Games for creative imagination senior group. Didactic games for developing imagination
A collection of didactic games to develop the imagination of preschoolers
There are various classifications of types of imagination, each of which is based on one of the essential features of imagination.
1. Based on activity, a distinction is made between passive, contemplative imagination with its involuntary forms (dreams, 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 idea of something new for a given person, based on a verbal description or conventional image of this new thing (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 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 other mental processes follow in their ontogenetic transformations. 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 of 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
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.
Passive imagination lies in the fact that his images arise spontaneously, regardless of the will and desire of a person.
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.
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 in different directions, 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.
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.
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”, “cheerful monkey”, etc.).
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.
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.
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. Each card contains a schematic representation of some object details and geometric shapes. 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.
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 full of miracles with colored pencils and telling a fairy tale about it. 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.
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.
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.
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. To further develop the 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 (using a large cube or squeezing your hand to imitate a wolf) and 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 fantasy, it is necessary that a special place be allocated in the room for storing objects 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.
What does it look like?
For the development of children's imagination, games are very useful in which the child, together with an adult, comes up with what this or that shapeless material or object looks like. Already in the second year of life, children are able to see something familiar in such materials. You can play such games, for example, 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
Take out a box of small blocks and tell your child, “You know, these are magic blocks. 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.
Games for developing imagination in preschoolers 6–7 years old
By this age, children have a large store of knowledge, skills, patterns of behavior and other images with which they can operate. Therefore, the main task is to teach how to make plans and combine different images. At the same time, the child should already clearly understand how things happen in reality and how they don’t. The following games will help you cope with these tasks:
Miracle Forest
Chain of associations
Writer
Miracle Forest
This game promotes the development of creative imagination. For it you will need a piece of paper with several trees and various dots, lines, figures and “squiggles” drawn in advance. The child's task is to turn it all into a forest. Moreover, at the request of an adult, it can be a real forest or a fantasy one. Be sure to clarify this point when you give the task to your child.
Using exactly the same principle, you can create a “miracle meadow”, “miracle ocean”, “miracle Africa” and other “wonderful” pictures. After drawing, you can continue “working” with the resulting images. For example, ask your child to write a story based on a picture he drew. And again, it is up to you whether the story will be fantastic or realistic.
Chain of associations
This game reminds everyone of the well-known game “Words”. But unlike her, the child should choose not a word with the last letter, but a word corresponding to the epithet. For example, such a chain may look like this: “cat-tabby-mattress-soft-fur-coat-...” You can continue the game as long as you like.
Also, to develop imagination, it will be good to play a modified game - “Chain of Contradictions”.
Progress of the game:
The word is called
The child says: “That’s good because...”
An adult refutes the argument: “This is bad because...”
The child again praises the adult’s argument and so on.
An example of such a game: Summer is good because you can sunbathe on the beach. Sunbathing on the beach is bad because you can get sunburned. It's good to burn in the sun, because mom will smear your back with cream and treat you with goodies.
This game teaches critical perception of common truths and allows the child to escape stereotypical thinking. In addition, “Chain of Contradictions” develops the ability to see only the good in everything, which will be useful for the child in adulthood.
Writer
This game promotes the development of creative imagination and teaches the child how to plan actions. For it you will need a notebook and colored pencils or markers. Tell your child that from now on he is a writer and must compose a fairy tale. On the first day, ask them to make an outline of the story. This must be a sequential course of events. Briefly write down this plan in a notebook and ask your child to draw a “cover” for the fairy tale.
Starting from the next day, describe the events of the fairy tale in detail every day. Of course, the child should do the writing and illustration too, but you will have to write down the stories for him. The resulting works can be read out to your family in the evening. If the child likes the fun, then you can write a whole series of fairy tales. Just make sure that all the stories are consistent and correspond to the pre-drawn plan.
Game "Dragon"
Goal: development of attention, imagination, memory, regulation of behavior in a team.
The players stand in a line, holding their shoulders. The first participant is the “head”, the last one is the “tail” of the dragon. The “head” should reach the “tail” and touch it. The “body” of the Dragon is inseparable. Once the "head" grabs the "tail", it becomes the "tail". The game continues until each participant plays two roles.
Game "Cooks"
Goal: expanding vocabulary, developing attention, imagination, improving communication skills.
Everyone stands in a circle - this is a saucepan. Now we will prepare the soup. Everyone comes up with what it will be (potatoes, cabbage, carrots, etc.). The host takes turns naming the ingredients he wants to put in the soup. He who recognizes himself jumps into the circle; the next one jumps and takes the hands of the previous one. Until all the “components” are in the circle, the game continues. The result is a delicious, beautiful dish - simply delicious.
Game “Edible - Inedible”
Goal: development of attention, memory, imagination.
The teacher throws the ball to the children, naming an object. Children catch the ball only if the named object is edible. The one who catches the ball correctly becomes the driver.
Exercise “Butterfly fluttering”
Children lie on the mats on their backs, arms extended along the body, legs straightened, slightly apart. The teacher turns on calm music and addresses the children: “Close your eyes and listen to my voice. Breathe easily and calmly. Imagine that you are in a meadow on a beautiful summer day. Right in front of you you see a beautiful butterfly fluttering from flower to flower. Follow the movement of her wings. Now imagine that you are a butterfly. You have beautiful big wings. Your wings move slowly and smoothly up and down. Enjoy the feeling of slowly and smoothly floating in the air. Now look at the colorful meadow over which you are flying. Look how many bright colors there are on it. Find the brightest flower with your eyes and gradually begin to approach it. Now you feel the aroma of this flower. Slowly and smoothly you sit down on the soft and fragrant center of the flower. Breathe in its scent again... and open your eyes. Tell us about your feelings...”
Exercise: “Depict the phenomenon”
Goal: development of emotionally expressive movements, creative imagination.
The teacher and children list the signs of autumn: the wind blows, trees sway, leaves fall, it rains, puddles form. The teacher shows movements that correspond to these phenomena:
“the wind is blowing” - blowing with outstretched lips;
“trees are swaying” - swaying with arms outstretched;
“leaves are falling” - performs smooth movements with hands from top to bottom;
“it’s raining” - the fingers of the right hand are knocked on the palm of the left hand, then vice versa;
“puddles appear” - he closes his hands in a ring in front of him.
Children are asked to repeat and remember the movements shown.
Game “Tell and Show”
Goal: development of attention, imagination, voluntary control, coordination of movements.
Children repeat the words and movements of the teacher:
(bend the fingers of the right hand one by one)
We can show you everything!
(clap hands rhythmically)
These are elbows - let's touch them.
(clasp both elbows with palms)
To the right, to the left we will swing.
These are the shoulders - let's touch them.
(put hands on shoulders)
To the right, to the left we will swing.
(tilt to the right and left)
If we move forward,
(bend forward, touch knees)
Then we will touch our knees.
One two three four five!
(bend the fingers of the left hand one by one)
We can show you everything!
(clap hands rhythmically)
Game "Rainbow"
Goal: relaxation and development of imagination.
The teacher turns on calm, relaxing music.
