Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
Cognitive interest in a child develops much more actively and faster through the game because a person by nature likes to play, and there are a lot of motives in any game.
The game itself is quite an emotional action, and it is able to revive even the most dry information. And the involvement of all participants in the game in an active process makes the information received by a preschooler in gameplay more memorable and receptive.
Didactic game "What would happen if ..."
Purpose: to develop the imagination of children, encouraging them to express their thoughts about the event
Option 1. Fantastic hypotheses
The teacher expresses a hypothesis, and the children develop it.
For example:
What would happen if there was no night...
What would happen if trees could fly...
What would happen if houses were on wheels...
Etc…
Option 2. Consequences of events
The teacher talks about an event, and the child continues, foreseeing the consequences.
For example:
The cat found sunflower seeds...
The bear came into the yard...
Option 3. What does not happen in the world
The teacher invites the child to draw something that does not really happen, and come up with a story based on the content of the depicted picture. Why could this happen? What will happen next?
For example:
The snowman stands among the flowers, as he dreamed of seeing summer and asked the wizard to take him to warmer climes, etc.
Game "Fairy tales in reverse"
Children, at the suggestion of the teacher, change well-known fairy tale plots and compose a new fairy tale - vice versa.
For example, how the strict Kolobok terrorizes the inhabitants of the forest, deceives the Chanterelle.
Or the boy may not be the size of a finger, but a giant ...
Or the evil Cinderella insults her sisters and argues with her stepmother.
Or the gullible Wolf may find himself in the nets of treacherous goats.
The game "Stories - nonsense"
Purpose: to teach children to define the thesis of reflection with plug-in constructions I think, I know, it seems to me, in my opinion; deny inappropriate phenomena, using phrases because.
After listening to nonsense stories, children identify the inconsistencies they have noticed. Whoever names the most wins.
Examples of such stories:
1. The sun shines brightly in summer, so the children went for a walk. They made a hill out of the snow and started sledding. Then they made a snowman out of sand. That's how much fun the kids had!
2. Autumn has come, because green leaves have begun to fall. The children went on an excursion to the lake. There they saw a lot of interesting things. Two perches and a crayfish were sitting on the shore of the lake. When the children got closer, they fell right into the water. A lot of birch trees grew by the lake, and mushrooms hid among green leaves on their branches. The children jumped up and plucked several boletus boletus. That's how much interesting they saw on the tour!
Game "Let's Dream Together"
It is necessary to choose words that are not usually used together. They must be applied in one story. Let's say it's two words "mouse" and "wardrobe". Now, with various prepositions and alliances, we connect the invented words: mouse on the closet (under, behind, in front of, because of, behind, through). We choose the most successful combination and develop it further.
Word game "Fantastic Tale"
Children are offered words, on the basis of which they must come up with some kind of story. For example, they call five words from one fairy tale, and the sixth word is someone else's.
Option 1
First, the child tells a well-known fairy tale, and towards the end or already at the end, the adult introduces a new character.
Option 2.
Together with a set of pictures, an unfamiliar object is introduced, which is not in this fairy tale.
"Salad from fairy tales"
You can "play" and mix different fairy tales, introducing into their content a character from any story, cartoon, from life.
Rolling, rolling Kolobok, and towards him - Pinocchio with Chicken Ryaba. Pinocchio and says:
Let's go to the Land of Fools, I'll bury you there, Kolobochek. A loaf will grow - such a height, such a width ...
Thumbelina met Kolobok, when the Wolf suddenly appeared. What happened next?
"Fantastic Hypotheses"
The technology of such hypotheses is quite simple. It takes the form of a question: “What would happen if ...?
Question Sample
What would happen if all adults disappeared?
What would happen if the sun suddenly disappeared?
What would happen if a crocodile came to us?
What would happen if there were no trees and flowers?
"Why is this word called that?"
Purpose: to consolidate the ability of children to compose a story-reflection from three structural and semantic parts; use complex sentences with subordinate causes, consequences in the evidence part of the story-reflection.
The wise Owl invites the children to explain why this or that is called this way: snowdrop, plantain, bullfinch, St. John's wort, boletus ...?
Why do fairy tale characters have such names: Dunno, Cinderella, Snow Maiden ...?
"What if?"
Purpose: to teach children to independently find solutions to the problem; develop creative thinking, attention, cultivate a humane attitude towards the environment.
Option 1. What will happen if ...
1) won't the snow melt?
2) the sun will not go beyond the horizon?
3) won't the birds fly south?
Option 2. What needs to be done in order to ...
1) save the Bunny from the Wolf?
2) save Kolobok from the Fox?
3) to protect the teremok from a bear?
Note.
During the game, the analysis method is applied. Its essence lies in the fact that any task is divided into a number of components. Then suggestions are made on the component, relationships are established with various objects, phenomena.
The development of creative imagination in children is very important, as it lays the foundation for the rest of their lives, no matter what the child decides to do in the future. He may not become a great writer or musician, but in any case he will be inventive and creative, and therefore successful.
Here are some tips to help kids develop their creative imagination.
1. Read fairy tales, poems and fictional stories to children, look at illustrations in books. Go with children to theaters, museums, on excursions.
2. Teach children to draw everything they saw, to talk about everything they experienced.
3.Encourage drawing and sculpting by design. Discuss the plot with your child, help him mentally see what he has planned.
4. Encourage children's writing in all its manifestations: fairy tales, stories, poems.
5. Children should play as much as possible. The game is the best kind of activity in which the creative imagination develops.
6. Get kids all kinds of designers. The more types of constructors are offered to the child, the more his creative imagination develops.
In addition, use special games for the development of creative imagination in children.
The game "I have a grasshopper in my hand"
This game can be played both outdoors and at home. First, an adult talks to the children about grasshoppers. He asks the children how he jumps, what he eats, where he lives? Listen carefully to the answers.
Then, together with the children, he imagines that they are catching grasshoppers in a forest clearing. Here they jump after them on the grass, here they cover the grasshopper with their palm or panama. Then gently clamp the cam.
After that, the host asks the children: “What is your grasshopper doing?”, “What color is it?”, “Does he have children?”. Listen carefully to the children's responses. And then he invites them to let the grasshoppers go. And turn into grasshoppers for a while. Children begin to jump like grasshoppers, play an imaginary violin. An adult should allow children to freely express their ideas about the life of grasshoppers.
The game "My years are growing ..."
You can start playing the game after reading . Or a conversation about who the father, mother, grandparents of the child work for.
Letter to the future 
Equipment needed: a glass bottle with a screw cap, a sheet of paper, a pen.
An adult, together with a child, writes a “letter to the future”, for example, for a younger brother, sister. He can write a letter for himself, but he is 3-4 years older.
The letter is placed in a bottle and buried. Then a map is drawn showing the location of the buried message.
A very exciting activity that combines mathematics (calculate the required number of steps for the correct route to the message on the map), writing skills, and imagination is actively involved.
Game "Continue the story"
In this game, you can use any literary works familiar to a child of this age, and gradually introduce him to new fairy tales, stories and poems.
An adult sits next to the children and asks them to listen carefully to the story he wants to tell them. After a while, the adult should “forget” the fairy tale and ask the children to remind him what happened next, or to tell the fairy tale to the end themselves.
Other games based on fairy tales can be found in the book Gianni Rodari "Grammar of fantasy (Introduction to the art of inventing stories)". 
This book is not written directly for children, although it is ultimately written for them. The main content of the book is the issues of versatile education of the child, the formation of his unique personality. The author is especially interested in the problem of the development of creative principles in children, in particular the "phenomenon" of fantasy. A number of chapters are devoted to the analysis of the structure of a fairy tale and various ways of creating it.
Game "Bag of stories"
Why do we need all these small figurines of animals and people, tiny dolls, funny creatures, surprises from kinder surprises? With them you can come up with different magical stories! Collect all the small figures that you have in one beautiful bag. The rules by which stories are written are very simple. If the children are still very young, an adult acts as a leader, if the children can already tell stories themselves and come up with new twists, then there will be more participants. So, the first participant takes out of the bag, without looking into it, several figures at once, for example, three. And he comes up with a story with him, or rather, its beginning. For example, “Once upon a time there was a princess and she had a talking fox. One day they went for a walk in the forest and found a magical turnip that granted wishes. They began to pull it, they can’t pull it out ... ”. The next participant or the same one again takes out 2-3 figures and with them composes the continuation of the tale. And so on until it ends or gets bored. You can limit the number of participating figures, for example, no more than 10. You can mix the plots of different fairy tales, why not?
Such a fabulous game teaches you to develop your imagination, compose, invent, tell, choose the right words, learn new words, think!
There are an infinite number of similar games and exercises for the development of creative imagination in children, everything depends only on the creative imagination of adults who have set themselves the goal of helping each child grow up as a creatively gifted, non-standard thinking, successful person.
