, about those forms of work with children in which the targeted guidance of adults does not suppress, but develops the creative abilities of children. The practice of solving problems involving imagination (writing fairy tales, completing drawings of figures, designing according to plan, inventing plots for games, etc.) can be one of these forms. Experience shows that with the right pedagogical guidance, the cognitive and affective tendencies of the imagination can merge and be embodied in the real creative products of children.

Results

Imagination can be defined as the ability to recombine and create new images. The main material for imagination is only a person’s own experience and knowledge. Since a child has much less such material than an adult, his imagination is not richer, but poorer. At the same time, imagination plays a much larger role in the life of a child than in the life of an adult - it manifests itself much more often and allows for a much easier “departure” from reality. The specificity of a preschooler's imagination lies in its increased emotionality: the child experiences imaginary events as acutely as real ones.

The first form of manifestation of children's imagination is games with an adult, included in an imaginary situation. Imagination is most clearly manifested in the play of a preschooler (where children endow objects with imaginary functions, take on the roles of imaginary characters) and in creative activities (drawing and verbal creativity). In early preschool age, imagination is always based on real objects or actions; By older preschool age, imagination becomes possible on the internal plane, in terms of ideas.

There are two main functions of imagination: cognitive (reproduction and variation of real events) and affective (“protective”).

The cognitive imagination of a preschooler is associated with the rapid development of role-playing, drawing, and design. However, it is often of a reproducing nature, when the child acts according to patterns: he reproduces the same plots, is inclined to draw template graphic diagrams, etc. Affective imagination at this stage, as at the previous one, is aimed at overcoming the resulting psychotraumatic effects by varying them repeatedly in playing, drawing and other creative activities. However, in cases of persistent conflict with reality, children often turn to a substitute imagination. Both functions have their own line of development in preschool age.

Special pedagogical influences can contribute to the development of a child’s creative imagination. To do this, it is good to use different versions of imagination tasks (writing fairy tales, completing drawings of figures, designing according to plan, inventing plots, etc.).

Questions

1. What is the specificity of a preschooler’s imagination?

2. Why is the source of a preschooler’s imagination a role-playing game?

3. How is the development of imagination related to the child’s speech development?

4. Where and how does the child’s imagination manifest itself?

5. Name the main ways to solve imagination problems.

6. How does the affective function of imagination manifest itself, what are its positive and negative aspects?

7. How does the cognitive function of a preschooler’s imagination manifest itself? What are its advantages and limitations?

8. How can you promote the development of a child’s creative imagination?

9. What are the main functions of imagination and the stages of their development in preschool childhood?

Chapter 4

Development of communication with adults and peers

Extra-situational forms of communication between a preschooler and an adult

The separation of a child from an adult by the end of early childhood leads to a new relationship between the preschooler and him and to a new developmental situation.

For the first time, the child moves beyond his family circle and establishes new relationships with the wider world of adults.

Communication between a child and an adult becomes more complex and takes on new forms and new content. A preschooler no longer has enough attention from an adult and joint activities with him. Thanks to speech development, the possibilities of communication with others are significantly expanded. Now the child can communicate not only about directly perceived objects, but also about objects that are only imagined, conceivable, or absent in a specific interaction situation. The content of communication becomes extra-situational,

beyond the perceived situation.

M. I. Lisina identifies two non-situational forms of communication characteristic of preschool age - cognitive

and
personal.
In the first half of preschool age (3–5 years), an extra-situational-cognitive form of communication

child with an adult. Unlike the previous one (situational and business), it is woven not into practical cooperation with an adult, but into “theoretical”. The heightened cognitive need of the child and the expansion of his cognitive interests lead to the fact that he begins to ask the adult numerous questions.

Children of this age are sometimes called “why kids.”

The questions that children ask are extremely diverse and cover all areas of knowledge about the world, nature and society:

“Why don’t fish drown in water?”

“Why don’t the trees walk?”

“Is it true that the orange is the father of the tangerine?”

“What do cakes grow on?” etc.

Everything that a child hears from an adult and what he sees for himself, he tries to put in order, to establish logical relationships into which our fickle and complex surrounding world fits. The leading motive for this form of communication is cognitive.

The adult begins to appear before the child in a new capacity -
as a source of new knowledge, as an erudite,
capable of resolving their doubts and answering their questions. And since during “theoretical cooperation” topics are discussed that are far from the surrounding environment, communication for the first time acquires an extra-situational character.