Teacher: “Take a comfortable position, relax, breathe evenly and deeply. Close your eyes. Imagine that there is an unusual rainbow in front of you.
The first color is blue. Blue is refreshing, like swimming in a lake. Feel this freshness.
The next color is yellow. Yellow brings us joy, it warms us like the sun, it reminds us of a tender chicken, and it lifts our spirits.
Green is the color of soft lawns, leaves and warm summer.
Open your eyes. What did you feel and sense when you imagined looking at blue, yellow, green. Take these feelings with you throughout the day."
Game "Round dance from a fairy tale"
Goal: development of expressive movements, looseness, group cohesion, creative imagination.
Children, moving in a circle, imitate the child in the center of the circle, who depicts a fairy-tale character (for example, Pinocchio).
Exercise “What do we imagine when we listen to music”
Children sit on chairs (lie on rugs).
The teacher invites the children to close their eyes, listen to music, and then talk about their ideas and impressions.
Game "Sequential Pictures"
Goal: development of thinking, speech, imagination, improvement of communication skills.
Stories in pictures are cut into separate cards and mixed.
Children arrange them in a certain sequence to create a meaningful story.
Game “We don’t say Yes and No”
Goal: development of attention, speech, imagination.
Children sit on chairs. Teacher: “Now I will ask you different questions. But your answers should not contain the words “yes” and “no.”
Exercise “Quiet Lake”
Goal: relaxation and development of imagination.
The teacher turns on calm, relaxing music and says: “Take a comfortable position. Stretch out and relax. Now close your eyes and listen to me. Imagine a wonderful sunny morning. You are near a quiet, beautiful lake. All you can hear is your breathing and the splash of water. The sun is shining brightly and you are getting better and better. You feel the sun's rays warming you. You hear the chirping of birds and the chirping of grasshoppers. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still, like this quiet morning. You feel calm and happy, you are too lazy to move. Every cell of your body enjoys warmth and peace. You are resting... Now let's open our eyes. We are home again, we have a good rest, we are in a cheerful mood, and pleasant feelings will not leave us throughout the day.”
Game "Pictures - riddles"
Goal: development of thinking, speech and imagination.
There is a box with 12 subject pictures on the table. The teacher invites one of the children to go to the table, take a picture and write a description of the object depicted on it in the form of a riddle. The one who guesses what subject is being discussed becomes the driver.
Game "Planes"
Goal: development of emotionally expressive movements, imagination, improvement of communication skills.
Children squat, pretending to be airplanes at the airfield.
Teacher: “The planes buzzed, buzzed, buzzed, rose and flew.”
The children hum quietly at first, then louder, get up and begin to run, spreading their arms to the sides.
Teacher: “We flew, we flew, we sat down.” Children squat down and wait for the psychologist’s command. This is done several times. At the end of the game, “the planes arrive at the airfield.” Children lie down on the carpet and rest.
Exercise “On the seashore”
Goal: relaxation, development of imagination.
The teacher turns on a cassette on which the sound of the sea is recorded. Children lie on the carpet and listen to music. The teacher invites the children to talk about what they “see” in their imagination.
Exercise “Training Emotions”
Goal: development of the emotional sphere of children, creative imagination.
The teacher asks the children:
frown like
Autumn cloud,
Evil sorceress
Offended person;
smile like:
Sun,
Sly Fox,
Pinocchio,
Karabas-Barabas;
get angry like:
Evil wizard;
get scared like:
Child lost in the forest
The hare who saw the wolf;
to be surprised, as if he had seen a miracle.
Exercise “Journey to the Magic Forest”
Goal: relaxation and development of imagination.
The teacher turns on calm, relaxing music and says: “Take a comfortable position and close your eyes. Imagine that you are now in a forest where there are many trees, bushes and all kinds of flowers. In the thicket there is a white stone bench, let’s sit on it. Listen to the sounds. You hear the singing of birds, the rustling of grass. Feel the smells: the smell of wet earth, the wind carries the smell of pine trees. Remember your sensations, feelings, take them with you when returning from your trip. May they be with you all day."
Exercise “Two Bears”
Goal: development of auditory attention, self-control, emotional and expressive movements, imagination.
Children stand opposite the teacher and repeat the movements after him:
Two bears were sitting
(squats)
On a thin bitch:
One was reading a newspaper,
(stretch your arms forward, clench your fists, slightly turn your head to the right and left)
Another kneaded flour
(press their fists together, make rotational movements)
One peek-a-boo, two peek-a-boo
(squat on the carpet)
They both fell into the flour.
Exercise “Flying high in the sky”
Goal: relaxation and development of imagination.
The teacher turns on calm, relaxing music and says: “Take a comfortable position. Close your eyes and listen to my voice. Breathe slowly and easily. Imagine that you are in a fragrant summer meadow. Above you are the warm summer sun and high blue sky. You feel absolutely calm and happy. High in the sky you see a bird soaring. This is a large eagle with smooth and shiny wings. The bird soars freely in the sky, its wings spread to the sides. From time to time she slowly flaps her wings. Now let each of you imagine that he is a bird. Imagine that you are slowly flying in the air. Enjoy your freedom. Now, slowly flapping your wings, approach the ground. Now you are already on earth. Open your eyes. You feel rested and in a cheerful mood that will last throughout the day.”
Game – greeting “Terrible beast”
Goal: development of attention, creative imagination, emotional sphere.
The teacher reads V. Semerin’s poem “Terrible Beast”, and the children, who have received the roles of a cat, a stupid and a brave boy, act according to the text.
Straight to the room door
A terrible beast is entering!
His fangs are sticking out
And the mustache bristles.
His pupils are burning -
I want to be scared!
The predatory eye squints
The fur on it is shiny...
Maybe it's a lioness?
Maybe a she-wolf?
The stupid boy shouted:
Lynx!
The brave boy shouted:
Shoot!
Exercise “Relaxation at sea”
Goal: relaxation and development of imagination.
The teacher turns on calm music and says: “Take a comfortable position, close your eyes and listen to my voice. Imagine that you are in a beautiful place by the sea. Wonderful summer day. The sky is blue, the sun is warm. You feel absolutely calm and happy. Soft waves roll to your feet, and you feel the pleasant freshness of sea water. A feeling of freshness and vigor appears, it covers the face, neck, shoulders, back, stomach, arms, legs. You feel how your body becomes light, strong and obedient. Breathe easily and freely. The mood becomes cheerful and cheerful, you want to get up and move. We open our eyes. We are full of strength and energy. Try to maintain these feelings throughout the day."
Game "Funny Letters"
The teacher invites the children to come up with and take poses that resemble the outlines of the letters G, K, F, X, R. The children complete the task. The teacher checks and clarifies the poses. Then he turns on the music, the children move in a circle. When the teacher turns off the music and names one of the listed letters, the children must quickly take the appropriate pose.
Game "Choose a girl"
Goal: development of voluntary control, observation, imagination.
The teacher reads poems by A. Barto to the children. Cards with images of a cheerful, sad, scared, angry girl are attached to the magnetic board. Children are asked to choose the image of a girl that best matches the text:
The owner abandoned the bunny -
A bunny was left in the rain.