Collection of didactic games for the development of the imagination of preschoolers
Development of the imagination
creative imagination is a necessary component of creativity
Creation- the ability to solve old problems with new methods or apply old methods to solve new problems. Creativity can also be attributed to the very process of inventing new, still unknown tasks. One of the key parts of creativity is imagination which lies in the ability to come up with new images, new solutions, new tasks.
There are various classifications of types of imagination, each of which is based on some of the essential features of imagination.
1. On the basis of activity, passive, contemplative imagination is distinguished with its involuntary forms (dreams, dreams) and active active imagination. With active imagination, images are always formed consciously with the condition of the goal set.
2. Depending on the independence and originality of images, imagination can be recreative and creative.
Recreating imagination- this is a representation of something new for a given person, based on a verbal description or a conditional image of this new one (drawing, diagram, musical notation, etc.). This type of imagination is widely used in various types of human activity, including teaching. The leading role in it is played by images of memory. Recreative imagination plays an important role in the process of communication and assimilation of social experience.
creative imagination- this is the creation of new images without relying on a ready-made description or conditional image. Creative imagination is the independent creation of new images. Almost all human culture is the result of the creative imagination of people.
Every person has a creative spark. In some people it is better developed, in others it is worse. I want to emphasize separately that creativity cannot be learned by reading books or articles. The only way to learn creativity is to practice in solving creative problems, to develop, to one degree or another, creative imagination, which will help to express oneself in creativity in the future.
Development of the imagination- A purposeful process that pursues the task of developing the brightness of imaginary images, their originality and depth, as well as the fruitfulness of the imagination. Imagination in its development is subject to the same laws that other mental processes follow in their ontogenetic transformations. Like perception, memory and attention, expression gradually turns from direct to indirect, and the main means of mastering it on the part of the child are, as shown by A.V. Zaporozhets, model representations and sensory standards.
By the end of the preschool period of childhood, in a child whose creative imagination develops quite quickly (such children, according to O.M. Dyachenko, make up about one-fifth of all children of this age), imagination is presented in two main forms: as the generation of some idea and as a plan for its implementation.
In addition to its cognitive-intellectual function, the imagination in children performs another - affective-protective - role, protecting the growing and easily vulnerable, still poorly protected personality of the child from excessively difficult experiences and mental trauma. Thanks to the cognitive function of the imagination, the child learns the world around him better, solves the problems that arise before him more easily and efficiently. The emotionally protective function of the imagination is expressed in the fact that through an imaginary situation, tension can be discharged and a kind of symbolic (figurative) resolution of conflicts that are difficult to remove by real practical actions.
At the first stage of the development of the imagination, it is connected with the process of objectification of the image by action. Through this process, the child learns to manage his images, to change, refine and improve them, and therefore to regulate his imagination. However, he is not yet able to plan his imagination, to draw up a plan of upcoming actions in his mind in advance. This ability in children appears only by 4-5 years.
Affective imagination in children aged 2.5 - 3 to 4-5 years develops according to a slightly different logic. Initially, negative experiences in children are symbolically expressed in the heroes of fairy tales heard or seen (in the cinema, on television). Following this, the child begins to build imaginary situations that remove the threats to his "I" (stories - fantasies of children about themselves as having especially pronounced qualities). Finally, at the third stage of development of this function, the ability to relieve the emerging emotional tension through the projection mechanism develops, due to which unpleasant knowledge about oneself, one's own negative, emotionally and morally unacceptable qualities begin to be attributed to other people, as well as objects and animals.
By the age of about 6-7 years, the development of affective imagination in children reaches a level where many of them are able to imagine themselves and live in an imaginary world.
Man is not born with a developed imagination. The development of the imagination is carried out in the course of human ontogenesis and requires the accumulation of a certain stock of ideas, which in the future can serve as material for creating images of the imagination. Imagination develops in close connection with the development of the whole personality, in the process of training and education, as well as in unity with thinking, memory, will and feelings.
It is very difficult to determine any specific age limits that characterize the dynamics of the development of the imagination. There are examples of extremely early development of the imagination. For example, Mozart began composing music at the age of four, Repin and Serov were good at drawing at the age of six. On the other hand, the late development of the imagination does not mean that this process will be at a low level in more mature years. There are cases in history when great people, such as Einstein, did not have a developed imagination in childhood, but over time they began to talk about them as geniuses.
Basic types of imagination
1. active imagination- is characterized by the fact that, using it, a person, at his own request, by an effort of will, causes in himself the corresponding images.
2. passive imagination lies in the fact that his images arise spontaneously, in addition to the will and desire of a person.
3. Productive imagination- differs in that in it reality is consciously constructed by a person, and not just mechanically copied or recreated. At the same time, this reality is creatively transformed in the image.
4. reproductive imagination- when using it, the task is to reproduce reality as it is, and although there is also an element of fantasy, such imagination is more like perception or memory than creativity.
Didactic games on the development of the imagination of preschoolers
"Non-Existent Animal"
Game progress: If the existence of a hammerhead fish or a needlefish is scientifically proven, then the existence of a thimblefish is not excluded. Let the child dream up: "What does a pan fish look like? What does a scissor fish eat and how can a magnet fish be used?"
"Make up a story"
Purpose: to develop the creative imagination of children.
Game progress: invite the children to look at the pictures in the book, and invite them to come up with new events together.
"Continue Drawing"
Purpose: to develop the imagination of children, fine motor skills of hands.
Game progress: a simple figure (eight, two parallel lines, a square, triangles standing on top of each other) must be turned into part of a more complex pattern. For example, from a circle you can draw a face, a ball, a car wheel, glass from glasses. It is better to draw (or offer) options in turn. Who is bigger?
"Blot"
Purpose: to develop the creative imagination of children.
Material: sheets of paper on which blots are applied.
Game progress: the famous Rorschach test is built on this principle.
Children have to figure out what the blot looks like and finish it. Whoever names the most items wins.
"Reviving Items"
Purpose: to develop the creative imagination of children.
Game progress: imagine yourself as a new fur coat; lost mitten; mitten, which was returned to the owner; a shirt thrown on the floor; shirt neatly folded.
Imagine: the belt is a snake, and the fur mitten is a mouse. What will be your actions?
“That doesn't happen! »
Purpose: to develop the creative imagination of children.
Game progress: The participants in the game take turns telling some incredible story, short or long. The winner is the player who manages to come up with five stories, having heard which, the audience will exclaim: “It doesn’t happen like that! ".
"Draw the Mood"
Purpose: to develop the creative imagination of children.
Game progress: This game can be used if the child has a sad mood or, on the contrary, is very cheerful, and also some other, the main thing is that he has some kind of mood. The child is asked to draw his mood, depict it on paper in any way.
"Drawings with a sequel"
Purpose: to develop the creative imagination of children.
Material: paper, watercolors
Game progress: Put a red dot in the center of a sheet of paper. We suggest that the next one continue the drawing.
"The new purpose of the subject"
Purpose: to develop the creative imagination of children.
Game progress: The children sit in a circle. The host launches some object (an old iron, an umbrella, a pot, a package, a newspaper). Everyone comes up with a new purpose for this subject. For example, an iron can be used as a weight or as a tool for cracking coconuts. The winner is the one who comes up with the most incredible uses for this item.
The object can "walk" in a circle while new assignments are invented for it.
Game "What do clouds look like?"
Children look at cards with clouds of various shapes and guess objects or animals in their outlines. At the same time, they note that clouds are different not only in color, but also in shape.
The teacher draws attention to the fact that when there are a lot of clouds in the sky, they look like an air city, where there are towers and domes.
The game "Portrait spoke."
Target. Continue acquaintance with children's portraits, learn to compose a coherent story.
Move. The teacher offers the child to choose a reproduction of the picture with a child's portrait and tell on behalf of the character of the picture about himself
The game "Guess the mood."
Target. Learn to describe the mood of a person by facial expression.
Move. The teacher depicts fear, delight, sadness, joy on his face. Children determine the mood. Then the children independently carry out the task of the educator, convey the mood by facial expressions: joy, thoughtfulness, sadness, etc.
The game. "Guess and go around."
Target. To teach children to identify by ear and restore in memory an object of a three-dimensional or planar type. To find an object and check yourself by the method of examination - bypass this object.
Move. The teacher calls the words, and the children say, a volumetric or planar object. At the same time, they must show this with their hands (if it is voluminous, the hands seem to hug the object, if it is flat, their hands show it with movements along the plane of the table.
Game "Find the flaw in the portrait."
Target. Learn to see the missing parts of the face in the portrait. Continue to get acquainted with the portrait genre, its features.
Move. Children are given images of the same face with different imperfections (no eyelashes, eyebrows, nose, pupils, lip line, upper or lower lips, iris, ears). The teacher suggests identifying the missing parts and completing them with graphite material - a black felt-tip pen.
The game "Compose a still life."
Target. To consolidate the knowledge of children about still lifes.
Move. 1 task. Children are given planar images of inanimate and living nature. Children make up a still life, selecting images that are unique to this genre, and give a name to their work.
