Imagination as a mental cognitive process. Coursework: Developing the Imagination
Imagination: definition, types, mechanisms. Individual characteristics and development of the imagination.
Imagination is a mental process of creating an image of an object, a situation by restructuring existing ideas. Images of the imagination do not always correspond to reality; they have elements of fantasy, fiction. If the imagination paints pictures for the consciousness, to which nothing or little corresponds to reality, then it is called fantasy. If the imagination is turned to the future, it is called a dream. The process of imagination always proceeds in close connection with two other mental processes - memory and thinking.
Types of imagination:
Active imagination - using it, a person, by an effort of will, voluntarily evokes appropriate images in himself.
Passive imagination - its images arise spontaneously, in addition to the will and desire of a person.
Productive imagination - in it, reality is consciously constructed by a person, and not just mechanically copied or recreated. But at the same time, in the image it is still creatively transformed.
Reproductive imagination - 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.
Imagination functions:
figurative representation of reality;
Regulation of emotional states;
Arbitrary regulation of cognitive processes and human states;
Formation of an internal action plan.
Ways to create images of the imagination:
Agglutination is the creation of images by combining any qualities, properties, parts.
Emphasis - highlighting any part, detail of the whole.
Typing is the most difficult technique. The artist depicts a specific episode, which absorbs a lot of similar ones and thus is, as it were, their representative. A literary image is also formed, in which the typical features of many people of a given circle, a certain era are concentrated.
Imagination processes, like memory processes, can vary in their degree of arbitrariness or intentionality. An extreme case of involuntary work of the imagination are dreams, in which images are born unintentionally and in the most unexpected and bizarre combinations. At its core, the activity of the imagination is also involuntary, unfolding in a half-asleep, drowsy state, for example, before falling asleep.
Among the various types and forms of voluntary imagination, one can single out the recreative imagination, creative imagination and dream.
Recreative imagination occurs when a person needs to recreate a representation of an object that corresponds as closely as possible to its description.
Creative imagination It is characterized by the fact that a person transforms ideas and creates new ones not according to the existing model, but independently outlining the contours of the created image and choosing the necessary materials for it.
A special form of imagination is a dream - the independent creation of new images. Main Feature dreams is that it is aimed at future activities, i.e. a dream is an imagination aimed at a desired future.
The leading mechanism of imagination is the transfer of some property of the object. The heuristic of transference is measured by how much it contributes to the disclosure of the specific integral nature of another object in the process of its cognition or creation by a person.
Imagination in people is developed in different ways, and it manifests itself in different ways in their activities and social life. Individual features of the imagination are expressed in the fact that people differ in the degree of development of the imagination and in the type of images with which they operate most often.
The degree of development of the imagination is characterized by the brightness of the images and the depth with which the data of past experience are processed, as well as the novelty and meaningfulness of the results of this processing. The strength and vivacity of the imagination is easily appreciated when the products of the imagination are implausible and bizarre images, for example, in the authors of fairy tales. Weak development of the imagination is expressed in a low level of processing ideas. Weak imagination entails difficulties in solving mental problems that require the ability to visualize a specific situation. With an insufficient level of development of the imagination, a rich and emotionally diverse life is impossible.
Most clearly, people differ in the degree of brightness of images of the imagination. If we assume that there is a corresponding scale, then at one pole there will be people with extremely high indicators of the brightness of the images of the imagination that they experience as a vision, and at the other pole there will be people with extremely pale ideas. As a rule, we meet a high level of development of imagination in people engaged in creative work - writers, artists, musicians, scientists.
Significant differences between people are revealed in relation to the nature of the dominant type of imagination. Most often there are people with a predominance of visual, auditory or motor images of the imagination. But there are people who have a high development of all or most types of imagination. These people can be referred to the so-called mixed type. Belonging to one or another type of imagination is very significantly reflected in the individual psychological characteristics of a person. For example, people of the auditory or motor type very often dramatize the situation in their thoughts, imagining a non-existent opponent.
The development of the imagination is carried out in the course of human ontogenesis and requires the accumulation of a certain stock of representations, 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. Despite the complexity of determining the stages of development of a person's imagination, certain patterns in its formation can be distinguished. Thus, the first manifestations of imagination are closely connected with the process of perception. For example, children at the age of one and a half years are not yet able to listen to even the simplest stories or fairy tales, they are constantly distracted or fall asleep, but listen with pleasure to stories about what they themselves have experienced. In this phenomenon, the connection between imagination and perception is quite clearly visible. The child listens to the story of his experiences because he clearly imagines what he is talking about. in question. The connection between perception and imagination is preserved at the next stage of development, when the child in his games begins to process the impressions received, modifying previously perceived objects in his imagination. The chair turns into a cave or an airplane, a box into a car. However, it should be noted that the first images of the child's imagination are always associated with activity. The child does not dream, but embodies the reworked image in his activity, even though this activity is a game.
An important stage in the development of imagination is associated with the age when the child masters speech. Speech allows the child to include in the imagination not only specific images, but also more abstract ideas and concepts. Moreover, speech allows the child to move from expressing images of the imagination in activity to their direct expression in speech. The stage of mastering speech is accompanied by an increase practical experience and the development of attention, which makes it easier for the child to single out individual parts of the object, which he already perceives as independent and with which he increasingly operates in his imagination. However, the synthesis occurs with significant distortions of reality. Due to the lack of sufficient experience and insufficient critical thinking, the child cannot create an image that is close to reality. The main feature of this stage is the involuntary nature of the emergence of images of the imagination. Most often, images of the imagination are formed in a child of this age involuntarily, in accordance with the situation in which he is. The next stage in the development of the imagination is associated with the appearance of its active forms. At this stage, the process of imagination becomes arbitrary. The emergence of active forms of imagination is initially associated with a stimulating initiative on the part of an adult. For example, when an adult asks a child to do something (draw a tree, build a house out of blocks, etc.), he activates the process of imagination. In order to fulfill the request of an adult, the child must first create, or recreate, a certain image in his imagination. Moreover, this process of imagination by its nature is already arbitrary, since the child tries to control it. Later, the child begins to use arbitrary imagination without any adult participation. This leap in the development of the imagination is reflected primarily in the nature of the child's play. They become purposeful and plot-driven. The things surrounding the child become not just stimuli for the development of objective activity, but act as material for the embodiment of images of his imagination. A child at the age of four or five begins to draw, build, sculpt, rearrange things and combine them in accordance with his plan.
Another major shift in imagination occurs at school age The need for understanding educational material causes the activation of the process of recreating the imagination. In order to assimilate the knowledge that is given at school, the child actively uses his imagination, which causes the progressive development of the ability to process images of perception into images of imagination.
Another reason for the rapid development of the imagination in school years is that in the process of learning the child actively receives new and versatile ideas about objects and phenomena real world. These representations serve necessary basis for imagination and stimulate creative activity schoolboy.
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 rapidly (such children, according to O.M. Dyachenko, make up approximately 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 better the world, easier and more efficiently solves the problems that arise before him. 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 remove the emerging emotional tension through the projection mechanism develops, thanks to which unpleasant knowledge about oneself, one's own negative, emotionally and morally unacceptable qualities begin to be attributed to other people, as well as objects and animals.