I couldn't get off the bench,
I was completely wet.
Teacher: “Which girl abandoned the bunny?”
The bull is walking, swaying,
Sighs as he walks:
Oh, the board ends
Now I'm going to fall!
Teacher: “Which girl was scared for the bull?”
Dropped the teddy bear on the floor
They tore off the bear's paw.
I still won't leave him -
Because he's good.
Teacher: “Which girl felt sorry for the teddy bear?”
I love my horse
I'll comb her fur smoothly,
I'll comb my tail
And I’ll go on horseback to visit.
Teacher: “Which girl loves her horse?”
Exercise “Quiet Lake”
Goal: relaxation and development of imagination.
The teacher turns on calm, relaxing music and says: “Take a comfortable position. Stretch out and relax. Now close your eyes and listen to me.
Imagine a wonderful sunny morning. You are near a quiet, beautiful lake. All you can hear is your breathing and the splash of water. The sun is shining brightly and you are getting better and better. You feel the sun's rays warming you. You hear the chirping of birds and the chirping of grasshoppers. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still, like this quiet morning. You feel calm and happy, you are too lazy to move. Every cell of your body enjoys warmth and peace. You are resting...Now open your eyes. We are home again, we have a good rest, we are in a cheerful mood, and the pleasant feelings will not leave us throughout the day.”
Task “Draw a picture”
Goal: development of attention, memory, imagination, relieving psycho-emotional stress.
The teacher shows the children a soft toy and says: “Guys, Tsvetik came to visit us. He wants to tell us an interesting story."
Tsvetik’s story: “One day I was running across the lawn and jumping on one leg or the other. One time I jumped so hard that I flew onto a cloud. I sat on it more comfortably and decided to travel on it. The cloud flew and flew and suddenly collided with another cloud. I was thrown up, I somersaulted over my head and began to fall, but I don’t understand - up or down? What do you guys think? That's the point, it's not down, but up. And fell on a star. The star was very hot, so I could not stand still and began to jump and jumped to an extraordinary flower. I admired this flower for a long time. All its petals were multi-colored and so bright that I had to close my eyes. And when I opened them, I found myself in my bed at home! It was a dream!"
Teacher: “Tsvetik wanted to draw what he saw in his dream, but he didn’t succeed. Let's help him. Take sheets of paper, pencils and draw Tsvetik’s dreams.”
Exercise "Turtles"
Goal: development of emotionally expressive movements, creative imagination, improvement of communication skills.
Children are squatting.
Teacher: “Imagine that you have turned into little turtles. Night has come. The turtles hid under their shells - they pulled their heads in and lowered them, pressed their paws to their bodies, and closed their eyes. Turtles sleep sweetly. But then the night was replaced by morning. The sun's rays looked at the turtles and began to wake them up. The turtles are slowly waking up. So they carefully moved their toes on their paws, opened their eyes, slowly, slowly raised their heads, stretched out their necks and looked around with curiosity. It's time to get up - they straightened their paws, stood up, reached out to the sun, raised their paws up. Oh, what a gentle, warm sun today! Good morning, turtles! Wish each other good morning."
Task “Complete the Draw”
Goal: development of imagination, imaginative thinking, finger motor skills.
On the table in front of each child there is a card with meaningless images and a simple pencil. The teacher invites the children to complete the images so that they get a complete picture. After finishing drawing, children take turns talking about their drawings.
Game "Zoo"
Goal: development of attention, imagination, coordination of movements, development of emotional and expressive movements.
Teacher: “Guys, you and I have turned into animals who live in a zoo. Now try to depict the movements of various animals. If I clap my hands once - jump like bunnies, clap twice - waddle like bears, clap three times - you become real storks who can stand on one leg for a long time.”
Game "Cosmonauts"
Goal: development of voluntary control and self-control, thinking, imagination, emotional and expressive movements, communication skills.
Teacher: “Imagine, guys, that you have turned into astronauts, and our chairs have turned into a rocket. We have to go on a journey to another planet. We put on spacesuits. We line up one after another and slowly, since we are wearing special suits, move towards the rocket. We take our seats and the time count begins. There are only five, four, three, two, one left before the start! Children imitate the movement of the engine.
Teacher: “General readiness is announced. The ship lands on an unknown planet. Be careful. There are many interesting and unknown things on this planet. Attention: it's time for us to return. The rocket takes off." Children imitate the sound of an engine.
Teacher: “We’re getting ready to land. Hooray! We landed on Earth. The flight was calm and successful.”
Assignment: “Draw a picture.” The psychologist asks the children to draw what they saw on an unknown planet.
Game "Turn into..."
Goal: development of imagination, emotional and expressive movements, attention, memory.
The teacher asks the children to choose any 4 pictures of animals. Children choose cards on which, for example, a wolf, fox, hare, cat, lion, monkey, bear are drawn, and take the characteristic poses of these animals. The psychologist checks and clarifies the poses. Then they turn on the music, the children move in a circle or dance. When the music is turned off and a command is heard (for example, “Bear”), the children quickly take the appropriate pose.
Game "Poses"
Goal: development of imagination, emotional and expressive movements, attention and memory.
The teacher invites the children to come up with and assume the following poses: “penguin”, “hunter”, “singer”, “gnome”. Children complete the task. The teacher checks and clarifies the poses. Then they turn on the music and the children move in a circle. When the music is turned off and the “Penguin” signal sounds, children must quickly take the appropriate position.
Game "The Sea Is Troubled"
Goal: development of imagination, emotional and expressive movements.
Children run around imitating the movements of waves. Teacher: “The sea is worried once, the sea is worried twice, the sea is worried three times, the sea figure - freeze!” Children stop and hold the position in which they are frozen for some time.
Game "Who is it?"
Goal: Consolidation of concepts on the topic “Animals and Birds”, development of creative imagination, formation of correct sound pronunciation.
Equipment: Pictures of animals and birds.
Game description: The teacher holds in his hand several pictures depicting animals and birds. The child draws out one picture so that the other children do not see it. He imitates the animal's cry and movements, and the rest of the children must guess what animal it is.
Game "Flip Words"
Goal: Activation of the dictionary, training in syllabic analysis of words, development of imagination.
Description of the game: One child leaves the room, and the rest of the children think of a short word, call the driver and tell him, for example, lok (kol), mod (house), zako (goat), sako (braid), etc. The driver must guess the riddle word. The teacher makes sure that the words accessible to the players are guessed and that no mistakes are made when turning them over. You can offer children other options: to riddle alone, and to solve the whole group; whoever guesses first begins to riddle.
Game "Come up with a phrase"
Goal: development of phrasal speech, imagination, and the ability to correctly construct a sentence.
Equipment: plot pictures from the lotto “What are we doing?”.
Game description: one plot picture is shown. The teacher comes up with a short phrase (of two or three words) based on it, then invites the children to add one new word to his phrase. Each child called extends the phrase by one more word.