Task 2. It is proposed to compose a still life from various objects (dishes, food, flowers, toys, as well as a background for a still life). Children make a still life, and explain why they took objects of a certain type, give a name to the work.
The game "Find the picture on the palette."
Target. To develop artistic perception in children, the ability to see and analyze the color scheme of the picture, the ratio of its color palette (cold, warm, contrast) and find a picture in which the mood corresponding to the palette sounds.
Move. 1st task. The teacher alternately shows the children palettes with cold, warm and contrasting colors and offers to find paintings painted with these color combinations. Children explain their choice. Wave game.
Move. The players sit down in a circle. An adult suggests imagining that they are swimming in the sea, plunging into gentle waves, and depict these waves - gentle and cheerful. The training ends with “swimming in the sea”: one of the players becomes in the center of the circle, the waves run up to him one by one and gently stroke the swimmer. When all the waves stroke him, he turns into a wave, and the next swimmer takes his place.
The game. Storm game.
To play, you need a large piece of cloth so that you can cover the children with it.
Move. The teacher says: “The trouble is for the ship that will be at sea during a storm: huge waves threaten to turn it over, the wind throws the ship from side to side. But the waves in a storm are a pleasure: they frolic, compete among themselves, who will rise higher. Let's pretend you are waves. You can joyfully buzz, raise and lower your hands, turn in different directions, change places.
The game "What's wrong?".
Target. Develop observation. Attention.
Move. The teacher closes in the picture some detail of clothing, an object or the object itself, and the children must guess what is missing in the picture.
Game "Sculptor and Clay".
Target. To consolidate the knowledge of children about sculptures, about the profession of a sculptor.
Move. The teacher invites the children to divide into two teams - one sculptor, the other clay. Sculptors must "sculpt" some kind of figure and tell about it. Then the children change places. The teacher reminds that clay cannot talk.
Find the emotion game.
Target. Learn to highlight pictures according to mood.
Move. The teacher distributes pictograms with emotions to the children and exposes reproductions of paintings different in genre and mood, and then offers to select a pictogram for each reproduction. Children justify their choice and tell what emotions they experience when looking at the picture.
Game - exercise "Describe a neighbor"
Target. Learn to carefully consider a person, to give a verbal portrait.
Move. The teacher invites the children to consider each other carefully and describe their neighbor. You can use the frame technique: one child is invited to pick up a frame or a hoop, draw a portrait, and describe this living picture to everyone else.
An exercise. "Storm Waves"
Target. To teach how to show “waves” with different amplitudes of movement with your hands: the first waves can be depicted while sitting. Children together with the teacher show the height of the waves - each shaft; called the words "first shaft", "second shaft" ...... .. "ninth shaft".
Before the exercise, I. Aivazovsky's painting "The Ninth Wave" is considered.
Plastic sketch "Alyonushka"
Target. Continue to acquaint children with the fabulous genre of painting. Show the mood conveyed by the artist in the picture, as well as the pose and emotional state
Move. At will, the child depicts the pose of the girl depicted in the picture and her mood, and then offers his own version of her actions further.
The game "Find bright and faded colors in nature"
Purpose: To teach children to find color contrasts in the surrounding nature, to name them.
Move. The teacher suggests that all children go to the window and find in the Landscape from the window "bright and faded colors in objects, plants, natural phenomena
Game based on the picture "I go, I see, I tell myself."
Target. Immersion in the plot of the picture. The feeling of its details as parts of a whole composition.
Move. You can start like this: I see I am walking in the picture “Rye” ... Further, the child tells what he would see if he entered the space of the picture.
1. Exercise "What our palms look like"
Purpose: development of imagination and attention.
Invite the children to circle their own palm (or two) with paints or pencils and come up with, dream up “What could it be?” (tree, birds, butterfly, etc.). Offer to create a drawing based on the circled palms.
2. Exercise "Dance".
Purpose: development of emotionality and creative imagination.
Invite the children to come up with their own image and dance it to certain music. The rest of the children must guess which image is conceived. Variants - the image is set, all the children dance at the same time (“blossoming flower”, “affectionate cat”, “snowfall”, “cheerful monkey”, etc.).
3. The game "Pebbles on the shore."
Purpose: to teach how to create new images based on the perception of schematic images.
A large picture depicting the seashore is used. 7-10 pebbles of various shapes are drawn. Everyone should have a resemblance to some object, animal, person. The teacher says: “A magician walked along this shore and turned everything that was in his path into pebbles. You have to guess what was on the shore, say about each pebble, who or what it looks like. Next, invite the children to come up with a story about their pebble: how did it end up on the shore? What happened to him? Etc.
4. Exercise "Magic Mosaic".
Purpose: to teach children to create objects in their imagination, based on a schematic representation of the details of these objects.
Sets of geometric shapes cut out of thick cardboard (the same for each child) are used: several circles, squares, triangles, rectangles of different sizes.
The teacher distributes sets and says that this is a magical mosaic from which you can add a lot of interesting things. To do this, you need different figures, whoever wants to, attach to each other so that some kind of image is obtained. Offer a competition: who can put together more different objects from their mosaic and come up with some kind of story about one or more objects.
5 . Magic pictures game.
Purpose: to teach to imagine objects and situations based on schematic representations of individual details of objects.
The children are given cards. On each card is a schematic representation of some details of objects and geometric shapes. Each image is located on the card so that there is free space for drawing the picture. Children use colored pencils.
Each figure shown on the card, the children can turn into a picture they want. To do this, you need to add anything to the figure. At the end of the drawing, the children compose stories based on their paintings.
6. The game "Wonderful Forest".
Purpose: to teach to create situations in the imagination based on their schematic representation.
Children are given identical sheets, several trees are drawn on them, and unfinished, unformed images are located in different places. The teacher offers to draw a forest full of miracles with colored pencils and tell a fairy tale about it. Unfinished images can be turned into real or fictional objects. For the task, you can use material on other topics: “Wonderful Sea”, “Wonderful Glade”, “Wonderful Park” and others.
7. The game "Changeling".
Purpose: to teach to create images of objects in the imagination based on the perception of schematic images of individual details of these objects.
Children are given sets of 4 identical cards, on the cards there are abstract schematic images. Task for children: each card can be turned into any picture. Stick the card on a piece of paper and draw whatever you want with colored pencils to make a picture. Then take another card, stick it on the next sheet, draw again, but on the other side of the card, that is, turn the figure into another picture. You can flip the card and sheet of paper as you want when drawing! Thus, you can turn a card with the same figure into different pictures. The game continues until all the children finish drawing the figures. Then the children talk about their drawings.
8. Exercise "Fairy tale - story."
Purpose: development of creative imagination, the ability to distinguish reality from fantasy.
After reading a fairy tale, children, with the help of an educator, separate in it what can really happen from what is fantastic. There are two stories. One is completely fantastic, the other is completely real.
Life story
Let your favorite toy, soap in the bathroom, old sofa, eaten pear tell the story of your life.
New old tales
Take an old book that is well known to the child and try together to come up with a new story for the illustrations from it.
Suggest a new twist to an old story, let the child continue. For example, Little Red Riding Hood did not tell the wolf where the grandmother's house was and even threatened to call the woodcutter. And in the picture, look for reproductions of paintings, the content of which the baby does not yet know. Give him the opportunity to express his own version of the drawing. Perhaps it will not be too far from the truth?
Continue drawing.
A simple figure (eight, two parallel lines, a square, triangles standing on top of each other) must be turned into part of a more complex pattern. For example, from a circle you can draw a face, a ball, a car wheel, glass from glasses. It is better to draw (or offer) options in turn. Who is bigger?
"Fantastic story".
Cut out for your baby (or better, let him do it himself) color images of various animals or plants (from magazines and old books). The image of each animal should be cut into several more parts. Stir. So the game "cut pictures" is ready. However, the main task lies ahead. To complete it, you need a sheet of paper and an adhesive pencil. The game consists in gluing together an unprecedented but cute creature from pieces of images of different animals or plants, coming up with a name and a story for it. If an adult also takes part in the game, the fantastic beast will have a friend.
sweet watermelon
Young children love to bring different objects to an adult and show them. Such situations can be translated into small game episodes. For example, a child brings a small ball. The adult says: “What a beautiful ball. Let's play like it's a watermelon, shall we? Now we're going to cut it." An adult moves his hand over the ball, imitating cutting, pretends to eat a watermelon, then holds out his empty hand to the child: “Try it, what a delicious watermelon, juicy, sweet. Now cut me a piece too.”
At another time, the ball can become a doll that can be wrapped in a handkerchief blanket.
Here are a few more examples of playing around with objects, which will not take much time, but will give the children great pleasure and help them diversify their game in the future.
Look out the window
Seeing that the child is walking around the room with a ring in his hand, go up to him and ask: “What is this, probably, a window? Let's look in your window? Then, alternately with him, look through the ring through the room, name who sees what.
