Didactic imagination games for preschoolers. Useful games for developing creative imagination in preschoolers. Where is my window

Tatyana Shevnina
Didactic games to develop imagination in older preschoolers

Complex didactic games to develop imagination in older preschoolers

"Nonexistent Animal"

Target: .

Move games: If the existence of hammerhead fish or pipefish is scientifically proven, then the existence of thimblefish is not excluded. Let the child fantasize:"What does a panfish look like? What does a scissorfish eat and how can a magnetfish be used?"

"Make up a story"

Target: develop children's creative imagination.

Move games: invite children to look at the pictures in the book and invite them to come up with new events together.

"Continue drawing"

Target: develop children's imagination, fine motor skills.

Move games: simple figure (eight, two parallel lines, 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, or glasses. Options are better to draw (or suggest) one by one. Who is bigger?

"Blot"

Target: develop children's creative imagination.

Material: sheets of paper with blots on them.

Move games: The famous Rorschach test is based on this principle.

Children must figure out what the blot looks like and finish drawing it. The one wins who can name more objects?

"Revitalization of objects"

Target: develop children's creative imagination.

Move games: imagine yourself as a new fur coat; lost mitten; a mitten that was returned to the owner; a shirt thrown on the floor; shirt, neatly folded.

Introduce: the belt is a snake, and the fur mitten is a mouse. What will be your actions?

“It doesn’t happen like that!”

Target: develop children's creative imagination.

Move games: participants games take turns telling some incredible story, short or long. The winner is the player who manages to come up with five stories, after hearing which the listeners exclaim: “It doesn’t happen like that!”.

"Draw the mood"

Target: develop children's creative imagination.

Material: paper, watercolor paints

Move games: This game can be used if the child is in a sad mood or, conversely, very cheerful, as well as some other one, the main thing is that he is in some kind of mood. The child is asked to draw his mood, depict it on paper in any way.

"Drawings continued"

Target: develop children's creative imagination.

Material: paper, watercolor paints

Move games: Place a red dot in the center of the sheet of paper. We invite the next person to continue the drawing.

"New purpose of the item"

Target: develop children's creative imagination.

Move games: The guys are sitting in a circle. The presenter launches some object (old iron, umbrella, pot, bag, newspaper). Everyone comes up with a new purpose for this item. For example, an iron can be used as a weight or a tool for cracking coconuts. The winner is the one who comes up with the most incredible uses for this item.

An object can “walk” in a circle while new purposes are invented for it.

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, 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 this amazing ability needs to be developed from childhood. What games to develop imagination can be used in preschool age? Why does a person need the ability to imagine?

Useful feature

The ability to imagine is, of course, necessary for a person. After all, this is his ability to represent objects or phenomena that are absent in this moment or do not exist in principle, as well as mentally manipulate them in consciousness. 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 to the past or future, imagine the possible result of any plan.

In other words, without this, creative activity is impossible. That is, if people didn’t know how to imagine, we would never know what it is:

• musical works;
• paintings;
• literary works;
• sculpture;
• architecture;
• applied creativity.

The ability to imagine a concept and mentally operate with it is the basis of all scientific discoveries and inventions. It turns out that without imagination the development of humanity is impossible.

Every child has this potential from birth. But its development and improvement occurs only while solving various creative problems. This function develops most actively in children preschool age– from approximately 4 to 10 years. And if you do not contribute to its improvement during this period, it will go into a passive form.

Age characteristics

Developing the ability to imagine is impossible without fantasy. These abilities are most clearly manifested in the child’s play and creative activities. They improve by going through two age stages.

1. 2–4 years. The baby’s ideas are still involuntary; they arise spontaneously under the influence of a specific situation.
2. 4–6 years. Ideas and fantasies become arbitrary. At this time, games turn into plots, 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, a child can become a rescue hero, a conqueror of the seas, space, courageous, brave, and endow himself with qualities that he lacks in reality. This helps the development of intelligence, moral, emotional spheres, knowledge of the surrounding reality, the formation of personality, the development of self-awareness, thinking, volition, speech. Cognitive capabilities expand.

One of the unwanted “side effects” of developing imagination is the appearance of fears. The child may begin to be afraid of imaginary monsters, ghosts, invisible people, etc. If this happens, try to protect the child from situations that may provoke the appearance of such fears (watching horror stories, computer games with scary characters). And, of course, take measures to rid your child of fears. Don't 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 in preschoolers is precisely the ability to imagine.