For example, the teacher says: Tanya is playing. The child repeats the sentence. Tanya plays and adds on the street. The next one repeats the sentence: Tanya plays outside and adds in the sandbox. The winner is the one who comes up with the last word to the sentence and pronounces the entire phrase correctly.
Each specialist who works in a kindergarten with children has his own file of various games and exercises that he uses in the classroom. 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...
The development of creative imagination in children is very important, as it lays the foundation for the rest of their lives, no matter what the child decides to do in the future. He may not become a great writer or musician, but in any endeavor he will be inventive and creative, and therefore successful.
Here are some tips to help children develop their creative imagination.
1. Read fairy tales, poems and fiction stories to children, look at illustrations in books. Go with children to theaters, museums, and excursions.
2. Teach children to draw everything they saw and talk about everything they experienced.
3.Encourage drawing and sculpting by design. Discuss the planned plot with your child, help him mentally see what is planned.
4. Encourage children's writing in all its forms: fairy tales, stories, poems.
5. Children should play as much as possible. Play is the best activity to develop creative imagination.
6. Buy all kinds of construction toys for your kids. The more types of construction toys a child is offered, the more his creative imagination develops.
In addition, use special games to develop creative imagination in children.
Game “I have a grasshopper in my hand”
This game can be played both on the street and at home. First, the adult talks with the children about grasshoppers. He asks the children how he jumps, what he eats, where he lives? Listens carefully to the answers.
Then, together with the children, he imagines that they are catching grasshoppers in a forest clearing. Here they jump after them on the grass, now they cover the grasshopper with their palm or Panama hat. Then gently clamp the fist.
After this, the presenter asks the children: “What does your grasshopper do?”, “What color is it?”, “Does it have kids?” Listens carefully to children's answers. And then he invites them to release the grasshoppers. And temporarily turn into grasshoppers. Children begin to jump like grasshoppers and play an imaginary violin. The adult should allow children to freely express their ideas about the life of grasshoppers.
Game "My years are growing..."
You can start playing the game after reading. Or a conversation about what the child’s father, mother, and grandparents do.
Letter to the Future 
Necessary equipment: glass bottle with a screw cap, a sheet of paper, a pen.
An adult and a child write a “letter to the future,” for example, for a younger brother or sister. He can write a letter for himself, but he is 3-4 years older.
The letter is placed in a bottle and buried. Then a map is drawn indicating the location of the buried message.
A very exciting activity that combines mathematics (calculate the required number of steps for the correct route to a message on a map), writing skills, and actively engages the imagination.
Game "Continue the tale"
In this game, you can use any literary works familiar to a child of this age, and gradually introduce him to new fairy tales, stories and poems.
The adult sits down next to the children and asks them to listen carefully to the fairy tale he wants to tell them. After some time, the adult should “forget” the fairy tale and ask the children to remind him what happened next, or to tell the fairy tale to the end themselves.
You can find other games based on fairy tales in the book Gianni Rodari "The Grammar of Fantasy (An Introduction to the Art of Inventing Stories)." 
This book is not addressed directly to children, although it is ultimately written for them. The main content of the book is the issues of versatile education of a child, the formation of his unique individuality. The author is especially interested in the problem of the development of creativity in children, in particular the “phenomenon” of fantasy. A number of chapters are devoted to the analysis of the structure of a fairy tale and the various ways of creating it.
Game "Bag of Stories"
What are all these small figurines of animals and people, tiny dolls, funny creatures, Kinder surprises for? You can come up with different magical stories with them! Collect all the small figures you have into one beautiful bag. The rules by which stories are written are very simple. If the children are still very young, the adult acts as a presenter; if the children can already tell stories themselves and come up with new twists, then there are more participants. So, the first participant takes out of the bag, without looking into it, several figures at once, for example, three. And she comes up with a story with him, or rather, the beginning of it. For example, “Once upon a time there was a princess and she had a talking fox. One day they went for a walk in the forest and found a magic turnip that granted wishes. They began to pull it, but they couldn’t pull it out...” The next participant or the same one again takes out 2-3 figures and with them composes a continuation of the fairy tale. And so on until it’s over or you get tired of it. You can limit the number of participating figures, for example, no more than 10. You can mix the plots of different fairy tales, why not?
This fabulous game teaches you to develop your imagination, compose, invent, tell, choose the right words, learn new words, think!
An infinite number of similar games and exercises for the development of creative imagination in children can be created, everything depends only on the creative imagination of adults who have set themselves the goal of helping every child grow up as a creatively gifted, unconventionally thinking, successful person.
Development of attention and imagination of preschoolers.
The attention and imagination of preschool children are the most important aspects of a child’s personality. It is impossible to imagine a situation in which a person would not have fantasy and imagination. I think that there would be no one to make scientific discoveries, and humanity would be deprived of works of art, children would never hear fairy tales.
Many years of experience working with preschool children proves this to me and allows me to draw the appropriate conclusion. Without imagination, children cannot study at school or master complex educational programs. The preschool period marks the beginning of the development of imagination and fantasy. Intensive manifestation of this mental process appears at the age of 5 years. Based on many years of observation of children, I can say with complete confidence that if educators, teachers and parents do not pay serious attention to the development of the child’s ability to fantasize, then a rapid decrease in the activity of this function subsequently occurs. A person’s personality becomes impoverished, the possibilities of creative thinking are reduced, and, accordingly, interest in science and art is lost.
Attention is an integral part of the organization of cognitive activity, the focus of consciousness on any object. And although what is vivid and emotional is fixed in the minds of young children, already at preschool age in the process of play and communication, it is necessary to begin to form voluntary attention. Its development makes it possible to greatly facilitate the child’s learning process in primary school, when he will need to do not what he wants, but what is necessary.
Imagination is the ability to create new images by processing previous experience. This is already creative imagination, which manifests itself in role-playing games. It should be noted that if, during the period of its inception, the imagination of a preschooler is practically inseparable from play actions with the material, determined by the nature of the toys, the attributes of the role, then in children 6-7 years old there is no longer such a close dependence of play on the play material, and the imagination can already find in such items that are not similar to those being replaced. The image of the imagination at this age is characterized by brightness, clarity, and mobility. The development of children's imagination is associated with the end of early childhood, when the child first demonstrates the ability to replace some objects with others and use some objects in the role of others. It is with the help of imagination that a person forms an image of an object or situation that has never existed at the moment.
The importance of imagination in mental development is very great; it contributes to better knowledge of the world around us and the development of the child’s personality. But I want to note that imagination should not develop into passive daydreaming.
I offer my colleagues, teachers, and parents games and exercises that I have developed in practice that can be used to develop imagination. They not only allow you to activate the cognitive activity of a preschooler, but will also contribute to the development of speech and creative thinking in children.
Games and exercises to develop attention and imagination.
Game: “Decorate the word”
Target. Develop the child's imagination and speech.
Exercise. Find as many definitions2 for this word as possible.
Autumn (what is it like?)….
Spring (what is it like?)….
House (what)….
Flower (what?)…
Game (what)…
Game "Draw something".
Goal: Develop imagination.
Exercise. Draw something unusual. (A certain time is allotted for this task - 4 minutes.)