In the same way, the ring can turn into the steering wheel of a car that goes to visit the dolls, and two rings attached to the eyes become glasses and make the child “look like a grandmother or grandfather.”
Let's warm the chicks
If a child endlessly puts bowls-liners one into another without diversifying the game in any way, then this activity can be easily made more interesting if you show the baby a few balls and say: “Look, I have two testicles, chicks will soon hatch from them. Let's put them in a nest and cover them so that the chicks are warm. Where is our nest?” If the child cannot find the substitute object himself, you can say: “Look at this bowl. Let her pretend to be a nest. Good?". The child will surely accept this offer willingly and, together with the adult, will lay the testicles in nest bowls. Then the nests are covered with a napkin and set aside so as not to disturb the chicks. After that, the child can continue the game on his own or return to the previous lesson. After a while, you can ask the baby if the chicks have hatched. To further develop the game, you can put a few beans in another bowl and exclaim joyfully: “Look, the chicks have hatched, they are squeaking “wee-wee-wee.”
Multicolored napkins
An adult takes out a paper napkin from a cup, on which flowers are painted and says to the child: “Look, this is a meadow, flowers grow on it. This is a red flower and this is blue. Where are the other flowers? What flower is this? And this? Let's smell them?"
An adult with a child diligently smells the flowers, discussing their smell.
Next time, a blue napkin can become a river or a lake, along which shell boats will float, and a yellow napkin can become sand, on which small toys will bask in the sun.
Find a bunny
If the child is not busy with anything, take out a clean handkerchief (cloth napkin) and, holding it by two adjacent corners, look behind him from one side or the other, saying: “Where is the bunny? Where did he run to? Bunny, where are you? We'll find you now." Then quickly tie off each of the corners of the handkerchief, stretching the ends so that they look like long ears: “Yes, there they are, the ears. We caught a bunny. Where is his tail? An adult takes the remaining end of the scarf and ties a small ponytail: “Here is the ponytail. Let's pet him." While the child is stroking the tail, the adult throws up the bunny with an imperceptible movement: “Oh, prankster, he jumped out. Let's hold on tight."
Owl Owl
Before playing this game, it is advisable to introduce the baby to the image of an owl in a book about birds, to consider together what big eyes it has, what a beak.
An adult takes a medium-sized ball and draws round owl eyes, ears and a beak on it with small pieces. Then he shows the “owl” to the child, says: “Look, what a bird, this is an owl. Remember we saw her in the picture?” and recites a verse:
Oh you owl-owl,
You are a big head!
You were sitting on a tree
You turned your head (twirls a ball in front of the child) -
Fell into the grass
Rolled into a hole!” (drops the ball and watches with the baby how the “owl” rolls).
After repeating this game several times, you can invite the child to turn the owl in his hands, show how it rolls into the pit.
apple
Show the child a small ball or ball (a part from a designer or a pyramid): “Look what an apple I have.” Then put it on the table and push it while reading the rhyme:
An apple rolled in the garden
And fell right into the water -
Bulk! (the ball falls off the table).
The game is repeated several times. Surely, the child will want to roll the apple himself.
pipe
Show the child a felt-tip pen, a pencil or a round stick: “Look what kind of pipe I have. Listen to how she plays. Then he “plays” the pipe: “Doo-doo-doo, doo-doo-doo, we play the pipe.” After that, he invites the child to blow into it, again repeating the words of the nursery rhyme.
The game can be made joint if you take two "pipes" and blow them at the same time or in turn.
butterflies
For this game, you need to prepare a small colored thick sheet of paper or cardboard and several small multi-colored sheets of thin paper. Put small leaves on the cardboard and show the child: “Look, this is a meadow, and these are butterflies sitting on the grass. We sat, sat, waved our wings and flew. An adult blows on the leaves so that they scatter in different directions. Then he invites the child to catch butterflies and plant them on the meadow.
Hen and chickens
If the child moves the cubes from place to place, move one of them towards you and scatter pebbles (large buttons) nearby: “Look, here is a chicken. She walks with her baby chickens. She tells them: “Ko-ko-ko. Peck the grains like me.” Put your hand on top of the cube with your index finger forward, imitating a bite, then invite the child to do the same with the cube and with pebbles, depicting the squeak of chicks.
You can introduce two chicken cubes of different colors into the game and play with the child in parallel.
Where is my window?
This game can be organized with didactic materials, best of all, voluminous insert forms. An adult shows the child a three-dimensional form with inserts and says that this is a house where the kids live. The kids went for a walk, and then they wanted to return home, but they forgot through which windows they could get into the house. Offer to look at the windows and help the kids go into the house. Praise the child for the effort, thank him on behalf of the kids.
Goats and wolf
Put a shoe box and a few small cubes on the table: “These are the goats, and this is their house. Mom went to the store, and the kids are nibbling grass. Suddenly a wolf came running (with the help of a large cube or, squeezing the wrist of your hand, depict a wolf), he wanted to eat the goats. But the kids are smart, they ran away from the wolf and hid in their house. Faster, faster, kids, we will help you hide, we will close all the windows and doors. Together with your child, quickly hide the cubes in the box. The wolf runs away. At the request of the child, the game can be repeated.
This game can be diversified by playing, for example, “bunnies and a fox”, “cat and mouse”, “sparrows and a cat”, etc.
Swing
Tie a ribbon or cord to a small lid (from perfume, a plastic jar, etc.), after making holes in it, and tell the child: “Look at my swing. You can swing small toys on them. Now I will shake the baby (shakes). And now I will put the chicks on the swing (puts small balls or buttons in the box). Do you want to rock them?" During the game, you can ask the baby or the chicks if they are afraid, depending on the “answer”, the swing can be swinged harder or weaker.
The swing can be turned into a carousel and have fun spinning it.
Wire games
For these games, you need to pick up soft wires, wrapping them with multi-colored thick threads. An adult shows a wire to a child and says: “Look, what a wire I have. You can make different toys out of it. So I bent it, and it turned out a round window. Now I'll look into it. There the car goes, and there the bear sits. Look out the window, what do you see? Do you want to make a window yourself? The child, together with the adult, makes a window, examines the room through the window, names what he sees.
Then the adult says: “Come on, now it will be the sun. The morning came, the sun began to rise higher and higher, that's how high it rose, it shines for everyone. Show how the sun slowly rises. Then invite the child to play with the sun himself.
After that, you can make a house out of the wire and bend it in the form of a triangle. - “Look at the house. Knock knock, who lives in the house?
Adult: “Now what does it look like?” (folds the wire into a ring again). If a child comes up with something of his own, for example, says that this is a steering wheel from a car (in the third year of life, children themselves can come up with original replacements for objects), pick up the offer and let the child play with such a car himself.
Having beaten the wire in this way, you can offer the child to make something out of it himself, each time wondering what happened.
The examples given show how varied and unexpected ways can be to use a variety of objects. In order to expand the possibilities of this kind of fantasy, it is necessary that a special place be allocated in the room for storing items that do not have a specific function. Shoe boxes, plastic or wooden containers of various sizes can become such a place. They can store buttons, reels, tin and plastic lids from cans, nut shells, sticks, ribbons, pieces of fabric, soft wires, individual parts of designers and mosaics. Having all this wealth at hand, it is easy to turn a jar lid into a mirror, a rope into a worm or a snake, a ribbon into a road, a path, a stream or a river, a stick into a bridge or a boat, pebbles into sweets, a coil into a stove, etc. d. And around each of these magically transformed objects, small game episodes can be organized.
sun bunnies
This game is fun to play in sunny weather. Take a small mirror and let the sunbeams on the ceiling, on the walls, on the floor. Follow them with your baby and read the poem:
Runaways are jumping -
Sunny Bunnies.
We call them -
Were here -
And they are not here.
Jump, jump
At the corners.
They were there and they are not there.
Where are the bunnies?
Did you find them anywhere?
(A. Brodsky)
What does it look like?
For the development of children's imagination, games are very useful in which the child, together with an adult, comes up with what this or that shapeless material or object looks like. Already in the second year of life, children are able to see something familiar in such materials. You can play such games, for example, on a walk. Such games include looking at clouds together, observing their movement, changing configurations, searching for familiar figures in them (a cloud can look like a pillow, a cat, a lying dog, a bird, etc.). Familiar images can be seen in reflections in puddles, in a lump of clay, in an indefinite pattern on a dress or jacket.
Magic figurines
Take out a box of small cubes and tell your child: “You know, these are magic cubes. You can make any figure out of them. Do you want me to make a star out of them? Lay out the corners of the cubes so that you get an asterisk. Then invite the kid to collect the same figure himself, ask what the kid wants to do next.
It depends on your imagination how many figures you can offer your child. It can be flowers of different colors and sizes, large and small flower beds, any rhythmic compositions.
Imagine that you...
This game is a kind of Crocodile known to everyone from the student's bench. It contributes to the development of not only imagination, but also acting skills. You can play it in the classroom, walks and even at a party. And the number of participants is not limited.