The plots of games, invented stories, and drawings become richer over time. But at the age of 4 and 5 years, a preschooler cannot fantasize without performing some actions (he needs to tell, draw, design). Visual support for imagination 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. Indeed, in the process of such games, the baby transfers his traits, characteristics, fears, and dreams to the main character. You may discover hidden problems that require correction.

We develop from an early age

So, the ability to imagine and fantasize develops most actively in children from 4 to 10 years old. But this does not mean that until then it is not worth improving these skills. From about 2 years old, you can begin to teach your child the ability to imagine. This will be a good foundation for improving it in the future.

How to encourage your baby to imagine?

• It is useful to play “make-believe” with him. This can be done in any situation. For example, walking on the street. You can show your baby the clouds and ask what they look like (to begin with, the mother can offer her own version). At this age, very simple images will appear, familiar to the baby (horse, house, bird, flower). You can ask about anything. Let's say, what are the sparrows chirping 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: after the mouse, to its children, to the owner for a treat? Thus Small child will develop thinking, speech, observation.
• At home and on the street, you can look for similarities between objects and toys familiar to the baby (what looks like a ball, a cube, a brick, a pyramid?).
• Construction using small parts (cubes, Legos) is very useful. You can add various boxes to your arsenal of “building materials”.

Games grow with your baby

After 4 years, games to develop 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 kid’s task 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, and depict it on paper. A more complicated option is to construct it using available materials.
• "Wizards". The child must imagine himself as a good and then an evil wizard. Let him depict their facial expressions and 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, and magical objects.
• "An imaginary animal." The preschooler must come up with an animal that does not exist (a panfish, a haretoad, a pterygoid - the child can dream up anyone). Let him 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 and are offered several familiar objects. Passing them around, they must take turns inventing a new function for the objects. For example, an iron can become a weight or a hammer, an umbrella can become a parachute or a flotation device. The one who comes up with the most original purpose wins.
• "The music spoke." The child listens to classical music, and then tells and depicts everything that it inspired him.
• "Compositions". You can come up with stories based on pictures or on a given topic, fairy tales with given or arbitrarily fictitious characters, come up with the ending of famous fairy tales (for example, “the wolf didn’t eat the seven kids, but...”, “the bun didn’t sit on the fox’s tongue, he left her and... ").
• "Talking Dance" You can also play in a group. Kids are asked to dance to represent any animal, insect, vehicle, or natural phenomenon. More difficult option- dance surprise, joy, grief, fear, happiness, sadness.

Useful drawing

In the process of drawing, children perfectly develop their ability to imagine. You can come up with many non-standard designs.

• 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 into something more concrete (a figure eight can become glasses, a circle can become the sun or a car wheel).
• Blots. A preschooler is given an image of some kind of blot. His job is to say what it looks like by going through many options. Another option is to draw the blot into a recognizable image.
• Pictures from dots. A sheet is placed in front of the baby, on which dots are placed in a chaotic order. His task is to connect them to obtain a specific image.
• Mood. Similar to “thematic” dances, you can arrange a “drawing” game. The child depicts his mood at the moment, or his mood as instructed by an adult (draw fear, joy, anger, fun).

All these games will help kids develop their creative skills and imagination. You can come up with others, using the imagination of adults. The main thing is to motivate the child to come up with something. As you age, these games can become even more difficult. When starting school, it is useful to connect them with the knowledge acquired in the lessons, motivating the child to learn and create new products of the imagination. Well, there is no need to repeat why this is useful.

A collection of didactic games to develop the imagination of preschoolers

Development of imagination

creative imagination is essential component creativity

Creation– the ability to solve old problems with new methods or apply old methods to solve new problems. Creativity can also include the process of inventing new, yet 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 one of the essential features of imagination.

1. On the basis of activity, passive, contemplative imagination is distinguished with its involuntary forms (daydreams, dreams) and active, active imagination. With active imagination, images are always formed consciously in accordance with the set goal.

2. Depending on the independence and originality of the images, the imagination can be reconstructive and creative.

Recreating Imagination- is the presentation of something new to this person based on verbal description or conventional image this new one (drawing, diagram, musical notation, etc.). This type of imagination is widely used in various types of human activity, including learning. Memory images play a leading role in it. Recreative imagination plays an important role in the process of communication and the assimilation of social experience.