Note. An emotional, colorful image indicates a developed imagination, although it may not be very original.
Game "Attention"
Goal: Develop attention and visual memory. Exercise. Draw a picture on a piece of paper that an adult showed for 5-10 minutes.
Game "Unfinished Drawing"
Goal: Develop imagination.
Exercise. See what the picture looks like and continue with it.
For example: any geometric figure.
Game "Mirror"
Target. Develop attention and coordination of movements.
Exercise. Become a “mirror” and repeat everything that the leader does: the leader will raise his hands up (to the sides, lower them down, etc.), the “mirror” will repeat.
Game "Magic Transformations"
Target. Develop your imagination.
Exercise. Depict any animal or object. (Depict some fairy-tale hero, etc.) An adult must guess who or what it is.
Game "Guess what it is?"
This game requires knowledge of front, back, right, left.
Target. Develop the child’s attention, ability to navigate space, and thinking.
Exercise. Guess which toy the adult wished for (he tells you its location - in front of you, behind you, on the right, on the left).
Game "Guess who I am?"
Target. Imagination is developed. Progress of the game. The presenter or one of the children uses facial expressions, sounds, and gestures to depict a cat (cockerel, dog, etc.).
Exercise. Guess who was depicted. How did you guess?
Game "Be careful"
This game can be played with one child or a group of children.
Target. Develop attention, teach how to quickly and accurately respond to sound signals.
Progress of the game. Children walk in a circle. The presenter alternately gives the commands “Bunnies”, “Herons”, “Horses” at different intervals. Children must perform movements in accordance with the command.
“Bunnies” - children jumping.
“Herons” - children stop and stand on one leg.
“Horses” - children stop and tap their feet on the floor.
“Frogs” - children squat and squat.
Execution of signals must be taught before the game.
Game "Imagine if..."
Target. Develop your imagination.
Exercise. Imagine and depict how you blow out the candles on a birthday cake, depict and voice a clock with a pendulum that strikes, depict and voice a motorcycle, a boiling kettle, depict a hairdresser who does a haircut or hairstyle, a dentist who treats a tooth, a cook, who is preparing lunch, a surgeon during an operation, a fisherman sitting on the shore, etc.
Game "Animals"
Target. Develop attention.
Exercise. If the game is played with a group of children, then everyone is invited to choose any animal (hare, wolf, tiger, bear. Lynx, cheetah, fox, hedgehog, elephant, monkey). We do the same thing if we play with one child.
The presenter randomly names the animals. When the child hears the name of his animal, he should stop and clap his hands. You can play a knockout game with a group of children.
Game "Yes and no, don't say"
Target. Develop attention.
Exercise. To answer the presenter’s questions, it is forbidden to say “YES” and “No”. Be careful. Questions:
- Do you like summer?
- Do you like playing in the park?
- Do you love the sun?
- Do you like swimming in the sea or river?
- Do you like fishing?
Questions can be on different topics. For example, by the seasons. (About winter, summer, autumn, spring).
A game. "Let's sing together"
Target. Develop attention and memory.
Exercise. The teacher suggests singing a song, for example, “A grasshopper was sitting in the grass...”. Explains what needs to be done. One clap - start singing. Two claps - continue singing the song, but mentally, to yourself. One clap - keep singing out loud.
If a group of children is playing, then the one who makes a mistake drops out or becomes the leader.
Game "Who will notice the most fables"
Target. Develop attention and the ability to notice illogical situations.
Exercise. Mark all fables. (Reading the poem “Joy” by K. Chukovsky)
The games-exercises presented above for the development of attention and imagination are very simple, they can be used during family leisure time, free time from classes in kindergarten, on a walk, in a group room, and can keep a child (group of children) occupied not only with benefit, but also with great interest in further joint games. By playing these games with children, it is easier for the teacher to consolidate the material covered and to train children in various skills and abilities. For us teachers there is a huge scope for the development of creative abilities. Coming up with new games and new ideas comes naturally, the main thing is just to start and each game can become truly original, it is very easy to transform them in accordance with the creative abilities of the teacher. I believe that the games I have proposed will more fully allow us to develop such important cognitive abilities as attention and imagination. And most importantly, they will help children be successful in school and study well. I wish you success in developing your children's attention and imagination! I have no doubt that the games presented will be interesting to both children and adults! Thank you for your attention!
Card index of didactic games
for the development of imagination and artistic and creative abilities
Educator: Sabaeva M.A.
CREATION OF IMAGES BASED ON SPECIFIED ELEMENTS
UNUSUAL BLOTS
Target: development of imagination, imaginative thinking, fine motor skills.
Equipment: a sheet of thick paper, ink, pen or brush (for each child).
Progress of the game
The adult says to the children: “Guys, did you know that before, when your grandparents were little girls and boys, there were no ballpoint pens, and people wrote with quills or fountain pens? It was very difficult to write with them. Therefore, inkblots often appeared in schoolchildren’s notebooks. Teachers tore out pages with inkblots and asked students to rewrite everything again. Of course, both the guys and their teachers were upset. But sometimes the blots turned out unusual. Students, examining these blots with interest, found in their bizarre silhouettes images of animals, birds, insects, unusual figures of people, and fairy-tale characters. Now we will start making unusual blots.”
An adult shows how you can make blots without getting dirty, demonstrates a way to get symmetrical blots (you need to drop a little ink on the middle of the sheet, fold the paper in half and then unfold it).
After completing the preparatory work, the adult says: “Let's look at all the blots and say what they look like. Try to see as many images of objects as possible in each of the blots.”
Note: You can invite children to finish drawing blots to an image.
AMAZING PALM
Target:
Equipment: samples of drawings made based on the standard (image of an open palm);
a sheet of paper, a simple pencil, an eraser, sets of colored pencils, wax crayons, paints and brushes (for each child).
Progress of the game
The adult invites the children to trace their palm with open fingers.
After completing the preparatory work, he says: “Guys, you got similar drawings; let's try to make them different. Add some details and turn an ordinary image of a palm into an unusual design.”
The child’s imagination will allow you to turn these contours into funny drawings: an octopus, a hedgehog, a bird with a large beak, a clown, a fish, the sun, etc. Let the child color these drawings.
Note. If difficulties arise, the adult shows examples of completing the task, but warns the children that they should not copy them.
For example:
ORIGAMI IN RUSSIAN
Target: development of imagination, spatial orientation, fine motor skills, artistic taste.
Equipment: two or three sheets of paper or prepare origami models, a simple pencil, an eraser, a set of colored pencils (for each child).
Progress of the game exercise
An adult talks about the Japanese art of origami, shows the technique of making simple models and invites children to fold paper figures.
After completing the preparatory work, he says: “Let's decorate our crafts, make them elegant and festive. Complete the necessary details and color the figures with colored pencils.”
You can use origami models such as:
pocket, plane, boat, steamer, table, house, fan, mushroom, leaf, pinwheel, cap, whale fish, duckling, letter, envelope.
Note. This exercise does not aim to teach children such a complex art as origami; the adult’s task is to teach children how to decorate paper figures using colored pencils and their own imagination, so preschoolers can be offered ready-made origami models.