Game progress:
- Think of a word for the child and ask him to draw. You need to start the game with the words: “Imagine that you are ... a watermelon (bear, truck, doctor, stone, etc.)”
- Report that you forgot the word that you thought of for the baby, and try to “guess” what the child is depicting. Take your time with the correct answer. Pretend that it doesn’t work out in any way - put forward funny versions. But do not overdo it, 2-3 mistakes are enough.
- Then be sure to praise the child and invite him to guess the word that you will depict.
Over time, you can attract all household members to this game. In this case, the guesser of the word will show the following. Believe me, such a game will entertain you well and develop your child's imagination!
What if…?
In this game, you and the child will operate with verbal images. To reinforce the fantasy, the product of the imagination can be fixed on paper.
Game progress:
- Ask the child to tell what will happen if ... any fantastic action (legs grow near the refrigerator, an elephant swallows a house, a fish buys a fur coat, etc.).
- Listen carefully to the baby's story and you can even draw a comic on paper.
- If the child finds it difficult to fantasize independently, help him: ask leading questions, offer your own version of the development of events.
If the child is having a hard time, start the game with non-fantastic ideas. Invite him to imagine what will happen if his friend comes to visit or his grandmother bakes pies. And do not worry that by the age of 5, the child may not be able to cope with the production of complex fantasies. Everything has its time!
Help the artist
This game aims to develop the creative imagination of the child. There are several options for it. This is drawing by dots, and drawing the second half of the picture, and coloring, and detailing the picture, and much more.
By the way, for such a game it is not at all necessary to independently prepare the source material. You can purchase ready-made coloring pages with tasks for children 4-5 years old. It should be noted right away that the same didactic materials are available for older children. They help develop creative imagination and fine motor skills of the hands, which has a beneficial effect on preparing for school.
Imagination is one of the most mysterious areas of our psyche. On the one hand, it stands apart from all other mental processes, on the other hand, it is something intermediate between thinking, memory and perception. Scientists even today cannot say exactly in which areas of our brain it is localized. But without imagination it is impossible to imagine a rational human being. And it is necessary to develop this amazing ability from childhood. What games for the development of imagination can be used at preschool age? Why does a person need the ability to imagine?
Useful feature
The ability to imagine, of course, is necessary for a person. After all, this is his ability to represent objects or phenomena that are absent at the moment or do not exist in principle, as well as mentally manipulate them in the mind. This is useful when it is not possible (or necessary) to perform practical actions with these objects in reality. With the help of imagination, you can go into the past or the future, imagine the possible result of any plan.
In other words, creative activity is impossible without it. That is, if a person did not know how to imagine, we would never know what is:
- musical works;
- paintings;
- literary works;
- sculpture;
- architecture;
- applied art.
The ability to imagine an idea and mentally operate with it underlies all scientific discoveries and inventions. It turns out that without imagination, the development of mankind is impossible.
Every child is born with this potential. But its development and improvement occurs only during the solution of various creative tasks. This function develops most actively in children. preschool age- about 4 to 10 years old. And if during this period you do not contribute to its improvement, it will go into a passive form.
Age features
The development of the ability to imagine is impossible without fantasy. Most clearly, these abilities are manifested in the play and creative activities of the child. They improve, passing through two age stages.
- 2–4 years. Representations of the baby are still involuntary, they arise under the influence of a specific situation, spontaneously.
- 4–6 years old. Representations and fantasies become arbitrary. At this time, the games turn into plot, the surrounding objects become the material with which the child embodies the images of his imagination. At the same time, it not only performs a cognitive and intellectual function, but also regulates the mental state. In the game, the kid can become a hero-rescuer, conqueror of the seas, space, courageous, courageous, endow himself with qualities that he lacks in reality. It helps to develop the intellect, moral, emotional spheres, knowledge of the surrounding reality, the formation of personality, the development of self-consciousness, thinking, arbitrariness, speech. Expanding cognitive possibilities.
One of the undesirable "side effects" of the development of the imagination is the appearance of fears. The child may begin to be afraid of fictional monsters, ghosts, invisible people, etc. If this happens, try to protect the baby from situations that can provoke the appearance of such fears (watching horror stories, computer games scary characters). And, of course, take steps to relieve the child of fears. Do not be afraid to contact a child psychologist.
The child develops and acquires new skills during the game. And the basis of any playful and creative activity among preschoolers is precisely the ability to imagine.
The plots of games, invented stories, drawings become richer over time. But at the age of 4 and 5, a preschooler cannot fantasize without performing some actions (he needs to tell, draw, design). Visual support for fantasy fades into the background around the beginning of school age.
Take part in story games child. This will help you get to know him better. After all, in the process of such games, the kid transfers his traits, characteristics, fears, dreams to the main character. You may find hidden problems that need to be corrected.
Developing from an early age
So, the ability to imagine and fantasize most actively develops in children from 4 to 10 years old. But this does not mean that until this time it is not worth improving these skills. From about 2 years old, you can begin to teach your child the ability to represent. This will be a good foundation for improving it in the future.
How to encourage a child to imagine?
- It is useful to play "notions" with him. You can do this in any situation. For example, walking on the street. You can show the baby clouds and ask what they look like (for a start, mom can offer her own version). At this age, images will appear very simple, known to the crumbs (horse, house, bird, flower). You can ask about anything. Let's say what sparrows chirp about: are they discussing delicious grains or a scary cat? What are the leaves on the tree whispering about: about the warm sun, about the evil wind, about harmful insects? Where does the cat run: for a mouse, to her children, to the owner for a treat? Thus, a small child will develop thinking, speech, observation.
- At home and on the street, you can look for similarities of objects with toys familiar to the baby (what looks like a ball, cube, brick, pyramid?).
- Very useful design using small parts (cubes, Lego). You can add various boxes to the arsenal of "building materials".
Games grow with your child
After 4 years, games for the development of the imagination become more complex, due to the improvement of mental processes. You can offer, for example, the following games for children of this age.
- "Inventor". The task of the kid is to come up with a device that has not yet been invented, but which, in his opinion, can be useful in the household. Then you need to name it, talk about its benefits, depict it on paper. The option is more complicated - to design using improvised materials.
- "Wizards". The child must imagine himself as a good and then an evil wizard. Let him depict what facial expressions they have, list the magical deeds of each of them. It is useful to draw these characters so that they can be recognized by their appearance, facial features, facial expressions, clothing, attributes, magic items.
- "Invented Animal" The preschooler must come up with an animal that does not exist (pan fish, haretoad, wingtooth - the kid can fantasize anyone). Let them tell you what the animal looks like, where it lives, what it eats, and then draw the result on paper.
- "New Appointment". Group game. Children sit in a circle, they are offered several familiar objects. Passing them around in a circle, they must in turn invent a new function for objects. For example, an iron can become a weight or a hammer, an umbrella can become a parachute or a watercraft. The winner is the one who comes up with the most original appointment.
- "Music told". The child listens to classical music, and then tells and depicts everything that she inspired him.
- "Composers". You can invent stories from pictures or on a given topic, fairy tales with given or arbitrarily invented characters, come up with the ending of well-known fairy tales (for example, “the wolf did not eat seven kids, but ...”, “the gingerbread man did not sit on the tongue of the fox, he left her and ... ").
- "Talking dance". You can also play with a group. Kids are offered to depict any animal, insect, transport, natural phenomenon in a dance. A more difficult option is to dance surprise, joy, grief, fear, happiness, sadness.
useful drawing
In the process of drawing, children perfectly develop the ability to imagine. You can come up with many non-standard options for drawings.
- From simple to complex. Kids are offered the simplest drawn figures (a circle, a figure eight, a square, two parallel lines), which need to be completed to something more specific (a figure eight can become glasses, a circle can become a sun or a car wheel).
- Blots. A preschooler is given an image of some kind of blot. His task is to say what it looks like, sorting through many options. Another option is to draw the blot to a recognizable image.
- Pictures from dots. A sheet is placed in front of the baby, on which dots are placed in a chaotic manner. His task is to combine them to get any specific image.
- Mood. Like "thematic" dances, you can arrange a "drawing" game. The child depicts his mood at the moment, or the mood on the instructions of an adult (draw fear, joy, anger, fun).
All these games will help kids to develop their creative skills and imagination. You can come up with others, using the imagination of adults already. The main thing is to motivate the child to come up with something. With age, these games can become even more difficult. With the beginning of schooling, it is useful to connect them with the knowledge gained in the lessons, motivating the child to learn and create new products of the imagination. Well, why is it useful - it is not necessary to repeat.
Collection of didactic games for the development of the imagination of preschoolers
Development of the imagination
Creative imagination is a necessary part of creativity
Creation- the ability to solve old problems with new methods or apply old methods to solve new problems. Creativity can also be attributed to the very process of inventing new, still unknown tasks. One of the key parts of creativity is imagination which lies in the ability to come up with new images, new solutions, new tasks.