By the age of about 6-7 years, the development of affective imagination in children reaches 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 representations, 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 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 is more mature years will stay at a low level. 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.
Despite the complexity of determining the stages of development of a person's imagination, certain patterns in its formation can be distinguished. Thus, the first manifestations of imagination are closely connected with the process of perception. For example, children at the age of one and a half years are not yet able to listen to even the simplest stories or fairy tales, they are constantly distracted or fall asleep, but listen with pleasure to stories about what they themselves have experienced. In this phenomenon, the connection between imagination and perception is quite clearly visible. The child listens to the story of his experiences because he clearly understands what is being said. The connection between perception and imagination is preserved at the next stage of development, when the child in his games begins to process the impressions received, modifying previously perceived objects in his imagination. The chair turns into a cave or an airplane, a box into a car. However, it should be noted that the first images of the child's imagination are always associated with activity. The child does not dream, but embodies the reworked image in his activity, even though this activity is a game.
An important stage in the development of imagination is associated with the age when the child masters speech. Speech allows the child to include in the imagination not only specific images, but also more abstract ideas and concepts. Moreover, speech allows the child to move from expressing images of the imagination in activity to their direct expression in speech.
The stage of mastering speech is accompanied by an increase in practical experience and the development of attention, which makes it easier for the child to single out individual parts of the subject, which he already perceives as independent and which he increasingly operates in his imagination. However, the synthesis occurs with significant distortions of reality. Due to the lack of sufficient experience and insufficient critical thinking, the child cannot create an image that is close to reality. The main feature of this stage is the involuntary nature of the emergence of images of the imagination. Most often, images of the imagination are formed in a child of this age involuntarily, in accordance with the situation in which he is.
The next stage in the development of the imagination is associated with the appearance of its active forms. At this stage, the process of imagination becomes arbitrary. The emergence of active forms of imagination is initially associated with a stimulating initiative on the part of an adult. For example, when an adult asks a child to do something (draw a tree, build a house out of blocks, etc.), he activates the process of imagination. In order to fulfill the request of an adult, the child must first create, or recreate, a certain image in his imagination. Moreover, this process of imagination by its nature is already arbitrary, since the child tries to control it. Later, the child begins to use arbitrary imagination without any adult participation. This leap in the development of the imagination is reflected primarily in the nature of the child's play.
They become purposeful and plot-driven. The things surrounding the child become not just stimuli for the development of objective activity, but act as material for the embodiment of images of his imagination. A child at the age of four or five begins to draw, build, sculpt, rearrange things and combine them in accordance with his plan. Another major shift in imagination occurs during school age.
The need to understand the educational material determines the activation of the process of recreating the imagination. In order to assimilate the knowledge that is given at school, the child actively uses his imagination, which causes the progressive development of the ability to process images of perception into images of imagination.
Another reason for the rapid development of imagination during school years is that in the process of learning the child actively receives new and versatile ideas about objects and phenomena of the real world. These representations serve as a necessary basis for the imagination and stimulate the creative activity of the student.
Literature
Maklakov A. G. General psychology. St. Petersburg: Peter, 2001.Dyachenko O.M. On the main directions of the development of imagination in children // Questions of psychology. - 1988 (61).
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According to psychoanalysts, one of the main functions of the imagination is to protect the personality, to compensate for negative experiences that are generated by preconscious processes and fix the social conflicts of the individual. In this regard, the effects of creative imagination-behavior are nothing more than the elimination of oppressive emotions (no matter what they are in terms of sign) that arise in conflict until a level tolerable for the individual is reached. Therefore, it is not difficult to explain the acts of creative activity, including children's, in terms of the types of productive activity available to them: drawing, modeling, less often in design.
In general, one should speak about imagination as a mental process only if there is an active full-fledged consciousness. Therefore, it can be argued that the child's imagination begins its development from the age of three.
affective imagination arises in situationscontradictions between the image of reality that existsin the mind of the child and the most reflected reality*. The inability to resolve it leads to an increase in internal tension and, as a result, the emergence of anxiety and fear. Evidence of this is quite big number fears in children of 3 years of age 2 . At the same time, it should be noted that children resolve many of the contradictions on their own. And in this they are helped by affective imagination. Thus, it can be argued that its main function - protective, helping the child to overcome the contradictions that arise in him. Moreover, it performs regulatory function in the course of the child's assimilation of norms of behavior.
Along with it stands out cognitive imagination, which, like affective, helps the child to overcome the contradictions that arise, and, in addition, to complete and clarify a holistic picture of the world. With its help, children master schemes and meanings, build holistic images of events and phenomena 3 .
Stages of development of imagination.
Start first stage in the development of the imagination are by 2.5 years. At this age, the imagination is divided into affective and cognitive. This duality of imagination is associated with two psychological neoplasms. early childhood, Firstly, ^lich highlightnostalgic "I" and, in connection with this, the child's experience of his separation from the surrounding world, and, secondly, with the emergence visual action thinking. The first of these neoplasms forms the basis for the development of affective imagination, and the other - cognitive. By the way, the psychological saturation of these two determinants determine the role and significance of affective and cognitive imagination. The weaker the "I" of the child, his consciousness, the less adequately he perceives the surrounding reality, the sharper the contradictions that arise between the emerging image of reality and the reflected reality itself. On the other hand, the less developed the child's objective thinking, the more difficult it is for him to clarify and complete the real picture of the world around him.
Speaking about the psychological determinants of the development of the imagination, one should also mention speech. Developed speech is a favorable factor in the development of imagination. It allows the child to better imagine an object that he has not seen, to operate in this way, i.e. think. Developed speech frees the child from the power of direct impressions, allows him to go beyond their limits, and, therefore, to build more adequate (consistent) images of the surrounding reality. It is no coincidence that delays in the development of speech provoke delays in the development of imagination. An example of this is the poor, essentially rudimentary imagination of deaf children.
The development of cognitive imagination is carried out by the child in the game with toys, when rafflethere are familiar actions of adults and possible options for these actions (feeding children, walking with them, putting them to bed and other similar games).
The development of affective imagination is carried out through child's replay of experiences. Basically, they are associated with experiences of fear. And if parents organize such games at home, they contribute to the elimination of fear. For example, a three-year-old boy asks to act out the fairy tale "Three Little Pigs", where the most significant and played out moments are the scenes of the appearance of a wolf and running away from it. Three times a wolf appears and three times our baby runs away from him, screaming and screaming, hiding either in another room or behind an armchair. And parents do the right thing if they help the child in this game.
Another example illustrates the lack of understanding by parents of the psychological essence of what is happening. When asked if their three-year-old daughter suffers from an excessive sense of fear, they unanimously answer that their girl, on the contrary, is very brave and is not afraid of anything. The proof of this, in their opinion, is that the girl constantly plays Baba Yaga and the Wolf. In fact, a child in a situation of affective imagination protects his "I" from experiences, acting out his fear in such a situation. Another example of the psychoprotective function of imagination in preschool age. Three-year-old Igor, walking with his mother, saw a big black cat and, in fear, hid behind his mother's back. “I'm not afraid of cats, I just give her way, because she is very pretty,” - this is how he explains his act. And it's a pity if the mother begins to blame or reproach the baby for cowardice. After all, Igorek, in fact, models an imaginary situation and wins back his own fear.