SILHOUETTES OF FIGURES
Target: development of imagination, imaginative thinking, graphic skills, artistic taste.
Equipment: cards with outline images of objects or silhouettes of figures cut out of thick paper (according to the number of children);
Progress of the game
An adult hands out cards for the game to the children and says: “You have unfinished drawings in front of you. They lack many details, they are sad, colorless. Draw what is needed and color the drawings.”
ENCHANTED FOREST
Target: development of imagination, imaginative thinking, visual skills, artistic taste.
Equipment: cards with schematic images of trees and unfinished lines of an indeterminate nature (according to the number of children);
a simple pencil, an eraser, a set of colored pencils (for each child).
Progress of the game
An adult hands out cards for the game to the children and says: “Before you is an enchanted forest. The wizard covered him with an invisible cap, so many plants and inhabitants of the forest turned out to be invisible. But you can see something, probably because the hat was too small. Let's try to disenchant the forest. Look at the picture carefully, then turn all the lines into finished drawings. Remember that the forest was extremely beautiful and full of inhabitants.”
The child who creates a complete image of the forest using all these elements wins.
Note. To reveal the plot, you can invite children to supplement the resulting drawings with images of animals, birds, insects, people or fairy-tale characters.
LET'S HELP THE ARTIST
Target: development of imagination, imaginative thinking, flexibility in constructing a graphic outline, and visual skills.
Equipment: cards depicting geometric shapes and lines (according to the number of children);
a simple pencil, an eraser, a set of colored pencils or felt-tip pens (for each child).
Progress of the game
An adult hands out cards for the game to the children and says: “One absent-minded artist decided to prepare paintings for an exhibition. He made sketches - made some strokes, and then got distracted and forgot what he wanted to draw. Guys, help the artist. Look at the strokes and turn them into images of various objects. Perhaps then the artist will remember what he wanted to draw. Then we will arrange an exhibition and select the best paintings.”
Note. If difficulties arise, the adult shows an example of completing the task on the board. If one of the children completes the task faster, you can offer him an additional option.
To complicate the game, the number of initial figures is increased and brought to 10 - 20.
FORM WORKSHOP
Target:
Equipment: flannelgraph, strips of velvet paper shaped like counting sticks;
sets of counting sticks (according to the number of children).
Progress of the game
An adult, attaching strips of velvet paper to a flannelgraph, constructs schematic drawings, for example the following:
Then he hands out sets of counting sticks to the children and says: “Try to copy my drawings as accurately as possible.” After completing the educational exercise, the adult invites the children to create new unusual (or realistic) pictures from counting sticks.
GOOD - EVIL
Target:
Equipment: cards with an outline image of two fairies (kings, wizards, princesses, etc.) (according to the number of children);
a simple pencil, an eraser, a set of colored pencils or felt-tip pens (for each child).
Progress of the game
An adult hands out cards for the game to the children and says: “On a piece of paper you see images of two fairies. Imagine that one of them is evil, the other is good. To make it clear to everyone where each fairy is, complete the drawing and coloring of the faces and clothes. You may want to depict some magical things or fairy-tale companions of our fairies.”
Note. You can invite children to portray fairies using facial expressions and pantomime and choose the child who, using expressive movements, created the most vivid images.
Outline image of two wizards:
For example:
"Good Fairy" "Evil Wizard"
FASHION DESIGNERS
Target: development of imagination, fine motor skills, artistic taste, activation of thinking and speech.
Equipment: portraits from reproductions (posters, magazine covers, etc.), pasted onto cardboard (according to the number of children); a sheet of paper, a simple pencil, an eraser, a set of pencils or felt-tip pens, a glue stick, a set of colored paper, foil, scraps of fabric, pieces of fur, etc. (for each child).
Progress of the game
An adult lays out stimulus material (portraits) and says: “Imagine that you are fashion designers. Each of you has been approached by a person who wants you to help him look smart.”
The adult invites the children to choose portraits, carefully examine them, come up with and create suitable outfits. Using applique material, make a headdress (kokoshnik, hat, scarf, etc.), jewelry (beads, necklaces, earrings, brooches, etc.). If the portrait is of a woman or girl, draw a costume (ball gown, sundress, tailcoat, etc.) on a piece of paper.
After completing the creative task, the model show begins. The adult asks the children to name their “models” and talk about their profession and character.
Note. For such games, it is advisable to select portraits of people who differ in gender, age, and facial expression. It is unethical to use portraits of political and historical figures.
COMPLETE A PICTURE FROM THE FIGURES
Target: development of imagination, imaginative thinking, spatial orientation, constructive skills.
Equipment: flannelgraph, a set of geometric shapes of different sizes and colors (circles, triangles, squares, rectangles) for working with flannelgraph;
sets of geometric shapes of different sizes (circles, triangles, squares, rectangles), cut out of colored cardboard (according to the number of children).
Progress of the game
An adult, attaching circles, squares, triangles, rectangles to a flannelgraph, constructs simple drawings, for example the following:
Then he hands out sets of geometric shapes to the children and says: “Try to copy my drawings as accurately as possible.”
After completing the educational exercise, the adult invites the children to create new beautiful (or unusual) pictures from the existing geometric shapes.
IDENTIKIT
Target: development of imagination, emotional sphere, combinatorial skills, fine motor skills, activation of thinking and speech.
Equipment: portraits from reproductions (posters, magazine covers, etc.), cut into strips - forehead separately, chin separately, eyes separately, nose separately, etc. (based on the number of children).
Progress of the game
The adult lays out the stimulus material and says: “You must have seen how in detective films criminologists create an identikit. To create a portrait of a person, they select and connect parts of the face. Now we will try to compile sketches of various people. Select suitable stripes and fold them to form a portrait of a person. Give him a name, a profession, tell him about his character.”
Facial features that reflect a particular personality state:
HIDDEN DRAWINGS
Target:
Equipment: demonstration cards depicting geometric shapes (rectangles, circles, ovals, etc.) of different sizes;
2-3 sheets of paper, a simple pencil, an eraser, a set of colored pencils (for each child).
Progress of the game
The adult shows the children one of the cards and says: “Guys, look carefully at the picture. The drawings that were depicted on it decided to play hide and seek. They hid behind geometric figures of suitable size and shape. Guess who or what might be behind the figures and draw them on your piece of paper.”
Variant of stimulus material:
Note. Similar work is carried out with other cards. Children can be asked to draw not just one picture, but all the options that they consider suitable for the given stimulus material. In this case, the number of drawings completed by each child is also taken into account.
CREATION OF YOURSELF IMAGES
THIS IS NOT IN NATURE
Target: development of imagination, activation of attention, thinking and speech.
Equipment: board, colored chalks.
Progress of the conversation game
An adult suggests that everyone come up with an unusual creature together:
a) beast;
b) fish;
c) bird;
d) insect;
d) an alien.
He asks the children leading questions and, based on the answers received, creates an image on the board using colored crayons.
Suggestive questions:
- Does the animal (alien) have a head? One?
- Some? What is she (they) like?
- What about the neck? What is she like?