The non-situational-cognitive form of communication is characterized by the child’s desire to respect an adult,

which manifests itself in increased sensitivity in children.
The adult’s assessment becomes very important for them - children begin to perceive any remark as a personal insult. Research conducted under the leadership of M. I. Lisina showed that children with cognitive motives for communication demonstrate increased sensitivity and sensitivity to comments. Affective outbursts are especially characteristic of children of middle preschool age (among the younger ones, many still remain at the level of the situational-business form). Thus, the non-situational-cognitive form of communication is characterized by cognitive motives and the need for respect from an adult.
The main means of such communication, naturally, is
speech,
since only it allows one to go beyond the limits of the situation.

Extra-situational-cognitive communication allows children to significantly expand the scope of the world accessible to their knowledge and to reveal the interconnection of phenomena. However, the world of natural, physical phenomena soon ceases to exhaust the interests of children; they are increasingly attracted to events taking place among people.

By the end of preschool age, a new and higher form of communication for preschool age is emerging - an extra-situational-personal form of communication.

Unlike the previous one, its content is the world of people, outside of things.
If at the age of 4–5 the conversations between a child and an adult are dominated by topics about animals, cars, and natural phenomena, then older preschoolers prefer to talk about themselves, their parents, rules of behavior, etc. Personal motives become the leading motives.
This means that the main driver of communication, as in infancy, is the person himself, regardless of his specific functions.
Extra-situational-personal communication (like situational-personal communication) is not a side of some other activity (practical or cognitive), but represents an independent value.
However, unlike infancy, an adult acts for a child not as an absolute, abstract personality, but as
a concrete individual and member of society.
The child is interested not only in his situational manifestations (his attention, goodwill, physical proximity), but also in the most various aspects of his existence that are not visible in a specific situation and do not in any way concern the child himself (where he lives, what he works for, whether he has children etc.). He talks just as willingly about himself (about his parents, friends, joys and grievances).

For older preschoolers, it is typical not only to strive for the benevolent attention and respect of an adult, but also for his mutual understanding and empathy.

It becomes especially important for them to achieve commonality of views and assessments with an adult.
The coincidence of your point of view with the opinion of your elders serves as proof of its correctness. The need for mutual understanding and empathy
of an adult is the main one for non-situational personal communication.
As for the means of communication, they, as at the previous stage, remain verbal.
Extra-situational and personal communication between a child and an adult is important for the development of the child’s personality. Firstly, in the process of such communication, he consciously learns the norms and rules of behavior, which contributes to the formation of moral consciousness. Secondly, through personal communication, children learn to see themselves as if from the outside, which is an important condition for the development of self-awareness and self-control. Thirdly, in personal communication, children begin to distinguish between the different roles of adults - educator, doctor, seller, teacher, etc. and, in accordance with this, build their relationships with them differently.

There are no clear age boundaries between the two non-situational forms of communication: it often happens that non-situational personal communication does not arise until 6–7 years of age, and sometimes in a simplified version it occurs already in three-year-olds. However, the general age trend still indicates the sequential appearance of these forms of communication in ontogenesis.

…

In a study by E. O. Smirnova, conducted under the leadership of M. I. Lisina, children were offered three interaction situations, each of which was a model of a certain form of communication: play with an adult, look at a book with him, or just talk. It was noted which of the three situations is preferred by children of different ages (from 3 to 7 years), how enthusiastic the child is about the proposed interaction, and most importantly, what is the content of his contacts with an adult. As a result, it turned out that in the younger group, 78% of children had only a situational-business form of communication; on average, this form of communication was noted in 30% of children, non-situational-cognitive in 50%. Extra-situational-personal communication is found in only 6% of junior and 20% of middle preschoolers. In the older group, 60% of children already possessed this form of communication, and situational-business communication was found as an exception (8%). These data give reason to believe that extra-situational personal communication is most typical for older preschoolers.

This is only a general averaged age sequence, reflecting the normal course of child development. Deviations from it for a short period of time (six months or a year) should not cause concern. However, being “stuck” at the level of situational-business form until the end of preschool age, when the child’s interests are limited to games and toys, and his statements are associated only with momentary actions, indicates a clear delay in the development of communication, and therefore the general motivational sphere of the child. On the other hand, a premature transition to non-situational-personal communication, without fully experiencing its previous forms, also leads to deformations in the development of the child’s personality.

The normal course of development of communication is the consistent and full experience of each form of communication at the appropriate age.