In situations where the child has experienced a strong emotional experience, an impression, it is important to play similar situations with him at home so that the child can act out his experiences. There are other possibilities for this. If, for example, the child is already drawing or sculpting, he can do it in drawing or sculpting.
The mechanism for constructing the imagination involves the presence of two consecutive elements: offspringidea image And drawing up a plan for its implementation. At the first stage of the development of the imagination, only the first of them is present - the image of the idea, which is built by objectification, when the child builds his separate and incomplete impressions of reality with the help of imagination to some objective whole. Therefore, the square can easily turn into a house or a dog house. There is no planning of an imaginary action, as well as its products at this stage of the development of the imagination. This is easy to verify if you ask a 3-4 year old kid to talk about what he is going to draw or sculpt. He won't answer your question. The fact is that the imagination creates the very idea, which is then objectified in the image. Therefore, the child first has a drawing, an image, a figure, and then its designation (remember the description of the appearance of the drawing given in the previous paragraph). Moreover, any suggestions to the child to draw up a plan in advance and then act on it led to the destruction of the activity and the abandonment of it.
Second phase in the development of the imagination begins at 4-5 years old. There is an active assimilation of norms, rules and patterns of behavior, which naturally strengthens the "I" of the child, makes his behavior more conscious in comparison with the previous period. Perhaps this circumstance is the reason for the decline in creative imagination. What is the relationship between affective and cognitive imagination?
affective imagination. At this age, the frequency of persistent fears decreases (because with the development of consciousness, the effects of distorted perception of the surrounding reality decrease). Usually, the affective imagination of a healthy child arises in connection with the experience of a real trauma. For example, a five-year-old child operated on his bear cub friend for a month after undergoing surgery, replaying the most traumatic elements of the operation: anesthesia, removal of sutures, etc. Persistent internal conflicts are manifested in the construction of substitute situations: for example, a child comes up with a story about a bad boy who does pranks and the like instead of him.
cognitive imagination at this age is closely related to the development of role-playing and productive activities - drawing, modeling, designing.
At this age, the child still follows the image (the image "leads" the child's actions) and therefore he basically reproduces the patterns of behavior of adults and peers known to him in roles, drawings, etc. But since the child is already fluent in speech, he has elements of planning. The child plans one action step, then commits, performs it, sees the result, then plans the next step, and so on. From the age of four or five, children move to stepwise planningniyu. For example, before drawing something, the child says: “Here I will draw a house” (draws it), “and now a pipe” (draws it), “window” (draws), etc. The possibility of stepwise planning leads children to directedsome verbal creativity, when they compose fairy tales, as if stringing one event upon another.
Third stage in the development of the imagination begins in 6-7 years old. At this age, the child masters the basic patterns of behavior and gains freedom in operating with them. He can deviate from the standards, combine them, using these standards to build products of the imagination.
Within this stage affective imagination aimed at eliminating the resulting psycho-traumatic effects by varying them many times in the game, drawing and other types of productive, creative activities. In case of persistent conflicts with reality, children turn to substitute imagination.
At this age, the child's creativity is projective, which symbolizes stable experiences. For example, a boy brought up in conditions of hyper-custody, when completing a task, draws the Serpent Gorynych with spikes on his head. When asked why he needs these spikes, he replies that the Serpent Gorynych specially grew them so that no one could sit on his head. Thus, we see that creative activities can also act as ways to compensate for traumatic experiences.
cognitive imagination undergoes qualitative changes at this stage. Children six years in their works not only convey reworked impressions, but also begin to purposefully look for techniques to convey them. For example, when drawing incomplete images, a square can easily turn into a brick that is lifted by a crane. An important point in development is that it first appears holistic planning, when the child first builds an action plan, and then consistently implements it, adjusting it as it goes. If at this age a child is asked what he is going to draw, he will answer something like this: “I will draw a house, a garden near it, and the girl walks and waters the flowers.” Or: “I will draw the New Year. The Christmas tree stands, Santa Claus and the Snow Maiden are nearby, and under the Christmas tree there is a bag with gifts.
O.M. Dyachenko notes that the described three stages of the development of the imagination represent the possibilities of each age. Under natural conditions, without guidance from adults, everything that was said above is realized by only a fifth of the children of each age. Parents, doctors, and teachers need to know about this 1 .
And one more note. It must be remembered that affective imagination, without sufficient overcoming of the trauma, can lead to pathological stagnant experiences or to the autism of the child, to the creation of a life that replaces the imagination.
In turn, cognitive imagination tends to gradually fade away. Speaking about the importance of imagination, one should point out the outstripping nature of its development in comparison with thinking. This means that thinking develops on the basis of imagination. Thus, it is simply impossible to overestimate the importance of imagination in the mental development of a child as a whole.
4.3. Psycho-emotional development of preschoolers
Increased attention to the emotional development of a preschooler is due to the formation of the main psychological neoplasm at this age - startarbitrariness of mental processes and psychological readiness for school. The fact is that the complex of school loads is a kind of “push” to the manifestation of deviations hidden in the preschool period in the psycho-emotional sphere. Most often, these deviations are not noticed by either parents or doctors due to their insignificance. However, the latent (latent) form of the development of emotional disorders in the preschool period acquires an open form when the child enters school. That is why it is necessary to consider those features of the emotional sphere of a preschooler that can cause violations of behavior and learning in elementary school. In addition, one must keep in mind the development of the child's emotional sphere itself, the identification of new forms of emotions and feelings. Previously, the process of differentiation of emotions and feelings of a young child was demonstrated. At preschool age, according to K. Bridges, he receives further development (see Fig. 13).
On the one hand, a rich emotional palette provides a more adequate emotional behavior of the child. But on the other hand, it can also cause deformation of the emotional sphere of the child. In order to identify its most vulnerable points, let us turn to the experience of teachers primary school. What worries them most about the child's emotional behavior and presents the greatest difficulty?
First, these are children with excessive motor disinhibition. They are the most worrying for both teachers and parents. Secondly, it is the anxiety of children and children's fears. Finally, thirdly, the so-called bad habits: thumb sucking, and sometimes blankets, nail biting, etc.
1. Bad habits. Of all the bad habits, thumb sucking and nail biting are perhaps the most common. In table. 7 presents the data of T.N. Osipenko on the prevalence of some bad habits in children before school age 1 .
Table 7 The prevalence of bad habits in children
|
Bad habits |
Subjects | |||||
|
children from kindergarten | ||||||
|
children from orphanage | ||||||
|
gnaw |
children from kindergarten | |||||
|
children from orphanage |
With age, there is a sharp decrease in children with these bad habits, especially among family children. Therefore, a teacher who has noticed a persistent manifestation of these habits in one of his pupils should contact a school psychologist. At the same time, such habits are not uncommon in children from an orphanage, which may also be due to deprivation of maternal care, improper or untenable organization of the child’s communication with adults, the poverty of the concrete sensory experience of children, and pre- and perinatal developmental factors.