- What kind of body does he have?
- What limbs (arms, legs, paws, tentacles, wings)?
- What eyes, nose, ears, tail?
- What kind of mouth (lips, teeth, tongue)?
- What is the body covered with (fur, scales, down, etc.)?
- What color is all of the above?
The adult finishes the drawing and says:
This is the kind of creature we got. Let's make a story about him.
Children answer leading questions:
- What's his name?
- Where does this creature live?
- What does it eat?
- What does he like to do?
- What doesn't he like to do?
- What is his character?
- Does he have many friends? Why?
- Who are his enemies? Why? etc.
Note . In subsequent lessons, you can invite the children to invent and draw an unusual creature themselves, and then write a description story about it.
MAGIC THREAD
Target: development of imagination, imaginative thinking, artistic taste.
Equipment: two sheets of paper, thread, paint (preferably gouache), brushes (for each child).
Progress of the game
An adult shows the children a ball of thread and says that these threads are magical because they can draw pictures. Then he offers to look closely at how this is done. The thread is dipped into paint and placed in random order on a sheet of paper. Cover the top with another sheet, lightly press the bottom sheet and pull out the thread at one end - an abstract design is obtained. Children repeat all the operations shown and get fancy images. The adult asks the children to give one or more names to the paintings.
Note. If difficulties arise, you can suggest turning or turning over a sheet of paper and come up with a name collectively.
MYTHS ALIVE
Target: development of imagination, imaginative thinking, emotional sphere, visual skills.
Equipment: illustrations depicting various mythological creatures;
Progress of the game
The adult explains to the children what myths are, talks about the creatures found in the mythology of different nations, shows their images, paying attention to the character qualities inherent in mythological heroes. Then the children are asked to independently depict and color the mythological characters.
Drawing options:
a) dragon;
b) gnome;
c) whale fish;
d) troll;
d) mermaid;
g) centaur;
h) queens of the seasons (winter, spring, summer, autumn);
i) lord of the wind;
j) spirit of the earth;
k) spirit of fire, etc.
Note. If children are proficient in modeling techniques, then you can invite them to sculpt mythological characters from plasticine.
A LOOK INTO THE FUTURE
Target: development of imagination, visual skills, activation of thinking and speech.
Equipment: a sheet of paper, a simple pencil, an eraser, a set of colored pencils or paints and brushes (for each child).
Progress of the game
The adult says to the children: “Guys, not a single person can know for sure what will happen tomorrow, in a week, in a month, in a year, and even more so after ten, twenty or more years, that is, in the future. Surely a lot will change, but no one knows how. Let’s imagine, try to imagine pictures of the future and draw them.”
Drawing options:
a) car of the future;
b) my dream house (the house they would like to live in in the future);
c) spaceship;
d) fantastic landscape (Earth in the distant future or an unknown planet to be discovered).
After finishing drawing, the adult invites the children to demonstrate the drawings and talk about them.
HOUSE OF MODELS
Target: development of imagination, imaginative thinking, visual skills, artistic taste.
Equipment: a cardboard model of a doll, a sheet of paper, a simple pencil, an eraser, a set of colored pencils (for each child).
Progress of the game
An adult hands out doll models to the children and says: “Every fashion designer strives to come up with his own collection of clothes, tries to make his models different from the others. This is not easy, because you need to take into account who the clothes are intended for, where they will wear them, and at what time of year. Imagine that you work in a fashion house and draw a collection of clothes.”
Collection options:
a) summer, vacation and beach;
b) spring - autumn;
c) winter-winter;
d) work is beautiful;
e) evening dress, going out;
f) home clothes;
g) sportswear;
h) school uniform;
i) theatrical costume, etc.
CHANGING PATTERN
Target:
Equipment: a large sheet of paper and a set of colored markers or a board and a set of colored crayons.
Progress of the game
The adult invites the first player to think of some image and draw only one element. The second player says what it might be and draws another line. The next one must come up with something else and complete the line in accordance with his plan. This continues until one of the players can no longer change the drawing in his own way.
Note. The game can take place without naming your plans, i.e. silently.
TALKING DRAWINGS
Target: development of imagination, imaginative thinking, graphic skills.
Equipment: sample pictography;
a sheet of paper, a simple pencil, an eraser (for each child).
Progress of the game
The adult tells the children: “Once upon a time, a long time ago, people did not know letters and did not know how to write, but they drew stories that they needed to preserve and remember. This type of writing was called pictography, and it was used in ancient countries - in Egypt and Assyria, Japan and China. We, too, can leave some story or fairy tale as a memory of ourselves. If instead of letters we use “talking” pictures, then residents of different countries will be able to understand us. For drawings to become “speaking”, they must be completely simple and at the same time understandable. See how you can use drawings to “write down” the beginning of a fairy tale: “Little Red Riding Hood went into the forest and met a wolf.”
An adult draws on the board or shows the children a finished sample.
Children are invited to use pictography to continue the fairy tale about Little Red Riding Hood or to depict what happened to other fairy-tale characters - Kolobok, Pinocchio, Thumbelina, etc.
Note. When children have mastered pictographic writing, you can invite them to come up with stories, depict them, exchange drawings and try to “decipher” each other’s notes and tell the content of the stories.
THE MOST FUN
Target: development of imagination, imaginative thinking, emotional sphere, visual skills.
Equipment: a sheet of paper, paint and brushes (for each child).
Progress of the game
The adult invites the children to come up with and draw something fun - the most fun in the world. He draws attention to the fact that not only objects can be depicted: various combinations of colors and shapes are quite acceptable.
After finishing drawing, children show their paintings and talk about them.
Note. The games “The saddest”, “The kindest”, “The most evil”, “The most beautiful”, “The happiest”, etc. are played in a similar way.
WHAT DOESN'T HAPPEN IN THE WORLD?
Target: development of imagination, imaginative thinking, visual skills.
Equipment: a sheet of paper, a simple pencil, an eraser, paints and brushes or a set of colored plasticine (for each child).
Progress of the game
An adult invites the children to draw (model from plasticine) something that does not exist in the world.
After finishing drawing (sculpting), children take turns showing their works and talking about them. All participants in the game exercise discuss whether what is depicted (modeled) really does not occur in real life.
The child who creates the most expressive fantasy image wins .
COAT OF ARMS
Target: development of imagination, imaginative thinking, visual skills.
Equipment: a sheet of paper, a simple pencil, an eraser, a set of colored pencils or markers (for each child).
Progress of the game
An adult tells the children what a coat of arms is and asks them to come up with and draw a coat of arms:
a) kindergarten;
b) school (class);
c) cities (villages, hamlets);
d) his family.
After finishing drawing, children take turns showing their works and talking about them.
The winner is the child who, in the opinion of the majority of children, drew the most original coat of arms that corresponds to the given theme.
Note. If difficulties arise, the adult shows the children examples of various coats of arms and emblems.
DRAWING WITH FINGERS
Target: development of imagination, imaginative thinking, fine motor skills.
Equipment: sheets of paper, gouache mixed with toothpaste, napkins (for each child).