Of course, the presence of a leading form of communication does not mean that all other forms of interaction are excluded (for example, that a child who has reached the non-situational-personal form will constantly talk with an adult on personal topics).
The ability to communicate (both in a child and an adult) lies precisely in the extent to which a person’s behavior corresponds to the real situation and interests of a partner, how widely a person is able to vary business, educational and personal contacts. The main indicator of the development of communication is not the predominance of certain contacts, but the opportunity and ability to communicate about various contents
- depending on the situation and the partner.

In addition to adults, peers begin to play an increasingly important role in the social situation of a child’s development in preschool age. Communication and relationships with other children become no less significant for the child than his relationships with adults. The sphere of communication between a preschooler and his peers has its own specific characteristics, which will be discussed below.

Types of imagination

Experts distinguish several types of imagination.

Creative

Human consciousness allows you to compose incredible images, without relying on knowledge and experience. Such imagination, with its further development, can even become the basis for a person’s future profession related to writing.

Recreating

This type of imagination is based on existing knowledge; images that the child became acquainted with in classes, in communication with relatives and friends appear from memory and are developed.

Wild fantasy

Uncontrolled imagination, where reality and fantasy replace each other. The child constantly thinks about something and declares that all this actually happened.

Chance to become unique

In fact, from birth, every baby is initially gifted with the ability to fantasize, create, and imagine.
But over time, “good” fathers and mothers decide that their child does not need all this. Therefore, they begin to intensively develop logic and analytics in them, and teach them “useful and necessary for our harsh life.” But this is fundamentally wrong. Undoubtedly, a person who has a lot of useful knowledge and skills in life, no matter how harsh it is, will not be lost. But life will not be good either.

Therefore, by developing our baby’s imagination, feeding his fantasy, we give him an amazing chance to become a unique person.

Methods and techniques for developing imagination in preschool children

Since healthy imagination is important for the harmonious development of a child, adults should help develop this imagination correctly.

There are several effective techniques. They are based on the development of the child’s creative abilities, as well as his mental activity.

This:

Applied activities,
Literature classes,
Didactic games,
Development of horizons,
Development of tactile abilities,
Art, music, dance classes.

Applied activities are one of the methods not only to awaken a child’s imagination, but also to direct him in the right direction. So, drawing or modeling classes will help teach your child to come up with and implement an idea. Construction will make it possible to create something fantasy, but this object can already be touched, it can become the object of games. Let the child come up with things that do not exist in the real world, but this is much more interesting. A fictional thing may have characteristics that the author himself gives it.

A good option to develop imagination is fairy tales that the child himself composes. An adult just needs to help, give a start to imagination. Let this be a simple story, the very beginning. And only then the child must figure out what will happen to the characters next, what adventures await them. And if a child comes up with a fairy tale and draws at the same time, clearly showing the plot, even better.

Didactic games play a great role in the development of imagination. An experienced teacher can interest a child by inviting him to study and play at the same time.

So, you can use the following techniques.

Where to start for parents

To develop a little person’s imagination, you don’t need to spend a lot of time or money on additional classes with teachers. What can parents do?

Tell interesting stories . Remember that the connection between generations was established through the transfer of information from older, experienced family members to younger ones. It is not necessary to use colorful, illustrated books or special manuals.
It will be interesting for your child to hear a story from their parents on the way to kindergarten, before bed, or on a walk. Cautionary stories may be short, but they must be interesting and attract attention.
Engage in creative activities . Together, draw, sculpt, make crafts from natural materials, and build from construction kit parts. There are many ideas on how to lure a little fidget. Give your child freedom to be creative. Let him draw with his fingers, cut out figures with children's scissors and paste them into an album, and make toys for the puppet theater. Tactile activities develop fine motor skills, and as a result of work, the child will be able to show creativity. Be sure to praise your child when he finishes his work. Hang the picture, even if it is drawn sloppily, in a prominent place or carefully place it together with other crafts.

Use available tools . It is not necessary to use expensive paints, kinetic sand, or special creativity kits. Simple things that are always at hand also contribute to the development of children's imagination. For example, in a sandbox you can build a city out of sand, and make funny little animals out of cones and acorns.
Control your viewing of cartoons . On gadget screens, children are offered ready-made solutions, and they do not need to think out, fantasize, or create anything. The baby needs to be provided with his own, personal space where he can realize his own fantasies. Unfortunately, parents often raise a child who is a consumer, not a creator.