2. Hyperactivity and inattention. According to researchers, this syndrome not only worsens the social status of children, but also creates the possibility of a high risk for the development of antisocial behavior in adolescence 1 . In the course of a neuropsychological examination conducted by this author, hyperactivity and motor disinhibition were detected in 6% of kindergarten children and 10.8% of children in an orphanage. The opposite of hyperactivity, lethargy and apathy, were found in 3.7% and 4.8% of children, respectively. According to the author, hyperactivity and attention deficit in childhood is a heterogeneous syndrome. On the one hand, these are perinatal and social factors- complicated course of childbirth, low social level of the family, incomplete families, and with age, the effect of the social factor increases, and on the other hand, the genetic, hereditary factor. For example, Gutman and Stevenson, examining twins with hyperactivity, showed that in about half of the cases it has a genetic nature. T.N. Osipenko 2 considers the issue of psychiatric or neurological pathology of hyperactivity to be debatable and believes that an individual approach is needed in determining the causes of this syndrome.
3. Anxiety and fears of preschool children. The high prevalence of anxiety at this age is striking, and among family children. According to T.N. Osipenko, a high level of anxiety is detected in 33% of children aged 5-6 years, an average level in 50% and a low (or absence) in 25% of children (by the way, in children with cerebral palsy [infantile cerebral palsy] an anxious personality type occurs only in 10.6% of cases, and practically does not occur in children from orphanages - 1% -3%). "Qualitative analysis showed that anxiety is more often manifested in situations where a child interacts with other children and to a lesser extent communication with the mother.All this is a fairly confident indication of the social nature of anxiety at this age.
Let us turn to the dynamics of fears in preschool age. First of all, the peculiarity of the dynamics of fears in preschool childhood in comparison with the early age 2 attracts attention (see Table 8).
Table 8 Dynamics of fears in preschool age
|
7 years (dosh-k) |
7 years (school) |
|||||
|
Boys | ||||||
Starting from the age of 4, there is an increase in the number of fears until the beginning of schooling. This can be explained by the dominance of instinctive fears over social fears, which is still continuing at this age. Instinctive fears are predominantly emotional fears, when fear acts as an emotionally perceived threat to life. At the same time, the main source of fears, apparently, lies in the sphere of the relationship between parents and the child. Evidence of this is a significant drop in the number of fears among 7-year-old children who entered school in comparison with their peers - preschoolers. It is obvious that the experience of social communication in such children is clearly greater, which contributes to the manifestation of the entire palette of emotions, an adequate perception of successes and failures, and more flexible behavior of the child. Thus, according to the witty remark of A.I. Zakharov, the role of an activator in reducing fears is performed not by tranquilizers, but by communication with peers and the parents’ own activity, supporting and developing the initiative of children 1 .
The significant role of parents as a possible source of increased fears in the early preschool years (3-5 years) is emphasized by the following circumstances.
Firstly, it is at this age that the so-called “phallic stage” falls in the psychosexual theory of the development of children by Z. Freud. One of the results of a child's development at this stage is an unconscious emotional preference for parents of the opposite sex. The normal course of this stage of development contributes to the formation of gender-role behavior in children. If children at this age have conflicting relationships with parents of the opposite sex, if the parents are not emotionally responsive enough, then this leads to anxiety, anxiety and fears in children. Frequent mood swings and children's whims often act as a means of attracting the attention of parents of the opposite sex.
Fixation (stuck) of children at this stage can cause many problems in adulthood: for example, in marriage, in relationships with the other sex.
Another reason explaining the increasing role of parents in the emotional development of a child is that at the age of 3-5 years, such feelings as love, compassion and sympathy for both parents intensively develop in him. At the same time, the love of children for parents at this age is unconditional and therefore, writes A.I. Zakharov, “parents should think carefully before using such phrases as: “I don’t love you”, “I won’t be friends with you”, because they are extremely painfully perceived by children of 3-5 years old and lead to anxiety” 1 .
Let us turn to the most common fears of children of primary preschool age. They are the so-called triad of fears: fears loneliness, darkyou and closed space. The child is afraid to sleep alone in the room, he demands someone's presence so that the light is on in the room and the door is ajar. Otherwise, the child is restless and cannot fall asleep for a long time. Sometimes he is afraid to fall asleep in anticipation of the appearance of terrible dreams. The main characters of nightmarish dreams of children in early childhood known to us - the wolf and Baba Yaga are joined by no less famous - Koschey, Barmaley, Karabas-Barabas. It is interesting that most often the fears of these "heroes" are noted in boys at the age of 3 years, and in girls at 4 years. A.I. Zakharov writes on this occasion that “the listed fairy-tale monsters to a certain extent reflect the fear of punishment or alienation of parents from children with a lack of feelings of love, pity and sympathy that are so essential at this age” 2 .
Along with this, according to A.I. Zakharov, the main characters of children's bad dreams They also perform a psychological protective function. They occur in children who are emotionally attached to their parents, but do not receive an adequate emotional reaction from their parents in response to this. Often at the same time, an unfriendly and even aggressive attitude of parents towards their children who love them. The protective function is that fears of Baba Yaga or Koshchei seem to displace all the negative that is in the parents, which to some extent neutralizes the conflict between the child and the parents. In such situations, the very fact of the appearance of such fear is the only indicator of the presence of a conflict between the child and the parent. And one more interesting observation by A.I. Zakharov.
In the course of studying the structure of children's fears, it was found that the closest links exist between fears loneliness, attacks and fairy-tale characters. Explaining the nature of this unity, A.I. Zakharov believes that the fear of loneliness stimulates in the child “a sense of danger and an instinctive fear of fairy-tale characters threatening his life” 1 . This again emphasizes the role of parents in maintaining the emotional well-being of the child. Quite often, anxious and suspicious character traits of adolescents in the form of uncertainty and fear when answering at school, inability to stand up for themselves, lack of initiative and constraint in communicating with peers are a consequence of the lack of emotional contact of a 3-5-year-old child with parents, the detachment of parents in raising children.
It is unlikely that anyone will dispute the role of the family in the upbringing of the child. However, many parents, while agreeing with this thesis, are not always aware of the possible psychological consequences of a lack of parental communication with children. Many of us complain about the increase in the childhood period in a child's life, which is manifested in the inability of young people to find a place for themselves in adult life, in the life of society as a whole. Almost all children, having become adults, want to do their own business, however, they often do not know what kind of business it is and how it should be done. But even when such a case is found, the work does not bring satisfaction and interest in it quickly fades. Similar facts of isolation of young people from the real case and other people W. Bronfenbrenner explains them alienation 1 . According to this author, the roots of alienation lie in the characteristics of the modern family, in particular, the lack of parental communication (especially paternal). W. Bronfenbrenner gives a sure example demonstrating the lack of paternal communication with the child. Answering the question about the time of communication with a one-year-old child, the fathers themselves called the time 15-20 minutes a day. However, a special study showed that this time is exaggerated many times over: the total number of contacts per day of American fathers with a one-year-old child averages 2.7 times, and their average duration is only 37.7 seconds. Thus, the total duration of communication is less than 2 minutes per day!
Leading fear of senior preschool age (5-7 years) - fear of death. Children, as a rule, cope with such experiences themselves, but on the condition of normal, friendly, emotionally warm relations, both between the parents themselves and between parents and children. Fear of death is characteristic of emotionally sensitive and impressionable children (more often in girls).