Creative imagination- this is the creation of new images without relying on a ready-made description or conventional image. Creative imagination consists of independently creating new images. Almost all human culture is the result of people's creative imagination.

Every person has a creative spark within them. In some people it is better developed, in others it is worse. I would like to emphasize separately that creativity cannot be learned by reading books or articles. The only way to learn creativity is practice in solving creative problems, developing, to one degree or another, creative imagination, which will help in the future to express oneself in creativity.

Development of imagination- A purposeful process pursuing the goal 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 others follow in their ontogenetic transformations. mental processes. As perception, memory and attention, expression gradually turns from direct into mediated, and the main means of mastering it on the part of the child are, as was 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 approximately one fifth of all children of this age), imagination is presented in two main forms: as the generation of some idea and as the emergence of a plan for its implementation.
In addition to its cognitive-intellectual function, imagination in children plays another - affective-protective - role, protecting the growing and easily vulnerable, still weakly protected personality of the child from excessively difficult experiences and mental trauma. Thanks to the cognitive function of imagination, the child learns better about the world around him and solves the problems that arise before him more easily and effectively. The emotional-protective function of the imagination is expressed in the fact that through an imaginary situation, tension can be discharged and a unique, symbolic (figurative) resolution of conflicts can occur, which are difficult to resolve with real practical actions.
At the first stage of development, imagination is associated with the process of objectifying an image through action. Through this process, the child learns to manage his images, change, clarify and improve them, and therefore, regulate his imagination. However, he is not yet able to plan with his imagination, to draw up a plan for upcoming actions in advance. This ability appears in children only by the age of 4-5.
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 characters of fairy tales heard or seen (in movies, on television). Following this, the child begins to build imaginary situations that remove threats to his “I” (stories - children’s fantasies about themselves as having particularly pronounced qualities). Finally, at the third stage of development of this function, the ability to relieve emerging emotional tension develops through the mechanism of projection, 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.
A person is not born with a developed imagination. The development of imagination occurs during human ontogenesis and requires the accumulation of a certain stock of ideas, which can later serve as material for creating images of the imagination. Imagination develops in close connection with the development of the entire 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 imagination development. There are examples of extremely early development imagination. For example, Mozart began composing music at the age of four, Repin and Serov could draw well at the age of six. On the other hand, the late development of imagination does not mean that this process will be at a low level in more mature years. History knows of cases where great people, for example Einstein, were not distinguished by a developed imagination in childhood, but over time they began to be talked about as geniuses.

Basic types of imagination

1. Active imagination– is characterized by the fact that, using it, a person, of his own free will, by an effort of will, evokes in himself the corresponding images.

2. Passive imagination lies in the fact that his images arise spontaneously, regardless of the will and desire of a person.

3. Productive imagination- differs in that in it reality is consciously constructed by man, and not simply 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 here, such imagination is more reminiscent of perception or memory than creativity.

Didactic games to develop the imagination of preschoolers

"Nonexistent Animal"

Progress of the game: If the existence of a hammerhead fish or a needle fish is scientifically proven, then the existence of a thimble fish is not excluded. Let the child fantasize: “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"

Goal: to develop children's creative imagination.

Progress of the game: invite children to look at the pictures in the book and invite them to come up with new events together.

"Continue drawing"

Goal: to develop children's imagination and fine motor skills.

Progress of the game: a simple figure (a 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, or glasses. It is better to draw (or offer) options one by one. Who is bigger?

"Blot"

Goal: to develop children's creative imagination.

Material: sheets of paper with blots on them.

Progress of the game: the famous Rorschach test is built on this principle.

Children must figure out what the blot looks like and finish drawing it. The one who names the most items wins.

"Revitalization of objects"

Goal: to develop children's creative imagination.

Progress of the game: imagine yourself as a new fur coat; lost mitten; a mitten that 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?

“It doesn’t happen like that! »

Goal: to develop children's creative imagination.

Progress of the game: 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, upon hearing which the listeners will exclaim: “That doesn’t happen!” "

"Draw the mood"

Goal: to develop children's creative imagination.

Progress of the game: This game can be used if the child is in a sad mood or, conversely, very cheerful, as well as some other, the main thing is that he is in some kind of mood. The child is asked to draw his mood, depict it on paper in any way.

"Drawings continued"

Goal: to develop children's creative imagination.

Material: paper, watercolor paints

How to play: Place a red dot in the center of the sheet of paper. We invite the next person to continue the drawing.