There are various classifications of types of imagination, each of which is based on some of the essential features of imagination.
1. On the basis of activity, passive, contemplative imagination is distinguished with its involuntary forms (dreams, dreams) and active active imagination. With active imagination, images are always formed consciously with the condition of the goal set.
2. Depending on the independence and originality of images, imagination can be recreative and creative.
Recreating imagination- this is a representation of something new for a given person, based on a verbal description or a conditional image of this new one (drawing, diagram, musical notation, etc.). This type of imagination is widely used in various types of human activity, including teaching. The leading role in it is played by images of memory. Recreative imagination plays an important role in the process of communication and assimilation of social experience.
creative imagination- this is the creation of new images without relying on a ready-made description or conditional image. Creative imagination is the independent creation of new images. Almost all human culture is the result of the creative imagination of people.
Every person has a creative spark. In some people it is better developed, in others it is worse. I want to emphasize separately that creativity cannot be learned by reading books or articles. The only way to learn creativity is to practice in solving creative problems, to develop, to one degree or another, creative imagination, which will help to express oneself in creativity in the future.
Development of the imagination- A purposeful process that pursues the task of developing the brightness of imaginary images, their originality and depth, as well as the fruitfulness of the imagination. Imagination in its development is subject to the same laws that other mental processes follow in their ontogenetic transformations. Like perception, memory and attention, expression gradually turns from direct to indirect, and the main means of mastering it on the part of the child are, as shown by A.V. Zaporozhets, model representations and sensory standards.
By the end of the preschool period of childhood, in a child whose creative imagination develops quite quickly (such children, according to O.M. Dyachenko, make up about one-fifth of all children of this age), imagination is presented in two main forms: as the generation of some idea and as a plan for its implementation.
In addition to its cognitive-intellectual function, the imagination in children performs another - affective-protective - role, protecting the growing and easily vulnerable, still poorly protected personality of the child from excessively difficult experiences and mental trauma. Thanks to the cognitive function of the imagination, the child learns the world around him better, solves the problems that arise before him more easily and efficiently. The emotionally protective function of the imagination is expressed in the fact that through an imaginary situation, tension can be discharged and a kind of symbolic (figurative) resolution of conflicts that are difficult to remove by real practical actions.
At the first stage of the development of the imagination, it is connected with the process of objectification of the image by action. Through this process, the child learns to manage his images, to change, refine and improve them, and therefore to regulate his imagination. However, he is not yet able to plan his imagination, to draw up a plan of upcoming actions in his mind in advance. This ability in children appears only by 4-5 years.
Affective imagination in children aged 2.5 - 3 to 4-5 years develops according to a slightly different logic. Initially, negative experiences in children are symbolically expressed in the heroes of fairy tales heard or seen (in the cinema, on television). Following this, the child begins to build imaginary situations that remove the threats to his "I" (stories - fantasies of children about themselves as having especially pronounced qualities). Finally, at the third stage of development of this function, the ability to relieve the emerging emotional tension through the projection mechanism develops, due to which unpleasant knowledge about oneself, one's own negative, emotionally and morally unacceptable qualities begin to be attributed to other people, as well as objects and animals.
By the age of about 6-7 years, the development of affective imagination in children reaches a level where many of them are able to imagine themselves and live in an imaginary world.
Man is not born with a developed imagination. The development of the imagination is carried out in the course of human ontogenesis and requires the accumulation of a certain stock of ideas, which in the future can serve as material for creating images of the imagination. Imagination develops in close connection with the development of the whole personality, in the process of training and education, as well as in unity with thinking, memory, will and feelings.
It is very difficult to determine any specific age limits that characterize the dynamics of the development of the imagination. There are examples of extremely early development of the imagination. For example, Mozart began composing music at the age of four, Repin and Serov were good at drawing at the age of six. On the other hand, the late development of the imagination does not mean that this process will be at a low level in more mature years. There are cases in history when great people, such as Einstein, did not have a developed imagination in childhood, but over time they began to talk about them as geniuses.
Basic types of imagination
1. active imagination- is characterized by the fact that, using it, a person, at his own request, by an effort of will, causes in himself the corresponding images.
2. passive imagination lies in the fact that his images arise spontaneously, in addition to the will and desire of a person.
3. Productive imagination- differs in that in it reality is consciously constructed by a person, and not just mechanically copied or recreated. At the same time, this reality is creatively transformed in the image.
4. reproductive imagination- when using it, the task is to reproduce reality as it is, and although there is also an element of fantasy, such imagination is more like perception or memory than creativity.
Life story
Let your favorite toy, soap in the bathroom, old sofa, eaten pear tell the story of your life.
New old tales
Take an old book that is well known to the child and try together to come up with a new story for the illustrations from it.
Suggest a new twist to an old story, let the child continue. For example, Little Red Riding Hood did not tell the wolf where the grandmother's house was and even threatened to call the woodcutter. And in the picture, look for reproductions of paintings, the content of which the baby does not yet know. Give him the opportunity to express his own version of the drawing. Perhaps it will not be too far from the truth?
Continue drawing.
A simple figure (eight, two parallel lines, a square, triangles standing on top of each other) must be turned into part of a more complex pattern. For example, from a circle you can draw a face, a ball, a car wheel, glass from glasses. It is better to draw (or offer) options in turn. Who is bigger?
"Fantastic story".
Cut out for your baby (or better, let him do it himself) color images of various animals or plants (from magazines and old books). The image of each animal should be cut into several more parts. Stir. So the game "cut pictures" is ready. However, the main task lies ahead. To complete it, you need a sheet of paper and an adhesive pencil. The game consists in gluing together an unprecedented but cute creature from pieces of images of different animals or plants, coming up with a name and a story for it. If an adult also takes part in the game, the fantastic beast will have a friend.
sweet watermelon
Young children love to bring different objects to an adult and show them. Such situations can be translated into small game episodes. For example, a child brings a small ball. The adult says: “What a beautiful ball. Let's play like it's a watermelon, shall we? Now we're going to cut it." An adult moves his hand over the ball, imitating cutting, pretends to eat a watermelon, then holds out his empty hand to the child: “Try it, what a delicious watermelon, juicy, sweet. Now cut me a piece too.”
At another time, the ball can become a doll that can be wrapped in a handkerchief blanket.
Here are a few more examples of playing around with objects, which will not take much time, but will give the children great pleasure and help them diversify their game in the future.
Look out the window
Seeing that the child is walking around the room with a ring in his hand, go up to him and ask: “What is this, probably, a window? Let's look in your window? Then, alternately with him, look through the ring through the room, name who sees what.
In the same way, the ring can turn into the steering wheel of a car that goes to visit the dolls, and two rings attached to the eyes become glasses and make the child “look like a grandmother or grandfather.”
Let's warm the chicks
If a child endlessly puts bowls-liners one into another without diversifying the game in any way, then this activity can be easily made more interesting if you show the baby a few balls and say: “Look, I have two testicles, chicks will soon hatch from them. Let's put them in a nest and cover them so that the chicks are warm. Where is our nest?” If the child cannot find the substitute object himself, you can say: “Look at this bowl. Let her pretend to be a nest. Good?". The child will surely accept this offer willingly and, together with the adult, will lay the testicles in nest bowls. Then the nests are covered with a napkin and set aside so as not to disturb the chicks. After that, the child can continue the game on his own or return to the previous lesson. After a while, you can ask the baby if the chicks have hatched. To further develop the game, you can put a few beans in another bowl and exclaim joyfully: “Look, the chicks have hatched, they are squeaking “wee-wee-wee.”
Multicolored napkins
An adult takes out a paper napkin from a cup, on which flowers are painted and says to the child: “Look, this is a meadow, flowers grow on it. This is a red flower and this is blue. Where are the other flowers? What flower is this? And this? Let's smell them?"
An adult with a child diligently smells the flowers, discussing their smell.
Next time, a blue napkin can become a river or a lake, along which shell boats will float, and a yellow napkin can become sand, on which small toys will bask in the sun.
Find a bunny
If the child is not busy with anything, take out a clean handkerchief (cloth napkin) and, holding it by two adjacent corners, look behind him from one side or the other, saying: “Where is the bunny? Where did he run to? Bunny, where are you? We'll find you now." Then quickly tie off each of the corners of the handkerchief, stretching the ends so that they look like long ears: “Yes, there they are, the ears. We caught a bunny. Where is his tail? An adult takes the remaining end of the scarf and ties a small ponytail: “Here is the ponytail. Let's pet him." While the child is stroking the tail, the adult throws up the bunny with an imperceptible movement: “Oh, prankster, he jumped out. Let's hold on tight."
Owl Owl
Before playing this game, it is advisable to introduce the baby to the image of an owl in a book about birds, to consider together what big eyes it has, what a beak.
An adult takes a medium-sized ball and draws round owl eyes, ears and a beak on it with small pieces. Then he shows the “owl” to the child, says: “Look, what a bird, this is an owl. Remember we saw her in the picture?” and recites a verse:
Oh you owl-owl,
You are a big head!