Fear of death is most closely related to fears scarydreams, animals, elements, fire, fire and war. All of them symbolize the threat to life - either as a result of an attack or as a result of any natural disasters.
In certain situations, the fear of death can be transformed into fear of being late. This fear is based on the child's vague and anxious expectation of misfortune. Sometimes it acquires a neurotic-obsessive character, when children literally torment their parents with endlessly repeated questions: “Are we going to be late?”, “Are you coming?” and so on. This fear is more often observed in intellectualized boys with weak emotionality, who are much patronized and controlled by not very young and anxiously suspicious parents. “The obsessive fear of being late, writes A.I. Zakharov, is a symptom of a painfully sharpened and fatally insoluble internal anxiety - neurotic anxiety, when the past frightens, the future worries, and the present worries and puzzles” 1 .
4L. Development of perception, attention, memory and thinking of a preschooler
Attention to various aspects of the intellectual development of a preschooler is due to his upcoming educational activities and the level of intellectual readiness. Let's give general characteristics formed ™ cognitive processes of preschoolers.
Fine motor skills. The level of development of fine motor skills is associated with the development of certain types of cognitive activity and speech. Therefore, it is important to pay attention to the development of this function, especially at a younger preschool age. An analysis of the development of fine motor skills in preschool childhood shows that there is a consistent improvement in indicators in its development from 3 to 6 years. By the age of 7, the readiness of voluntary movements in children is noted, although the performance of graphic tests (drawing a given pattern with the right hand) still causes difficulties for 30% of 5-year-old children and 20% of 6-year-old children. In table. 9 presents the results of T.N. Osipenko’s study of the development of perception, memory, thinking and speech in preschoolers *. The numbers show the percentage of children of a given age who did not complete the task.
Table 9
Test tasks
|
Test tasks | ||||
|
Vlsshvilie | ||||
|
a) Auditory speech | ||||
|
H disturbances in the perception of rhythms according to the auditory pattern: |
||||
|
simple rhythm | ||||
|
Accented Rhythms | ||||
|
Violation of the reproduction of rhythms according to speech instructions | ||||
|
b) Visual perception | ||||
|
Perception of realistic figures before | ||||
|
Perception of crossed out images | ||||
|
- perception fkgur P olelre Itera | ||||
|
Memory |
||||
|
Syaukhvrechimm shmmt |
||||
|
a) Direct (arbitrary) memorization |
||||
|
Play 3 words | ||||
|
Playback 5 words | ||||
|
b) Delayed (involuntary) memorization |
||||
|
- reproduction of 2 words | ||||
|
Play 3 words | ||||
|
Reproduce 5 words |
1" and |
|||
|
test chad aliyah | ||||
|
Visual memory |
||||
|
a) direct (arbitrary) memorization | ||||
|
b) delayed (involuntary) memorization | ||||
|
Thinking |
||||
|
a) visual-figurative thinking | ||||
|
Spatial copy errors | ||||
|
Violations when laying out a circle from sectors | ||||
|
b) spatial thinking | ||||
|
Piaget samples | ||||
|
Koss Cubes | ||||
|
c) verbal-logical | ||||
|
Interpretation of the plot picture | ||||
|
Summarizing items by purpose | ||||
|
Overall score child's readiness for school |
||||
|
Mistakes when performing drawings with food "," man "," flower " | ||||
|
Speech disorders | ||||
Analysis of the development of visual and auditory perception of preschool children reveals a very peculiar picture. Both visual and auditory perception from 3 to 6 years is developing dynamically. This is evidenced by the facts of a consistent decrease in the mistakes made by children when performing auditory and visual tests. At the same time, this dynamics is different for the development of visual and auditory perception. Obviously, the development of visual perception is ahead of the pace in comparison with auditory. So, if when performing visual tests, on average, only 12% of children aged 3-4 years and 3% of children aged 5-6 years cannot cope with them, then when performing auditory-speech tests, 28% and 14% of children, respectively, cannot cope with them. . Thus, if the functions of visual perception as a whole turn out to be formed already by the beginning of preschool age, then the functions of auditory perception are still at the stage of formation at the younger preschool age (3-4 years) and are generally formed only by the end of the senior preschool age (5 -6 years). At the same time, a noticeable lag of auditory perception from visual perception should be emphasized. This conclusion finds confirmation in the analysis of the development of other mental functions of a preschooler, in particular, auditory and visual memory and their types - voluntary and involuntary memorization.
So, if on average only 14% of children of senior preschool age do not cope with tests for visual memory, then 30% of children of this age do not cope with tasks for auditory-speech memory. If, on average, only 16% of children aged 5-6 cannot cope with tasks for involuntary (long-term) visual and auditory-verbal memory, then 33% of children of the same age cannot cope with tasks for arbitrary visual and auditory-verbal memory. Even more pronounced are the differences in indicators of the formed involuntary and voluntary regulation when evaluating the performance of children in tests for auditory-speech memory. Almost half of the children of older preschool age do not cope with tasks for arbitrary auditory-speech memory, while only 13%, on average, do not cope with tasks for involuntary regulation.
Apparently, all these differences in the degree of formation of visual, auditory perception and memory, as well as voluntary and involuntary regulation of these functions, are due to the degree of involvement of the right and left hemispheres of the brain. Earlier (Chapter 2) it was already noted that the right hemisphere dominates in providing visual-perceptual activity, and the left hemisphere - in auditory-speech. In addition, it is known that the right hemisphere is "responsible" for the involuntary regulation of actions, and the left - for arbitrary regulation. Thus, it is obvious that up to 4-5 years of age, the right hemisphere retains its dominant position over the left. And on the border of this age there is a "transfer" of the leading function to the left hemisphere. By the way, manifestations of the phenomenon of mirror activity (“mirror writing” and “mirror reading”) only confirm these conclusions. At present, there is more and more evidence of the connection between the phenomenon of mirror activity and interhemispheric relationships." Summing up the study of the phenomenon of mirror activity, the author states that "that the 5-year-old age can be considered critical for the formation of the processes of interhemispheric interaction, and in the 6-year-old the functional connection of the phenomenon is realized mirror activity with brain asymmetry” 2 .
Let us continue the analysis of the development of cognitive functions in preschool age. In characterizing the development of memory, we have already drawn attention to the multi-temporal (heterochronous) nature of the development of involuntary and voluntary memory. Developed, i.e. arbitrary memory allows the child to break away from concrete image. The involuntary nature of cognitive processes determines syncretism mental activity, when in a child everything is lumped together without distinction. A clear example of this is the question of a four-year-old girl who saw glasses on her peer: “Why is this grandmother girl?” Or: they turn to the four-year-old Galya: “Look, this is the Admiralty needle!” Galya answered: “But how do they sew it?” It is the developed (arbitrary) memory that allows Galya to compare many needles, including the Admiralty one, to establish various connections between them and to find common signs. Memory also helps imagination, in particular, cognitive, because. by keeping the material in memory, the child can go from the creation of an idea to its implementation. What contributes to the formation of a child's arbitrary memory?