"New purpose of the item"

Goal: to develop children's creative imagination.

How to play: The guys sit in a circle. The presenter launches some object (an old iron, an umbrella, a pot, a bag, a newspaper). Everyone comes up with a new purpose for this item. For example, an iron can be used as a weight or a tool for cracking coconuts. The winner is the one who comes up with the most incredible uses for this item.

An object can “walk” in a circle while new purposes are invented for it.

Game “What are clouds like?”

Children look at cards with clouds of different 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 aerial city with towers and domes.

Game "The portrait spoke."

Target. Continue to get acquainted with children's portraits, learn to compose a coherent story.

Move. The teacher invites the child to choose a reproduction of a painting with a child’s portrait and tell about himself on behalf of the character in the painting

Game "Guess the mood."

Target. Learn to describe a person's mood by facial expression.

Move. The teacher depicts fear, delight, sadness, joy on his face. Children determine the mood. Then the children independently complete the teacher’s task, conveying their mood with their facial expressions: joy, thoughtfulness, sadness, etc.

A game. "Guess and go around."

Target. Teach children to identify by ear and restore in memory a three-dimensional or planar object. Find an object and test yourself by examination - go around this object.

Move. The teacher names the words, and the children say whether the object is three-dimensional or flat. At the same time, they must show this with their hands (if it is three-dimensional, their hands seem to hug the object, if it is planar, 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 a face in a portrait. Continue to get acquainted with the portrait genre and its features.

Move. Children are given images of the same face with different defects (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.

Game "Make a still life."

Target. Strengthen children's knowledge about still lifes.

Move. 1 task. Children are given planar images of inanimate and living nature. Children compose a still life, selecting images unique to this genre, and give their work a name.

Task 2. It is proposed to create a still life from different objects (dishes, food, flowers, toys, as well as a background for the still life). Children draw up a still life, explain why they took objects of a certain type, and give the work a name.

Game "Find the picture on the palette."

Target. To develop in children artistic perception, the ability to see and analyze the color scheme of a picture, the relationship of its color palette (cold, warm, contrasting) 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 asks them to find paintings painted with these color combinations. Children explain their choice. Game "Waves".

Move. The players sit down, forming a circle. The adult suggests imagining that they are swimming in the sea, plunging into the gentle waves, and depicting these waves as gentle and cheerful. The training ends with “swimming in the sea”: one of the players stands in the center of the circle, waves come up to him one by one and gently stroke the swimmer. When all the waves have stroked him, he turns into a wave, and the next swimmer takes his place.

A game. "Game Storm"

To play, you need a large piece of cloth so that you can cover the children with it.

Move. The teacher says: “It’s a disaster for a ship that finds itself at sea during a storm: huge waves threaten to capsize it, the wind throws the ship from side to side. But the waves in a storm are a pleasure: they frolic, compete with each other to see who can rise higher. Let's imagine that you are waves. You can hum joyfully, raise and lower your arms, turn around different sides, change places.

Game "What's gone?"

Target. Develop observation skills. Attention.

Move. The teacher covers in the picture some detail of clothing, an object, or the object itself, and the children must guess what is missing from the picture.

Game "Sculptor and Clay".

Target. To consolidate children's knowledge about sculptures and the profession of a sculptor.

Move. The teacher invites the children to divide into two teams - one sculptors, the other clay. Sculptors must “sculpt” some kind of figure and talk about it. Then the children change places. The teacher reminds that clay cannot talk.

Game "Find the Emotion".

Target. Learn to select pictures based on their mood.

Move. The teacher gives children pictograms with emotions and displays reproductions of paintings of different genres and moods, and then offers to choose a pictogram for each reproduction. Children justify their choice and tell what emotions they experience when looking at the picture.

Game-exercise “Describe your neighbor”

Target. Learn to look at a person carefully and give a verbal portrait.

Move. The teacher invites the children to look at each other carefully and describe their neighbor. You can use the frame technique: one child is invited to pick up a frame or hoop, draw a portrait, and everyone else describe this living picture.

Exercise. "Waves of the Storm"

Target. Teach how to show “waves” with your hands with different amplitudes of movement: the first waves can be depicted while sitting. Children, together with the teacher, show the height of the waves - each wave; called by the words “first shaft”, “second shaft”........ “ninth shaft”.

Before the exercise, I. Aivazovsky’s painting “The Ninth Wave” is examined.