You were sitting on a tree
You turned your head (twirls a ball in front of the child) -
Fell into the grass
Rolled into a hole!” (drops the ball and watches with the baby how the “owl” rolls).
After repeating this game several times, you can invite the child to turn the owl in his hands, show how it rolls into the pit.
apple
Show the child a small ball or ball (a part from a designer or a pyramid): “Look what an apple I have.” Then put it on the table and push it while reading the rhyme:
An apple rolled in the garden
And fell right into the water -
Bulk! (the ball falls off the table).
The game is repeated several times. Surely, the child will want to roll the apple himself.
pipe
Show the child a felt-tip pen, a pencil or a round stick: “Look what kind of pipe I have. Listen to how she plays. Then he “plays” the pipe: “Doo-doo-doo, doo-doo-doo, we play the pipe.” After that, he invites the child to blow into it, again repeating the words of the nursery rhyme.
The game can be made joint if you take two "pipes" and blow them at the same time or in turn.
butterflies
For this game, you need to prepare a small colored thick sheet of paper or cardboard and several small multi-colored sheets of thin paper. Put small leaves on the cardboard and show the child: “Look, this is a meadow, and these are butterflies sitting on the grass. We sat, sat, waved our wings and flew. An adult blows on the leaves so that they scatter in different directions. Then he invites the child to catch butterflies and plant them on the meadow.
Hen and chickens
If the child moves the cubes from place to place, move one of them towards you and scatter pebbles (large buttons) nearby: “Look, here is a chicken. She walks with her baby chickens. She tells them: “Ko-ko-ko. Peck the grains like me.” Put your hand on top of the cube with your index finger forward, imitating a bite, then invite the child to do the same with the cube and with pebbles, depicting the squeak of chicks.
You can introduce two chicken cubes of different colors into the game and play with the child in parallel.
Where is my window?
This game can be organized with didactic materials, best of all, voluminous insert forms. An adult shows the child a three-dimensional form with inserts and says that this is a house where the kids live. The kids went for a walk, and then they wanted to return home, but they forgot through which windows they could get into the house. Offer to look at the windows and help the kids go into the house. Praise the child for the effort, thank him on behalf of the kids.
Goats and wolf
Put a shoe box and a few small cubes on the table: “These are the goats, and this is their house. Mom went to the store, and the kids are nibbling grass. Suddenly a wolf came running (with the help of a large cube or, squeezing the wrist of your hand, depict a wolf), he wanted to eat the goats. But the kids are smart, they ran away from the wolf and hid in their house. Faster, faster, kids, we will help you hide, we will close all the windows and doors. Together with your child, quickly hide the cubes in the box. The wolf runs away. At the request of the child, the game can be repeated.
This game can be diversified by playing, for example, “bunnies and a fox”, “cat and mouse”, “sparrows and a cat”, etc.
Swing
Tie a ribbon or cord to a small lid (from perfume, a plastic jar, etc.), after making holes in it, and tell the child: “Look at my swing. You can swing small toys on them. Now I will shake the baby (shakes). And now I will put the chicks on the swing (puts small balls or buttons in the box). Do you want to rock them?" During the game, you can ask the baby or the chicks if they are afraid, depending on the “answer”, the swing can be swinged harder or weaker.
The swing can be turned into a carousel and have fun spinning it.
Wire games
For these games, you need to pick up soft wires, wrapping them with multi-colored thick threads. An adult shows a wire to a child and says: “Look, what a wire I have. You can make different toys out of it. So I bent it, and it turned out a round window. Now I'll look into it. There the car goes, and there the bear sits. Look out the window, what do you see? Do you want to make a window yourself? The child, together with the adult, makes a window, examines the room through the window, names what he sees.
Then the adult says: “Come on, now it will be the sun. The morning came, the sun began to rise higher and higher, that's how high it rose, it shines for everyone. Show how the sun slowly rises. Then invite the child to play with the sun himself.
After that, you can make a house out of the wire and bend it in the form of a triangle. - “Look at the house. Knock knock, who lives in the house?
Adult: “Now what does it look like?” (folds the wire into a ring again). If a child comes up with something of his own, for example, says that this is a steering wheel from a car (in the third year of life, children themselves can come up with original replacements for objects), pick up the offer and let the child play with such a car himself.
Having beaten the wire in this way, you can offer the child to make something out of it himself, each time wondering what happened.
The examples given show how varied and unexpected ways can be to use a variety of objects. In order to expand the possibilities of this kind of fantasy, it is necessary that a special place be allocated in the room for storing items that do not have a specific function. Shoe boxes, plastic or wooden containers of various sizes can become such a place. They can store buttons, reels, tin and plastic lids from cans, nut shells, sticks, ribbons, pieces of fabric, soft wires, individual parts of designers and mosaics. Having all this wealth at hand, it is easy to turn a jar lid into a mirror, a rope into a worm or a snake, a ribbon into a road, a path, a stream or a river, a stick into a bridge or a boat, pebbles into sweets, a coil into a stove, etc. d. And around each of these magically transformed objects, small game episodes can be organized.
sun bunnies
This game is fun to play in sunny weather. Take a small mirror and let the sunbeams on the ceiling, on the walls, on the floor. Follow them with your baby and read the poem:
Runaways are jumping -
Sunny Bunnies.
We call them -
Were here -
And they are not here.
Jump, jump
At the corners.
They were there and they are not there.
Where are the bunnies?
Did you find them anywhere?
(A. Brodsky)
What does it look like?
For the development of children's imagination, games are very useful in which the child, together with an adult, comes up with what this or that shapeless material or object looks like. Already in the second year of life, children are able to see something familiar in such materials. You can play such games, for example, on a walk. Such games include looking at clouds together, observing their movement, changing configurations, searching for familiar figures in them (a cloud can look like a pillow, a cat, a lying dog, a bird, etc.). Familiar images can be seen in reflections in puddles, in a lump of clay, in an indefinite pattern on a dress or jacket.
Magic figurines
Take out a box of small cubes and tell your child: “You know, these are magic cubes. You can make any figure out of them. Do you want me to make a star out of them? Lay out the corners of the cubes so that you get an asterisk. Then invite the kid to collect the same figure himself, ask what the kid wants to do next.
It depends on your imagination how many figures you can offer your child. It can be flowers of different colors and sizes, large and small flower beds, any rhythmic compositions.
Imagine that you...
This game is a kind of Crocodile known to everyone from the student's bench. It contributes to the development of not only imagination, but also acting skills. You can play it in the classroom, walks and even at a party. And the number of participants is not limited.
Game progress:
- Think of a word for the child and ask him to draw. You need to start the game with the words: “Imagine that you are ... a watermelon (bear, truck, doctor, stone, etc.)”
- Report that you forgot the word that you thought of for the baby, and try to “guess” what the child is depicting. Take your time with the correct answer. Pretend that it doesn’t work out in any way - put forward funny versions. But do not overdo it, 2-3 mistakes are enough.
- Then be sure to praise the child and invite him to guess the word that you will depict.
Over time, you can attract all household members to this game. In this case, the guesser of the word will show the following. Believe me, such a game will entertain you well and develop your child's imagination!
What if…?
In this game, you and the child will operate with verbal images. To reinforce the fantasy, the product of the imagination can be fixed on paper.
Game progress:
- Ask the child to tell what will happen if ... any fantastic action (legs grow near the refrigerator, an elephant swallows a house, a fish buys a fur coat, etc.).
- Listen carefully to the baby's story and you can even draw a comic on paper.
- If the child finds it difficult to fantasize independently, help him: ask leading questions, offer your own version of the development of events.
If the child is having a hard time, start the game with non-fantastic ideas. Invite him to imagine what will happen if his friend comes to visit or his grandmother bakes pies. And do not worry that by the age of 5, the child may not be able to cope with the production of complex fantasies. Everything has its time!
Help the artist
This game aims to develop the creative imagination of the child. There are several options for it. This is drawing by dots, and drawing the second half of the picture, and coloring, and detailing the picture, and much more.
By the way, for such a game it is not at all necessary to independently prepare the source material. You can purchase ready-made coloring pages with tasks for children 4-5 years old. It should be noted right away that the same didactic materials are available for older children. They help develop creative imagination and fine motor skills of the hands, which has a beneficial effect on preparing for school.
wonder forest
This game promotes the development of creative imagination. For her, you need a sheet with several trees drawn in advance and various dots, lines, figures and “squiggles”. The task of the child is to turn it all into a forest. Moreover, at the request of an adult, it can be a real forest or a fantastic one. Be sure to clarify this point when you give the task to the child.
Exactly on the same principle, you can create a "miracle meadow", "miracle ocean", "miracle Africa" and other "wonderful" paintings. After drawing, you can continue to "work" with the resulting images. For example, ask your child to write a story based on a picture they have drawn. And again, it is up to you whether the story will be fantastic or realistic.