The fact is that the development of memory leads ^ perestroikathe interests of the child. For the first time interest is filled meaning and, in addition, the situation in which the interest is realized acquires a certain meaning. It becomes clear why a child under the age of 4-5 has no memory. Indeed, most adults' memories of their childhood begin around this age. Leo Tolstoy said well about this: “Until the age of five or six, I have no memories of what we call nature. One must probably be separated from her in order to see her, but I myself was nature. Merging with nature, which Tolstoy speaks of, is the result of the fact that it did not have personal meaning and significance for little Leva, since it was of a direct, involuntary nature.
It is known that visual-figurative thinking is a characteristic form of thinking of a child in middle and senior preschool age (4-6 years). This means that the child solves problems not only in the course of practical actions with objects, which is typical for visual-active thinking, but also in the mind, relying on their images (beforesetting) about these items. In order to successfully solve such problems, the child must be able to combine and combine in his mind different parts of objects and things, and in addition, to highlight in them the essential features that are important for solving the problem. The level of formed ™ figurative thinking is provided primarily by the development of visual perception, memory and imagination. We have already seen that by about the age of 4, the process of formation of these mental functions has been basically completed in the child. All this creates the necessary basis for the formation and intensive development of visual-figurative thinking of the child. Speech is of great help in this.
Assessing (according to T.N. Osipenko) the level of development of visual-figurative thinking, we can say that by the beginning of preschool age it has been formed in most children. At the same time, complex forms of spatial thinking turn out to be formed only by the end of preschool age (see the quality of the Piaget tests and the Koss Cubes test). It should be emphasized that the results of a study of the intellectual development of preschoolers indicate that every fifth of them is at risk in terms of their intellectual abilities (see tabular assessments of task performance in spatial, verbal-logical thinking and general readiness for school), which is consistent with already known data.
So, if in early childhood the leading form of thinking of the child was visual-effective, then preschool age is the age of the emergence and development of figurative thinking. At the senior preschool age we can meet with germs verbal-logical thinking. Evidence of this is the data on the level of its development at preschool age. If children's interpretation of the plot picture does not cause any particular difficulties for the vast majority of children, then the ability to generalize is inaccessible for 3-4-year-old children, causes difficulties for 30% of 5-year-old children, and practically becomes available for six-year-olds. In table. 10 shows comparative data on the level of development of visual-effective (objective), figurative and logical thinking in children at preschool age. It shows that the emergence of a new type of thinking does not cancel the action of the previous one. Thus, when assessing the level of cognitive development of a child, it is necessary to diagnose All types of cognitive activity, and not only those that turn out to be leading in a given age period.
Table 10
The percentage of problems solved based on one or morea different kind of thinking
Features of the age dynamics of the development of cognitive functions
The research data of T.N. Osipenko allow us to conclude that the younger preschool age- 3-4 years is the age of intensive development of the child's basic cognitive functions, with the exception, perhaps, of the functions of visual perception and memory. At the age of 5-6, these functions are mainly formed, with the exception of complex processes of spatial thinking and complex forms of verbal-logical thinking. T.N. Osipenko emphasizes that the dynamics of the development of different cognitive functions turns out to be different - spasmodic positive, positive and the absence of dynamics. Below is a summary of T.N. Osipenko's data on the age-related dynamics of cognitive functions in preschoolers from 5 to 6 years old 1 .
Positive dynamics is noted in the development of micromotor skills, visual perception and memory, verbal and logical thinking.
Spasmodic positive dynamics is characteristic of the development of visual-constructive activity and spatial thinking
There is no dynamics in the development of auditory and tactile perception, as well as auditory-speech memory. As for the latter, attention is drawn to the high level of speech disorders, especially at primary school age: in half of the children of 3 years of age. The percentage of children with speech disorders remains high and at subsequent ages - 33%.
Summarizing the above data, it should be said that:
75-100% of children of 5-6 years of age have formed fine motor skills, cognitive and mnestic (memory) functions, which determines their psychological readiness for school.
75% of 5-year-old children have formed the functions of the visual-spatial analyzer, which indicates the ongoing period of their formation;
in 5-year-old children, the mechanisms of interhemispheric connections are still insufficiently developed, which is expressed in "mirror writing".
6-year-old children still have low rates of development of short-term auditory verbal memory and long-term visual memory is poorly developed.
Describing the nature of the development of a preschooler's thinking, one cannot ignore one phenomenon that is very common today - the desire of some parents to force the intellectual development of their children. This desire is easy to understand, but many parents either forget or simply do not know about the natural genetic stages of development and maturation of higher mental functions. You can, of course, "train" the child on verbal generalizations. But what is the price of efforts both for parents and, most importantly, for the child, if he does not yet have an appropriate base, if his imagination is not yet developed, if there are no schema images? It is advisable to remind parents of this when they seek advice or help from a doctor or teacher.
So, we pointed out 2 effects of role-playing game: on the one hand, its influence on the development of imagination, and on the other hand, on the development of other cognitive processes and functions - perception, memory and thinking. However, leading activity gives a powerful impetus to the development of not only cognitive processes. The game, and in particular, the role-playing game is always an active communication of children. In this regard, the meaning of the game becomes clear as a way to realize the need for communication.
4.5. Development of communication in preschool age
We have previously discussed the formation of communication in infancy and early childhood. In this section, in connection with the analysis of the role of play in the development of communication and personality development, we summarize some data. There is no need to talk again about the role of communication in the development of the child. The teacher and the pediatrician, of course, must be able to assess the process of the formation of the need for communication and communication itself, at least in in general terms. M.I. Lisina suggests using 4 criteria for this.
The first of them is the presence-lack of attention and interest of the child to an adult.
The second is the emotional manifestations of the child to the adult.
The third is the desire of the child to demonstrate himself, i.e. child's actions aimed at attracting the attention of an adult.
Fourth - the sensitivity of the child to the attitude of an adult.
How does a child's communication develop from birth to preschool age? What are the main mental products of this development? Let's illustrate this with the communication development scheme proposed by M. Ilisina (see Table 11) 1 .
It links together the needs and motives of the child, his activities, means of communication and his products. So, at the first stage of development of communication leading onneed baby is need for kindnessclose attention of an adult, A leading motive for communicationpersonal, the essence of which is that it is the adult who is still the only source of affection and attention, a benevolent attitude towards the child within the framework of directly emotional activity leading at this age. During this period, the only possible means of communication is the expressive-mimic reactions of the child - a smile, a glance, facial expressions.
The result of such communication is during this period of life a non-specific general activity.
At the next age stage (6 months - 3 years), in addition to the need for the benevolent attention of an adult to the child, the need is added in cooperation. Since the leading activity in early childhood is object-manipulative, the leading motive becomes business. At the same time, the adult acts for the baby as a model and an expert in evaluating what he has done; an adult is an assistant, organizer and participant in joint activities. Manipulating the toy, the child constantly turns to an adult for help. At the same time, communication is, as it were, woven into a new objective activity for the child. Direct contact between a child and an adult is the leading one at the previous stage; here it is mediated by the object and actions with it. All this is expressed in such products of the child's mental development as objective activity, preparation for mastering speech, and the beginning of the first stage in the formation of the child's active speech.