Plastic sketch “Alyonushka”

Target. Continue to introduce children to the fairy-tale genre of painting. Show the mood conveyed by the artist in the painting, as well as the pose and emotional state

Move. If desired, the child depicts the pose of the girl depicted in the picture and her mood, and then offers his own version of her further actions.

Game “Find bright and faded colors in nature”

Goal: To teach children to find color contrasts in the surrounding nature and name them.

Move. The teacher invites all children to go to the window and find bright and faded colors in objects, plants, and natural phenomena in the Landscape from the Window

Game based on the painting “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: As I go, I see in the painting “Rye”...Then the child tells what he would see if he entered the space of the painting.

1. Exercise “What our palms look like”

Goal: development of imagination and attention.

Invite children to trace their own palm (or two) with paints or pencils and come up with, fantasize, “What could this be?” (tree, birds, butterfly, etc.). Offer to create a drawing based on the circled palms.

2. Exercise “Dance”.

Goal: development of emotionality and creative imagination.

Invite children to come up with their own image and dance it to certain music. The rest of the children must guess what image is intended. Options - the image is given, all children dance at the same time (“blooming flower”, “affectionate cat”, “snowfall”, “ funny monkey" etc.).

3. Game “Pebbles on the Shore”.

Goal: to learn to create new images based on the perception of schematic images.

A large painting depicting a seashore is used. 7-10 pebbles of different shapes are drawn. Everyone should have a resemblance to some object, animal, person. The teacher says: “A wizard walked along this shore and turned everything that was in his way 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”.

Goal: 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 hands out the kits and says that this is a magical mosaic from which you can put together a lot of interesting things. To do this, you need to attach different figures, as you wish, to each other so that you get some kind of image. Offer a competition: who can put together the most different objects from their mosaic and come up with some kind of story about one or more objects.

5 . Game "Magic Pictures".

Goal: to teach to imagine objects and situations based on schematic images of individual parts of objects.

The children are given cards. On each card there is a schematic representation of some details of objects and geometric figures. Each image is located on the card so that there is free space for finishing the picture. Children use colored pencils.

Children can turn each figure depicted on the card into the picture they want. To do this, you need to draw whatever you want to the figure. After finishing painting, children write stories based on their paintings.

6. Game “Wonderful Forest”.

Goal: to teach how to create situations in your imagination based on their schematic representation.

Children are given identical sheets of paper, several trees are drawn on them, and unfinished, unformed images are located in different places. The teacher suggests drawing a forest with colored pencils, full of wonders, and tell a fabulous story about him. Unfinished images can be turned into real or imaginary objects. For the assignment, you can use material on other topics: “Wonderful Sea”, “Wonderful Glade”, “Wonderful Park” and others.

7. Game "Changes".

Goal: to learn to create images of objects in the imagination based on the perception of schematic images of individual parts of these objects.

Children are given sets of 4 identical cards, with abstract schematic images on the cards. Assignment for children: each card can be turned into any picture. Stick the card on a piece of paper and use colored pencils to draw whatever you want to create 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 turn the card and sheet of paper over as you want while drawing! Thus, you can turn a card with the same figure into different pictures. The game lasts until all the children finish drawing the figures. Then the children talk about their drawings.

8. Exercise “Fairy tale - story”.

Goal: development of creative imagination, the ability to distinguish reality from fantasy.

After reading a fairy tale, children, with the help of a teacher, separate in it what can really happen from what is fantastic. It turns out two stories. One is completely fantastic, the other is completely real.

Life story

Let your favorite toy, soap in the bathroom, an old sofa, an eaten pear tell the story of your life.

New old tales

Take an old book well known to the child and try to come up with something together new story to illustrations from it.

Offer a new twist on an old fairy tale and let the child continue. For example, Little Red Riding Hood did not tell the wolf where her grandmother's house was and even threatened to call the woodcutter. And in the picture, look for reproductions of paintings, the contents of which the child does not yet know. Give him the opportunity to express his own version of what was drawn. Perhaps it won't be too far from the truth?

Continue the drawing.

A simple figure (a 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, or glasses. It is better to draw (or offer) options one by one. Who is bigger?

"Fantastic story."

Cut out for your child (or better yet, 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 a glue stick. The game is to glue together an unprecedented but cute creature from pieces of images of different animals or plants, and come up with a name and story for it. If an adult also takes part in the game, the fantastic beast will have a companion.