Association chain
This game is reminiscent of the well-known word game. But unlike her, the child should not choose a word for the last letter, but a word corresponding to the epithet. For example, such a chain may look like this: "cat-striped-mattress-soft-fur-fur coat-..." You can continue the game for as long as you like.
Also, for the development of the imagination, it will be good to play a modified game - the “Chain of Contradictions”.
Game progress:
- called the word
- The child says: "That's good because..."
- The adult rebuts the argument: “This is bad because…”
- The child again praises the adult's argument, and so on.
An example of such a game: Summer is good, because you can sunbathe on the beach. Sunbathing on the beach is bad, because you can burn out in the sun. It’s good to burn in the sun, because mom will smear cream on her back and treat her with goodies.
This game teaches a critical perception of common truths and allows the child to get away from stereotypical thinking. In addition, the “Chain of Contradictions” develops the ability to see only the good in everything, which will be useful to the baby in adulthood.
Writer
This game encourages the development of creative imagination and teaches the child to plan actions. For this, you will need a notebook and colored pencils or markers. Inform the child that from now on he is a writer and must compose a fairy tale. On the first day, ask them to make a story plan. It must be a sequential course of events. Briefly write this plan in a notebook and ask the child to draw a "cover" for the fairy tale.
Starting from the next day, write down the events of the fairy tale in detail every day. Of course, the child should be engaged in writing and illustrating too, but you will have to write stories for him. The resulting works can be read in the evening in the family circle. If the child likes the fun, then you can write a whole series of fairy tales. Just make sure that all the stories are consistent and follow a pre-planned plan.
Game "Dragon"
Purpose: development of attention, imagination, memory, regulation of behavior in a team.
The players stand in a line, holding on to their shoulders. The first participant is the “head”, the last one is the “tail” of the dragon. The "head" should reach out to the "tail" and touch it. The "body" of the Dragon is inseparable. Once the "head" has grabbed the "tail", it becomes the "tail". The game continues until each participant has played two roles.
Game "Cooks"
Purpose: expansion of vocabulary, development of attention, imagination, improvement of communication skills.
Everyone stands in a circle - this is a pan. Now let's make soup. Everyone comes up with what he will be (potatoes, cabbage, carrots, etc.). The host takes turns calling the ingredients that he wants to put in the soup. Recognizing himself, jumps into the circle; the next, jumping, takes the hands of the previous one. Until all the "components" are in the circle, the game continues. The result is a delicious, beautiful dish - just delicious.
Game "Tell and Show"
Purpose: development of attention, imagination, voluntary control, coordination of movements.
Children repeat the words and movements of the teacher:
One two three four five!
(alternately bend the fingers of the right hand)
We can show you everything!
(rhythmically clapping hands)
These are elbows - we will touch them.
(clasp both elbows with palms)
Right, left we swing.
These are the shoulders - let's touch them.
(put hands on shoulders)
Right, left we swing.
(perform tilts to the right and left)
If we move forward
(perform forward bends, touch knees)
We'll touch our knees.
One two three four five!
(alternately bend the fingers of the left hand)
We can show you everything!
(rhythmically clapping hands)
Game "Rainbow"
The teacher plays calm, relaxing music.
Teacher: “Take a comfortable position, relax, breathe evenly and deeply. Close your eyes. Imagine that you have an unusual rainbow in front of you.
The first color is blue. Blue is refreshing, like swimming in a lake. Feel this freshness.
The next color is yellow. Yellow brings us joy, it warms us like the sun, it reminds us of a tender chicken, and it cheers us up.
Green is the color of a soft lawn, leaves and warm summers.
Open your eyes. What did you feel and feel when you imagined that you were looking at blue, yellow, green. Take these feelings with you all day long.”
The game "Round dance from a fairy tale"
Purpose: development of expressive movements, looseness, group cohesion, creative imagination.
Children, moving in a circle, imitate the child in the center of the circle, which depicts a fairy-tale hero (for example, Pinocchio).
Exercise "Quiet Lake"
Purpose: relaxation and development of imagination.
The teacher turns on calm, relaxing music and says: “Take a comfortable position. Stretch out and relax. Now close your eyes and listen to me. Imagine a wonderful sunny morning. You are near a quiet beautiful lake. All you can hear is your breathing and the splash of water. The sun is shining brightly and you are getting better and better. You feel the sun's rays warm you. You hear birds chirping and grasshoppers chirping. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still, like this quiet morning. You feel calm and happy, you are too lazy to move. Every cell of your body enjoys warmth and peace. You are resting... And now we open our eyes. We are at home again, we had a good rest, we are in a cheerful mood, and pleasant sensations will not leave us during the day.
Game "Pictures - Riddles"
Purpose: development of thinking, speech and imagination.
There is a box with 12 subject pictures on the table. The teacher invites one of the children to come to the table, take a picture and write a description of the object depicted on it in the form of a riddle. The one who guesses what subject is being discussed becomes the leader.
Game "Airplanes"
Purpose: development of emotional and expressive movements, imagination, improvement of communication skills.
Children squat, depicting planes at the airport.
Teacher: "The planes buzzed, buzzed, buzzed, rose and flew."
Children buzz quietly at first, then louder, get up and start running, spreading their arms to the sides.
Teacher: "Flew, flew, sat down." Children squat down, waiting for the psychologist's command. This is done several times. At the end of the game, "planes arrive at the airfield." Children lie on the carpet and rest.
Exercise "On the beach"
Purpose: relaxation, development of imagination.
The teacher turns on the cassette on which the sound of the sea is recorded. Children lie on the carpet and listen to music. The teacher invites the children to talk about what they "see" in their imagination.
Exercise "Two Bears"
Purpose: development of auditory attention, self-control, emotional and expressive movements, imagination.
Children stand in front of the teacher and repeat the movements after him:
Sitting two bears
(squat)
On a thin bitch:
One was reading a newspaper
(stretch arms forward, clench fists, slightly turn head to the right and left)
Another kneaded flour
(press fists together, make rotational movements)
One poo, two poo,
(squat on carpet)
Both sank into agony.
Exercise "Rest by the sea"
Purpose: relaxation and development of imagination.
The teacher turns on calm music and says: “Take a comfortable position, close your eyes and listen to my voice. Imagine that you are in a beautiful place by the sea. A wonderful summer day. The sky is blue, the sun is warm. You feel absolutely calm and happy. Soft waves roll up to your feet, and you feel the pleasant freshness of sea water. There is a feeling of freshness and vivacity, it covers the face, neck, shoulders, back, stomach, arms, legs. You feel how the body becomes light, strong and obedient. Breathe easily and freely. The mood becomes vigorous and cheerful, I want to get up and move. We open our eyes. We are full of strength and energy. Try to keep these feelings for the whole day.
Game "Funny Letters"
Purpose: development of imagination, emotional and expressive movements, attention, memory.
The teacher invites the children to come up with and take poses that resemble the outlines of the letters G, K, F, X, R. The children complete the task. The teacher checks and refines the poses. Then he turns on the music, the children move in a circle. When the teacher turns off the music and calls one of the listed letters, the children must quickly assume the appropriate pose.
Game "Choose a girl"
Purpose: development of arbitrary control, observation, imagination.
The teacher reads the poems of A. Barto to the children. Cards with the image of a cheerful, sad, frightened, angry girl are attached to the magnetic board. Children are invited to choose the image of a girl that is most suitable for the text:
The hostess threw the bunny -
A bunny was left in the rain.
Couldn't get off the bench
Wet to the skin.
Teacher: “Which girl threw the bunny?”
There is a goby, swinging,
Sighs on the go:
Oh, the board is over
Now I will fall!
Teacher: “Which girl was afraid of a bull?”
Dropped the bear on the floor
They cut off the bear's paw.
I won't throw it away anyway.
Because he's good.
Teacher: “Which girl took pity on the bear?”
I love my horse
I will comb her hair smoothly,
I stroke the ponytail with a scallop
And I'll go on horseback to visit.
Teacher: “What kind of girl loves her horse?”
Exercise "Quiet Lake"
Purpose: relaxation and development of imagination.
The teacher turns on calm, relaxing music and says: “Take a comfortable position. Stretch out and relax. Now close your eyes and listen to me.
Imagine a wonderful sunny morning. You are near a quiet beautiful lake. All you can hear is your breathing and the splash of water. The sun is shining brightly and you are getting better and better. You feel the sun's rays warm you. You hear birds chirping and grasshoppers chirping. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still, like this quiet morning. You feel calm and happy, you are too lazy to move. Every cell of your body enjoys warmth and peace. You are resting ... And now we open our eyes. We are at home again, we had a good rest, we are in a cheerful mood, and pleasant sensations will not leave us during the day.
Task "Draw a picture"
Purpose: development of attention, memory, imagination, removal of psycho-emotional stress.
The teacher shows the children a soft toy and says: “Guys, Tsvetik came to visit us. He wants to tell us an interesting story."