The leading need of the child in primary and secondary preschool age is need for uvazheniya, along with ongoing needs for benevolent attention and cooperation. Based on objective and figurative thinking and with the help of speech, the child gets more access to the knowledge of the world around him. The leading motive of his communication with adults is informative, when an adult acts for a child as an erudite and a source of knowledge about extra-situational, i.e. theoretical objects. A very good indicator of the emergence of a cognitive motive are endless children's questions. It is no coincidence that this age is also called the “age of whys”. This cognitive activity of children is most clearly manifested at the age of 4-5 years. Extra-situational-cognitive communication is possible if the child has a good command of speech and figurative thinking: in this case, he can talk about objects that are not in his field of vision. Adult behavior also changes. Here a story is already needed about what the child does not know. Yes, and the attitude towards the child requires a different. A preschooler reacts very sharply to negative assessments and disrespectful attitude towards himself. Therefore, it is no longer enough for him to show attention to himself. He demands respect.
In the next, older preschool age, the child's desire for communication becomes the leading need for communication. adult support and empathy. An adult appears to a child as an integral person with knowledge, skills and abilities. Communication unfolds mainly against the background saindependent(theoretical), and therefore extra-situational-personal activity of the child. What are the real manifestations of this communication?
The attention of preschoolers at this stage of the development of communication is attracted not so much by environmental objects as by people and human relationships themselves. The psyche of a 6-7-year-old child is characterized by increased susceptibility to the adults around him, to everything that helps him form his attitude to life. It is at this age that the intensive formation and awareness of the concepts of good and evil takes place. All this leads to a change from extra-situational-cognitive communication to extra-situational-personal. At the same time, the adult is still a key figure for the preschooler, since he is the main source of knowledge. If earlier the child was interested in the evaluation of an adult for the skills he showed, now the child is concerned about the evaluation of himself as a person. At the same time, the child strives to ensure that the assessments of the adult (whether it be his own act or other people) coincide with his own. Hence the high sensitivity of the child to the lack of mutual understanding between him and the adult, the ability to empathize. Extra-situational-personal communication contributes, firstly, to the development of moral and moral values, rules of behavior and following them, secondly, it teaches the child to see himself from the outside, which is a necessary condition for the conscious regulation of his own behavior and, thirdly, it teaches him to distinguish between social roles and choose adequate behavior in relation to them. The main result of this stage is the formation motive systems, which helps preschoolers learn arbitrary according toconducting, appearance inner unity of the individual. We see that the system of motives constitutes the psychological basis of the preschooler's voluntary behavior when he behaves in one way or another not because of affective "Want", and as a result of moral "necessary". And this is explained not by the fact that the child can already consciously control his behavior, but by the fact that his moral feelings have a greater motivating force than other motives.
The arbitrariness of behavior, as a holistic behavioral act, is prepared by previous phenomena mental development- arbitrariness of attention, memory, thinking, the emergence of volitional personal qualities.
These four stages of development of communication are just possibilities, unfortunately, not always realized in life. IN real life there are often significant deviations from the specified dates. Sometimes children remain at the stage of situational business communication until the end of preschool age. Quite often, extra-situational-personal communication is not formed. So the age of the child in itself does not determine the form of his communication. An indicator of the development of communication is the ability and ability to communicate in different topics, depending on the situation and the partner.
So, the role-playing game, the emergence of which was facilitated by the expressed need of the child for independence ("I'm on my own!") and the presence of an adult, as a model of behavior and activity, has a powerful influence on the development of the cognitive sphere of a preschooler and the development of his personality. In both cases, this influence is accompanied by the emergence of new psychological formations - imagination, figurative thinking, a system of motives that significantly change the social situation of the child's development and manifest themselves in a special way on the threshold of the senior preschool and primary school ages. The point is that the new opportunities acquired by the child no longer correspond to the previously established relationships with adults. He has new needs in relationships with them, and therefore he requires a new attitude towards himself. If he does not discover this, if his needs are not met and his motives are fixed, he naturally begins to rebel. His behavior changes dramatically, we stop recognizing yesterday's child. Thus, in the development of a preschooler, a junior schoolchild, a crisis period begins.
1. Theoretical part
1.3 Types of imagination
1.4 Development of the imagination, conditions for the development of the imagination
1.5 Imagination, expression, bodily dialogue
2. Practical part
2.1 Who has a richer imagination: an adult or a child
2.2 Test to determine the level of development of the child
2.3 Solving imaginative problems
2.4 Tests for the study of the development of the imagination
1. Theoretical part
1.1 Brief description of the imagination
Imagination is the mental process of creating an image of an object or situation by restructuring existing ideas. Imagination has its source in objective reality. And in turn, the products of the imagination find an objective material expression. It is associated with the characteristics of the individual, her interests, knowledge and skills.
physiological basis imagination is the formation of new combinations of temporary connections that have already been formed in past experience.
Imagination functions
Presentation of activities in images and making it possible to use them in solving problems;
Regulation of emotional relationships;
Arbitrary regulation of cognitive processes and human states;
Formation of the inner plan of a person;
Planning and programming of human activity.
Forms of Imagination
1. Building the image, means and final result of the activity.
2. Creation of a program of behavior in an uncertain situation.
3. Creation of images corresponding to the description of the object, etc.
Forms of synthesis of representations in the processes of imagination
Agglutination is a combination of qualities, properties, parts of objects that are not connected in reality;
Hyperbolization or emphasis - an increase or decrease in an object, a change in the quality of its parts;
Sharpening - emphasizing any signs of objects;
Schematization - smoothing out the differences between objects and identifying similarities between them;
Typization is the selection of the essential, recurring in homogeneous phenomena and its embodiment in a specific image.
Types of imagination
1. Active imagination is controlled by the efforts of the will. Images of passive imagination arise spontaneously, in addition to the desire of a person.
2. Recreative imagination - imagining something new for this person, based on a verbal description or conditional image of this new one. Creative - imagination, giving new, original, first created images. The source of creativity is the social need for a particular new product. It also causes the emergence of a creative idea, a creative plan, which leads to the emergence of a new one.
3. Fantasy - a kind of imagination that gives images that do not correspond to reality. However, images of fantasy are never completely divorced from reality. It has been noted that if any product of fantasy is decomposed into its constituent elements, then among them it will be difficult to find something that does not really exist. Dreams are a fantasy associated with desire, most often a somewhat idealized future. A dream differs from a dream in that it is more realistic and more connected with reality. Dreams are passive and involuntary forms of imagination in which many vital important needs person. Hallucinations are fantastic visions, usually the result of mental disorders or disease states.
1.2 Imagination, its essence, forms of expression of imagination, forms of synthesis of representations in the process of imagination
Everyone knows what imagination is. We very often say to each other: "Imagine this situation ...", "Imagine that you ..." or "Well, come up with something!" So, in order to do all this - "represent", "imagine", "invent" - we need imagination. Only a few strokes need to be added to this laconic definition of "imagination".
A person can imagine what he has never perceived before, what he has never encountered in life, or what else will be created in a more or less distant future. Such representations are called representations of the imagination or simply imagination.
Imagination is the highest cognitive process, psychological activity, consisting in the creation of ideas and mental situations that are never generally perceived by a person in reality.
In the imagination, it is reflected in a peculiar and unique way external world, it allows you to program not only future behavior, but also to represent the possible conditions under which this behavior will be implemented.