Sweet watermelon

Young children love to bring various objects to an adult and show them. Such situations can be translated into small game episodes. For example, a child brings a small ball. An adult says: “What a beautiful ball. Let's play like it's a watermelon? Now we’ll cut it.” The adult moves his hand over the ball, imitating cutting, pretends to eat a watermelon, then extends his empty palm to the child: “Try how delicious the watermelon is, juicy, sweet.” Now cut me a piece too.”

Another time, the ball can become a doll that can be wrapped in a blanket-handkerchief.

Here are a few more examples of playing with objects, which will not take much time, but will give children great pleasure and will help them diversify their play in the future.

Look out the window

Seeing a child walking around the room with a ring in his hand, go up to him and ask: “What is that window you probably have? Let's look out your window?" Then, taking turns with him, look through the ring at the room, name who sees what.

In the same way, a 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 insert bowls into one another without diversifying the game in any way, then this activity can easily be made more interesting if you show the baby a few balls and say: “Look, I have two eggs, chicks will soon hatch from them. Let's put them in the nest and cover them so that the chicks will be warm. Where is our nest?” If the child cannot find a substitute object on his own, you can say: “Look at this bowl. Let it pretend to be a nest. Fine?". The child will probably willingly accept this offer and, together with the adult, will place the testicles in nesting bowls. Then the nests are covered with a napkin and set aside so as not to disturb the chicks. After this, the child can continue the game himself or return to his previous activity. After a while, you can ask the baby if the chicks have hatched. For further development game, you can put a few beans in another bowl and joyfully exclaim: “Look, the chicks have hatched, they squeak “pee-pee-pee.”

Multi-colored napkins

The adult takes out a paper napkin from the cup with flowers drawn on it and says to the child: “Look, this is a meadow, flowers grow on it. This is a red flower, and this is a blue one. Where are the other flowers? What kind of flower is this? And this? Let's smell them?"

An adult and a child diligently sniff the flowers and discuss their smell.

Next time, the blue napkin can become a river or lake on which shell boats will float, and the yellow one can become sand on which small toys will bask in the sun.

Find the 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 it, first on one side, then on the other, saying: “Where is the bunny? Where did he run off to? Bunny, where are you? We’ll find you now.” Then quickly tie each corner of the scarf, pulling the ends so that they look like long ears: “Yes, here they are, 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 its tail, the adult tosses the bunny with an imperceptible movement: “Oh, you naughty fellow, 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, and together consider how big its eyes are and what kind of beak it has.

An adult takes a medium-sized ball and draws round owl eyes, ears and beak on it in chalk. Then he shows the “owl” to the child and says: “Look at the bird, it’s an owl.” Remember we saw her in the picture?” and reads the poem:

Oh you little owl,

You're a big head!

You were sitting on a tree

You turned your head (twirls the ball in front of the child) -

She fell into the grass,

She 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 twirl the owl in his hands and show how it rolls into the hole.

Bullseye

Show your child a small ball or ball (a part from a construction set 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 through the garden

And fell straight into the water -

Gurgle! (the ball falls from the table).

The game is repeated several times. Surely, the child will want to roll the apple himself.

Dudochka

Show your child a felt-tip pen, pencil or 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 are playing the pipe.” After this, he invites the child to blow into it, repeating the words of the nursery rhyme again.

The game can be played jointly by taking two “pipes” and blowing them simultaneously 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. Place small leaves on the cardboard and show the child: “Look, this is a meadow, and these are butterflies sitting on the grass. We sat and sat, flapped our wings and flew away.” An adult blows on the leaves so that they fly away in different directions. Then he invites the child to catch butterflies and plant them in the meadow.

Hen and chicks

If a child moves blocks from place to place, move one of them towards you and scatter pebbles (large buttons) nearby: “Look, here’s a chicken. She walks with her baby chickens. She tells them: “Ko-ko-ko. Peck the grains like I do.” Place your hand on top of the cube with your index finger pointed forward, imitating a peck, then invite the child to do the same with the cube and pebbles, imitating the squeaking of chicks.

You can introduce two chicken cubes of different colors into the game and play with your child in parallel.

Where is my window?

This game can be organized with didactic materials, preferably three-dimensional insert forms. The 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 wanted to return home, but forgot through which windows they could get into the house. Offer to look at the windows and help the kids enter the house. Praise the child for his efforts, thank him on behalf of the kids.