Of course, it’s easier for mom to give the baby a tablet and calmly go about her business. But spend just an hour playing with your baby: look through a book together, draw, make figures from plasticine. It is important for a small child that his parents be nearby, offer activities, praise, and encouragement.

Developing imagination through non-traditional drawing

Unconventional drawing methods are unusual, interesting and useful. The child learns to see the miraculous in the most ordinary things. So, he learns that, it turns out, you can draw, for example, with your palms, a comb and a sponge, and not with a brush, with biscuit cream, and not just with paints. This awakens the imagination, the child has a desire to try new and unknown things.

Here are the simplest ways to draw unconventionally:

Drawing with a candle.
Drawing with splashes through a straw.
Drawing with stamps made from bottle caps, sponges, chewed paper.
Finger painting.
Isothread: the thread is dipped into the paint, pressed against the paper, and the resulting print can be expanded into a real design.
Drawing with a comb.
Drawing with a cotton swab.
Children of any development will enjoy drawing this way. Moreover, some methods help in the prevention of certain diseases, as well as in the correction of speech, breathing, and vision.

Development of imagination by means of construction

There are many construction sets on sale that both children and adults enjoy playing with. Of course, there is no need to set complex design tasks for the child. But construction kits with proposed assembly schemes can be the start of an interesting hobby for a child. And if an adult gets involved in the design, then the design itself can turn into a game.

Design helps:

develop spatial imagination,
gain knowledge about shape, size, the first rudiments of knowledge about geometry,
develop fine motor skills, which is useful for the development of thinking,
develop independence, perseverance,
develop imagination.

It will be useful for preschoolers to play with cubes, which will allow them to get a first idea of shape, color, size; mosaic, which teaches you to pay attention to little things; block constructors that create three-dimensional objects for games; Lego, with the help of which children become acquainted with 3D modeling skills.

Ability to make non-standard decisions

In the end, it doesn’t matter what profession he chooses or what life situations he finds himself in. A developed imagination will allow you to make non-standard decisions. And also to highlight nuances that are unnoticed by others, to look at any problem as if in 3-D format.

Thus, dear parents of a preschooler, right now you have a choice: do everything according to the rules.

Teach to read, write, stand up for yourself, fight back, become independent, etc.

Take a different path and raise an extraordinary, confident, and thinking person.

So, remember that “without imagination, there is no consideration” (folk wisdom).

Imagination disorders and their causes

Children may suffer from a lack of imagination or, on the contrary, their imagination becomes uncontrollable.

Imagination deficits are usually experienced by children with speech impairments, because speech and thinking and imagination are interconnected. With speech pathology, the child thinks primitively, he is not able to create a new image, he cannot invent, compose, and also carry out tasks of an adult where he needs to use his imagination. These children usually have difficulty remembering terms, assimilating the acquired knowledge, and do not understand symbols.

Children who have low self-esteem may also have a deficit of imagination. They are afraid of doing something wrong, they are absolutely deprived of independence, which suppresses imagination.

In this case, teachers need to creatively overcome the child’s inhibition step by step, offering to develop abilities through play, the basis of which will be a situation familiar to the child. A good way out of this situation would be the theater. You also need to focus on cognitive activities to broaden the child’s horizons. Emphasis on emotions will play a big role. What impressed you will leave a mark on your soul, and you will want to learn more about it.

Violent fantasy, which can manifest itself in aggression, lies, fears, and the replacement of the real world with a fantasy world, can also interfere with the normal productive development of the imagination.

The reasons for this inadequate imagination may be the child’s internal fears, problems he has with family and peers, inability to get along with the outside world, as well as other psychological problems.

In this case, it is advisable to contact psychologists who will help create an individual program to eliminate the pathology.

What influences the development of a child’s imagination

In order for the development of a child’s imagination to proceed correctly, it is necessary to create a comfortable atmosphere in which the child will learn to fantasize with pleasure and benefit, but will not cross the dangerous line between reality and the illusory world.

Develop speech, since thought processes are associated with speech functions.
Pay attention to the development of the child's fine motor skills. The more actively a child works with his hands, the better he speaks and thinks.
Eliminate loneliness, which, in turn, will eliminate the need for the child to create imaginary friends.
It is important to increase a child’s self-esteem, not by comparing him with other peers, but by comparing him only with himself, based on his achievements and actions.
Trusting relationships with parents play a big role. If a child is not afraid of punishment, then he will not have to lie. But you can encourage creative writing - fairy tales, stories, drawings, crafts.
There should be a lot of creativity in a child's life. These activities stimulate the imagination.