Imagination is not the ability to fantasize without a goal, but the intuitive ability to see the essence of the parameters - their natural logic. It combines images of what does not yet exist from the materials of memory and feelings, creates an image of the unknown as known, that is, creates its objective content and meaning, considers them real. Therefore, imagination is a self-movement of sensual and semantic reflections, and the mechanism of imagination unites them into integrity, synthesizes feelings into thought, as a result of which a new image or judgment about the unknown is created as about the known. And all this does not take place materially - mentally, when a person acts without practically working.
Man's imagination is his ability to look ahead and consider new item in his future state.
Therefore, the past at every moment of a person's life must exist in accordance with one or another purposefulness into the future. If memory claims to be active and effective, and not just a repository of experience, it must always be directed to the future, to the form of the future self, one's abilities and what a person seeks to achieve. Such imagination always works: a person transforms objects and raw materials not just in imagination, but really with the help of imagination, paving the way to the desired object. Great importance in activating the work of the imagination has surprise. Surprise, in turn, is caused by:
¨ novelty of perceived "something";
¨ awareness of it as something unknown, interesting;
¨ the impulse that sets the quality of imagination and thinking in advance, attracts attention, captures feelings and the whole person.
Imagination, together with intuition, is able not only to create an image of a future object or thing, but also to find its natural measure - a state of perfect harmony - the logic of its structure. It gives rise to the ability to discover, helps to find new ways of developing technology and technology, ways to solve problems and problems that arise before a person.
The initial forms of imagination first appear at the end of early childhood in connection with the emergence of the role-playing game and the development of the sign-symbolic function of consciousness. The child learns to replace real objects and situations with imaginary ones, to build new images from existing ideas. Further development imagination goes in several directions.
Þ Along the line of expanding the range of replaceable items and improving the replacement operation itself, linking with the development of logical thinking.
Þ Along the line of improving the operations of the recreating imagination. The child gradually begins to create on the basis of the available descriptions, texts, fairy tales more and more complex images and their systems. The content of these images is developed and enriched. A personal attitude is introduced into the images, they are characterized by brightness, saturation, emotionality.
Þ Creative imagination develops when a child not only understands some expressive techniques, but also applies them independently.
Þ Imagination becomes mediated and deliberate. The child begins to create images in accordance with the goal and certain requirements, according to a pre-proposed plan, to control the degree of compliance of the result with the task.
The imagination expresses itself:
1. In building the image of the means and the final result of the objective activity of the subject.
2. In creating a program of behavior when the problem situation is uncertain.
3. In the production of images that are not programmed, but replace activities.
4. Creation of images corresponding to the description of the object.
The most important meaning of imagination is that it allows presenting the result of labor before it starts (for example, a finished table as a finished product), thereby orienting a person in the process of activity. The creation, with the help of imagination, of a model of the final or intermediate product of labor (those parts that must be sequentially made in order to assemble the table) contributes to its substantive embodiment.
The essence of imagination, if we talk about its mechanisms, is the transformation of ideas, the creation of new images based on existing ones. Imagination is a reflection of reality in new, unusual, unexpected combinations and connections.
Imagination representations are of 4 types:
Representations of what exists in reality, but which a person did not perceive before;
Representations of the historical past;
Representations of what will be in the future and what has never been in reality.
No matter how new what is created by the human imagination, it inevitably proceeds from what exists in reality, relies on it. Therefore, imagination, like the whole psyche, is a reflection of the surrounding world by the brain, but only a reflection of what a person did not perceive, a reflection of what will become a reality in the future.
Physiologically, the process of imagination is a process of formation of new combinations and combinations from already established temporary neural connections in the cerebral cortex.
The process of imagination always proceeds in close connection with two other mental processes - memory and thinking. Just like thinking, imagination arises in a problem situation, that is, in those cases when it is necessary to find new solutions; like thinking, it is motivated by the needs of the individual. The real process of satisfaction of needs may be preceded by an illusory, imaginary satisfaction of needs, that is, a vivid, vivid representation of the situation in which these needs can be satisfied. But the anticipatory reflection of reality, carried out in the processes of fantasy, occurs in a concrete form. Imagination works at that stage of cognition, when the uncertainty of the situation is very high. The more familiar, precise and definite the situation is, the less space it gives to fantasy. However, in the presence of very approximate information about the situation, on the contrary, it is difficult to get an answer with the help of thinking - fantasy comes into play here. Speaking of imagination, we only emphasize the predominant direction of mental activity. If a person is faced with the task of reproducing representations of things and events that were earlier in his experience, we are talking about memory processes. But if the same representations are reproduced in order to create a new combination of these representations or to create new representations from them, we speak of the activity of the imagination.
The activity of the imagination is most closely connected with the emotional experiences of a person. The idea of the desired can cause positive feelings in a person, and in certain situations, the dream of a happy future can bring a person out of extremely negative states, allows him to distract himself from the situations of the present moment, analyze what is happening and rethink the significance of the situation for the future. Therefore, the imagination plays very essential role in regulating our behavior.
Imagination is also connected with the realization of our volitional actions. Thus, imagination is present in any form of our labor activity because before we create anything, we need to have an idea of what we are creating.
Imagination, due to the characteristics of the systems responsible for it, is to a certain extent connected with the regulation of organic processes and movement. Imagination influences many organic processes: the functioning of the glands, the activity internal organs, metabolism, etc. For example: the idea of a delicious dinner makes us salivate profusely, and by instilling in a person the idea of a burn, you can cause real signs of a "burn" on the skin.
It can be concluded that imagination plays a significant role both in the regulation of the processes of the human body and in the regulation of its motivated behavior.
The main tendency of the imagination is the transformation of representations (images), which ultimately ensures the creation of a model of a situation that is obviously new, that has not arisen before.
Every new image new idea correlate with reality and, in case of inconsistency, are discarded as false or corrected
The synthesis of representations in the processes of imagination is carried out in various forms:
Agglutination is a connection ("gluing") of various qualities, properties, parts of objects that are not connected in reality, the result can be a very bizarre image, sometimes far from reality, many fabulous images are built by agglutination (a mermaid, a hut on chicken legs, etc. .), it is also used in technical creativity (for example, the accordion is a combination of piano and button accordion);
Hyperbolization or emphasis - a paradoxical increase or decrease in an object (boy-with-a-finger, Gulliver), a change in the number of its parts, any detail or part of the whole stands out and becomes dominant, bearing the main load (dragons with seven heads, etc.) ;
Sharpening - emphasizing any signs of objects, with the help of this technique, cartoons and evil caricatures are created;
Schematization - smoothing out the differences between objects and identifying similarities between them, for example, the creation by an artist of an ornament, the elements of which are taken from the plant world;
Typification is the selection of the essential, recurring in homogeneous phenomena and its embodiment in a specific image, bordering on the creative process, is widely used in fiction, sculpture, painting.
Doubt that this function plays an important role in general development child, in the development of his personality, in the formation life experience. Because of this, constant work is needed to develop the imagination of children of preschool and primary school age, while simultaneously using it to optimize learning activities. Solving any mental problem, the child uses some information. However, there are...
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With their help, it is possible to predict and even simulate phenomena, events or designed objects in predetermined parameters. 1.2 3DS Max 2008 as a way to develop the imagination of high school students As follows from the above, imagination plays a big role in the development of personality, and the ability to create a correct mental model is directly related to the imagination of students and develops it. ...