Goats and wolf

Place a shoebox and several small cubes on the table: “These are kids, and this is their house. Mom went to the store, and the kids were nibbling grass. Suddenly a wolf came running (with the help big cube or, squeezing your hand, depict a wolf), wanted to eat the kids. But the kids are smart, they ran away from the wolf and hid in their house. Quickly, quickly, kids, we’ll help you hide, we’ll close all the windows and doors.” Together with your child, quickly hide the cubes in the box. The wolf runs away. The game can be repeated at the child's request.

This game can be diversified by playing, for example, “bunnies and fox”, “cat and mouse”, “sparrows and cat”, etc.

Swing

Tie a ribbon or string to a small lid (perfume, 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’ll rock the baby (shaking). Now I’ll put the chicks on the swing (puts small balls or buttons in the box). Do you want to shake them?” As the game progresses, you can ask the little one or the chicks if they are afraid; depending on the “answer,” you can swing the swing harder or weaker.

You can turn the swing into a carousel and have fun spinning it.

Games with wire

For these games you need to select soft wires, wrapping them with multi-colored thick threads. The adult shows the child the wire and says: “Look what a wire I have. You can make different toys from it. So I bent it, and it turned out to be a round window. I'll look into it now. There is a car driving, and there is a bear sitting. Look out the window, what do you see? Do you want to make a window yourself?” The child, together with an adult, makes a window, looks at the room through the window, and names what he sees.

Then the adult says: “Come on, now it will be the sun. 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 this, you can make a house out of the wire and bend it into a triangle. - “Look at the house. Knock-knock, who lives in the house?”

Adult: “Now what does it look like?” (rolls 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), take up the offer and give the child the opportunity to play with such a car himself.

Having played with the wire in this way, you can invite the child to make something out of it himself, each time wondering what happened.

The examples given show how diverse and unexpected the ways of using a variety of objects can be. In order to expand the possibilities of this kind of fantasies, it is necessary that the room be allocated special place for storing items that do not have a specific function. Such a place can be shoe boxes, plastic or wooden containers of various sizes. You can store buttons, spools, tin and plastic jar lids, nut shells, sticks, ribbons, pieces of fabric, soft wires, and individual parts of construction sets and mosaics in them. Having all this wealth at hand, it is easy to turn a jar lid into a mirror, a string into a worm or snake, a ribbon into a road, a path, a stream or river, a stick into a bridge or a boat, pebbles into candy, a reel into a stove, etc. d. And around each of these magically transformed objects you can organize small game episodes.

Sunny bunnies

This game is fun to play on sunny days. Take a small mirror and let the sunbeams shine on the ceiling, on the walls, on the floor. Follow them with your baby and read the poem:

The runners are jumping -

Sunny bunnies.

We call them -

Were here -

And they are not here.

Jump, jump

In the corners.

They were there - and they are not there.

Where are the bunnies?

Haven't you found them anywhere?

(A. Brodsky)

What does it look like?

For development children's imagination Games are very useful in which a 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, while walking. 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

Get out a box of small blocks 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?” Place the corners of the cubes to form a star. Then invite the child to assemble the same figurine himself, ask what else the child wants to do.

How many figures you can offer your child depends on your imagination. These can be flowers of different colors and sizes, large and small flower beds, any rhythmic compositions.

Imagine that you...

This game is a variation of the “Crocodile” known to everyone from their student days. It promotes the development of not only imagination, but also acting skills. You can play it during classes, walks, and even at a party. Moreover, the number of participants is not limited.

Progress of the game:

• Think of a word for your child and ask him to imitate it. You need to start the game with the words: “Imagine that you are ... a watermelon (a bear, a truck, a doctor, a stone, etc.)”
• Tell them that you forgot the word you wished for the child, and try to “guess” what the child is portraying. Take your time with the correct answer. Pretend that it’s not working out - come up with funny versions. But don’t overdo it, 2-3 mistakes are enough.
• Then be sure to praise the child and invite him to guess the word that you will represent.

Over time, you can attract everyone in your household to this game. In this case, the person who guessed the word will show the following. Believe me, this game will entertain you well and develop your child’s imagination!

What happens if…?

In this game, you and your child will operate with verbal images. To reinforce the fantasy, the product of the imagination can be recorded on paper.

