Sh.K. Тuleubayeva, O.A. Kuzmina
Buketov
Karaganda State University, Karaganda
Development
of imagination of children of preschool age
The problem of development of imagination of children
of preschool age draws to itself close attention of psychologists and teachers.
Current trends in the development of psychological science and educational
practice brings up new questions in its studying. One of them is the question
of specific features of the development of imagination, manifestations of
identity of the child in his creative activity.
The imagination is a mental process of creation of new
images, representations or the ideas on the basis of already available. This
process is expressed in creation of an image of means and result of activity of
the subject; in creation of the program of behavior at uncertainty of a problem
situation; in a producing the images which are not programming activity, and
replacing it; in creation of the images matching the descriptions of objects,
phenomena and states, Processes of imagination belong to creative mechanisms of
mentality.
Images of imagination are images of virtual reality.
They differ on the functions and the psychological status. It can be imaginings
(images of the desirable future), day-dream (images urgent endured irreal),
imaginations (images of the possible future). Images of imagination differ from
figurative memory but between them is close connection. The imagination assumes
"flying away" from last experience, transformation this is generation
on this basis of new images [1].
If memory preservation of the exact facts of last
experience enters, then function of imagination is their transformation. In the
course of imagination of people can recreate and change not only what is
presented in his experience, but also to create an image of what at all never
was. The bright, deviating reality images call fantastic. The fantasy is synonym
an imagination. The fantasy also call imagination products. The imagination is
closely connected with personal features, with individual specifics of
perception and thinking, with emotions, feelings, interests and abilities of
the person [2].
The main functions of imagination: activation of
evident and figurative thinking, management of emotionally, any regulation of
informative processes, management of physiological states, creation of the
internal action plan, programming of behavior [3].
Images are not formed by imagination, and
spontaneously transformed. The involuntary imagination proceeds in a passive
form and assumes creation of images without external motives. In case of
passive imagination the created images usually are not realized and act as its
internal replacement. The inadvertent imagination is observed at the low level
of sensibleness (in a dream, in a drowsy state).
Any imaginations is shown when new images or the ideas
result from special intention of the person to imagine something certain, concrete
[4].
Experience of the child develops and grows gradually,
it differs in a deep originality in comparison with experience of the adult.
The relation by environment which stimulates with the complexity or
simplicity, the traditions influences and directs creativity process, at the
child again absolutely another. Interests of the child and adult are various
and therefore the imagination of the child works differently, than of the
adult.
The imagination of the child in life plays a large
role, than in the adult's life. It is shown much more often and allows much
easier "flying away" from reality. The main thing - children believe
that they think out. The imagination allows the kid to learn the world around,
performing Gnostic function. It fills in blanks in its knowledge, serves for
association of separate impressions, creating a complete picture of the world
[5].
The imagination is subdivided by active and passive,
and also reproducing or reproductive, and transforming or productive. Dreams,
hallucinations, imaginings and day-dream also represent kinds of human
imagination.
Transformation of reality imagination happens by the several
main ways: agglutinations, emphasis, schematizations and typifications.
Most intensively the imagination develops at preschool
and school age. If the imagination of the preschool child is still very limited
in the beginning and differs in the passive recreating and involuntary
character, then at preschool age under the influence of education, in connection
with expansion of experience of the child, development of its interests and
complication of its activity, there is a further development of children's
imagination. This development carries not only quantitative, but also
qualitative character. The imagination of the preschool child not only is
richer, than at the child of early age, but it gains the new, being absent at
preschool age lines.
Cultivating children's imagination, it is
necessary to try to obtain that what was connected with life that was creative
display of reality. Getting acquainted on walks, in conversations with tutors
and parents with surrounding life, the child then reflects apprehended in the
drawings, games, and in the course of this creative processing of the
accumulated experience the imagination is formed.
It is necessary to remember that the
imagination of the preschool child develops in activity: in a game, in drawing,
in classes which the native language.
Therefore the organization of these kinds of activity, the pedagogical
management of them have crucial importance for development of imagination.
In development of imagination, art,
education of children has an important role. Listening to fairy tales and art
stories, being present at performances, considering performing painting and a
sculpture available to his understanding, the child learns to imagine the
represented events, he develops imagination.
And, at last, well developed imagination
of the preschool child will become guarantee of successful study at school.
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А.В., Эльконин Д.Б. Психология детей дошкольного возраста: развитие
познавательных процессов. М., 2006
2. Козлова С.А.,
Куликова Т.А. Дошкольная педагогика. М., 2000
3. Крутецкий
В.А. Психология. М., 2006
4. Обухова Л.Ф.
Возрастная психология. М., 2004
5. Кравцова Е.
Развитие воображения. // Дошкольное воспитание. 2005.-
№12.