Progress of the game:

• Ask your child to tell what will happen if... any fantastic action (the refrigerator will grow legs, an elephant will swallow a house, a fish will buy a fur coat, etc.).
• Listen carefully to the baby's story and you can even draw a comic on paper.
• If a child finds it difficult to fantasize on his own, help him: ask leading questions, offer your own version of the development of events.

If the child is having a very 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 don’t worry that by the age of 5 the child may not be able to produce complex fantasies. Everything has its time!

Help the artist

This game specifically develops the child's creative imagination. There are several options. This includes drawing by dots, finishing the second half of the picture, coloring, detailing the picture, and much more.

By the way, for such a game it is not at all necessary to prepare the source material yourself. You can purchase ready-made coloring books with tasks for children 4–5 years old. It should be immediately noted that the same didactic materials are available for older ages. They help develop creative imagination and fine motor skills, which has a beneficial effect on preparation for school.

Every specialist who works in kindergarten children have their own file cabinet various games and the exercises he uses in class. We present to your attention several games to develop the imagination, attention, and thinking of preschoolers, which can be used in classes with children by psychologists, speech therapists and educators.

Game "Words"

(development of imagination, attention, thinking, learning to select associations)

Asks preschoolers: “Children, name “delicious” words (tangerine, cake, juice, etc.). Children name words. Topics are selected in accordance with the objectives of the lesson.

For children 3-4 years old may be like this:

“Delicious” words (tangerine, cake, juice, etc.)

“Scary” words (wolf, Baba Yaga, ghost, etc.)

“Words that travel” (bicycle, car, bus, etc.)

“Words that fly” (butterfly, airplane, crow, etc.)

“Kitchen” words (kettle, plate, refrigerator, etc.)

“Big” words (house, giant, dad, etc.)

“Beautiful” words (mother, flower, picture, etc.)

“Living” words (cat, ant, horse, etc.)

For children 5-6 years old:

“Iron” words (nail, scissors, key, etc.)

“Words that bite” (dog, crocodile, wolf, etc.)

“Rustling” words (bag, candy wrapper, newspaper, etc.)

“Wet” words (rain, towel, drop, etc.)

“Words that dress up” (hat, shirt, coat, etc.)

“Fairy-tale” words (prince, witch, Cinderella, etc.)

“Shop” words (salesman, ice cream, scales, etc.)

“Mom’s” words (dress, kiss, perfume, etc.)

In the future, you can come up with, for example: “words that smell”, “winter”, “summer”, “prickly”, “mysterious”, “underwater”, “festive”, “sad”, “cheerful”, “good” and many others. Alternatively, try suggesting the name yourself, and also invite the children to do it.

Game-task "What's missing?"

(Develop visual memory, attention)

When showing interesting toys to children, they can be rearranged, swapped, or hidden. Children must say what is missing? You need to give the correct answer quietly, on command.

Game "Highlight the odd one out"

(Develop thinking, auditory memory, classify objects according to characteristics)

Task 1. Select a picture, five of which can be combined into a group based on a common characteristic, and the sixth is redundant: prince, cat, grandmother, fisherman, child, dad.

Task 2. Listen to the words: mouth, nose, ears, eyes, glasses (what is superfluous here?)

Game "Forbidden Number"

(develop auditory memory, attention)

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The psychologist chooses a forbidden number (for example, the number 2); after that he says a few numbers out loud. Informs children: “Every time a prohibited number sounds, you must clap your hands. We hold our hands in front of us. Let's get ready - let's start!

Game "Differences"

(develop thinking, speech)

Children are asked to say what the differences are between the following objects.

Between a bird and a dog.

Between pen and pencil.

Between wood and glass.

Game "Shop"

(develop short-term memory)

The presenter names the words: bread, salt, sausage, butter, cheese, apples, lemon, sugar. The child - the “buyer”, goes to the store and calls the words to the “seller” - the child (in the same sequence).

Game "Memory"

(develop auditory memory, attentiveness)

The presenter says: “I will read the words at a slow pace, and you try to remember these words.” Children listen carefully and reproduce the words.

forest House

flower bee

Sea Apple

sky Sun

palm bow

TV River

Psychologist. “What words do you remember, if you want, you can draw them, or just say them out loud.”

Game "Say the other way around"

(development of logical thinking)

A word with the opposite meaning is called. The one who never makes a mistake wins.

White black

Day Night

Long short

Summer Winter

Wide narrow

Sun-month

Low-high

Fox-hare...