Progress of the game
The adult invites the children to draw pictures with paints, but without a brush, that is, using their own fingers.
Types of “paintings”:
a) landscape;
b) still life;
c) portrait (or self-portrait);
d) cover or illustration for your favorite book, etc.
After finishing drawing, the children show the paintings and talk about them.
The winner is the child who, using fingergraphy, created the most expressive and original image.
1. Game “Colored baskets”
The first game is used with very young children and is called "Colored Baskets".
Purpose of the game: the game is aimed at learning colors by children 2.5-3.5 years old, memorizing the names of primary colors, developing the speech skills of preschoolers, developing observation and memory.
Progress of the game:
children are asked to collect mixed up objects in baskets, the child draws any card, but he must put it in a basket of the same color, while loudly calling out the color and the object he chose.
2. Game “Bottom of the Sea”
Purpose of the game: development of artistic composition skills, development of speech, logical thinking, memory.
A very common game that can be used not only in art activities, but also in other educational areas. The children are shown the seabed (empty), and it must be said that all the sea inhabitants wanted to play “Hide and Seek” with us, and in order to find them we need to guess riddles about them. The one who guessed correctly puts the resident in the background. The result is a complete composition. The teacher motivates children to perform visual activities. (Good to use with middle and older groups). In the same way, you can study with children other themes of plot compositions: “Summer Meadow”, “Forest Dwellers”, “Autumn Harvest”, “Still Life with Tea”, etc. You can invite several children to the board and ask them to make different compositions from the same objects. This game develops intelligence, reaction, and compositional vision.
3. Game “Painted Horses”
When consolidating knowledge of folk paintings or when conducting monitoring in senior and preparatory groups, you can use this simple game.
Goal: to consolidate knowledge of the main motifs of Russian folk paintings (“Gzhel”, “Gorodets”, “Filimonovo”, “Dymka”), to consolidate the ability to distinguish them from others, to name them correctly, to develop a sense of color.
Progress of the game:
the child needs to determine in which clearing each of the horses will graze, and name the type of applied art based on which they are painted.
4. Game “Magic Landscape”
One of the most difficult topics is, of course, the study of perspective in a landscape - distant objects seem smaller, near ones larger. It is also more convenient to use the game for this.
Purpose of the game: to teach children to see and convey the properties of spatial perspective in drawings, to develop the eye, memory, and compositional skills.
Progress of the game:
The child needs to place trees and houses in pockets according to their size, in accordance with their prospective distance (preparatory group).
Game "Collect a landscape"
Using the example of a landscape, it is also convenient to develop a sense of composition and knowledge of natural phenomena. To do this, it is convenient to use this didactic game.
Purpose of the game: to develop compositional thinking skills, consolidate knowledge of seasonal changes in nature, consolidate knowledge of the concept of “landscape,” develop observation and memory.
Progress of the game:
the child is asked to compose a landscape of a certain season (winter, spring, autumn or winter) from a set of printed pictures; the child must select objects that correspond to this particular time of year and, using his knowledge, build the correct composition.
6.Game “Arrange and count the nesting dolls”
Purpose of the game: to consolidate knowledge about the Russian nesting doll, develop the ability to distinguish this type of creativity from others, develop ordinal counting skills, eye, and reaction speed.
Progress of the game:
There are pieces of paper with drawn silhouettes of nesting dolls hanging on the board, three children are called and they must quickly sort the nesting dolls into cells and count them.
7. Game “Matryoshkin’s sundress”
Purpose of the game: to develop compositional skills, consolidate children’s knowledge about the basic elements of painting a Russian nesting doll, and consolidate knowledge of Russian national clothing.
Progress of the game: Silhouettes of three nesting dolls are drawn on the board, the teacher calls three children in turn, they each choose to wear their own nesting doll.
Didactic game for preschoolers “Funny markers”
Description of work:
Didactic game “Funny markers”
is aimed at teaching children to distinguish colors and understand color names. It can be used in individual work with children, for working with a subgroup and for independent activities. This manual will be useful for children 2-4 years old, teachers and parents.
Didactic game “Funny markers”
made of waste material (caps from felt-tip pens, string), cardboard and paper, I copied the faces of the felt-tip pens from websites. Children love to play with small figures with funny, kind faces. That's why I brought such figures into my game. Of course, you guessed why they are called that.
The benefit includes:
multi-colored markers, flat figurines of flowers, mushrooms, buckets, cardboard cones (houses) corresponding to the color of the markers.
Target: teach children to distinguish and name colors.
Tasks:
Educational:
Strengthen knowledge about color, learn to group objects by color
Educational:
Develop fine motor skills in children, sensory skills, visual perception, voluntary attention, logical thinking and speech
Educational
:
Develop the ability to follow the rules of the game. Encourage children to engage in independent activities.
Dictionary:
red, yellow, green, blue
Game motivation:
In a forest clearing, in multi-colored fairy-tale houses, flomas live together. They are inquisitive, restless and cheerful.
Game options:
Option one . Look at all the markers. Highlight their distinctive features. (The bow or hat on the head of each marker is the same color as its dress.) If you wish, you can come up with a name for the marker.
This option can be used as a game “Guess who’s hiding?”
After the child looks at the figures, ask him to turn away. Remove or add one marker and ask your child to guess who is hiding or who has appeared. Later, when the child remembers the basic colors, you can introduce figures of other colors into the game: blue, pink, purple, etc.)
Option two.
The ability to distinguish and understand colors, to select objects of the same color.
Each flomashka lives in its own cozy house. Check out the houses.
The color of the house of each marker corresponds to the color that is present in its outfit.
Place each float in its own house (Put the cone house on top of the doll).
But sometimes they like to joke and hide in other people's houses. Check the houses - are all the markers in their places?
If not, then move them to their houses.
Option three.
Learn to group objects by color.
A) When mushrooms grow in the forest, flomas go to collect them. Each doll takes a bucket of its own color, into which it collects mushrooms of the same color.
Ask your child:
-What color is your marker?
-Which bucket will she take?
-What color mushrooms will she pick?
Help the flimsy people collect mushrooms.
B) Flomas love flowers very much. Help each marker collect flowers of the same color as herself.
Flomashki are very kind and caring. They love to do nice things for their friends. Help the marker collect and give flowers to your friend (the color of the flowers must match the color of your friend).
For this version of the game, silhouettes of real flowers were selected in three colors: red, yellow and blue. By looking at and collecting these flowers, the child will remember their name and learn to recognize them. Red flowers - poppy, carnation, tulip, rose, cosmos. Blue flowers - bell, cornflower, chicory, forget-me-not, violet. Yellow - mother and stepmother, dandelion, lily, tulip, water lily. Just like mushrooms, you can use simple silhouettes of flowers of different colors (several of each).
Each of these games can be drawn by yourself or made using a computer and a color printer.
Didactic games and exercises on color science.
Didactic game " Scarves and hats"
These bears are going for a walk. They had already tied their scarves, but had mixed up their hats. Help them figure out whose hat is whose. How can you find out? Look at the scarves (these are clues). Match the hats to the color of the scarves. Choose a hat for the bear with a yellow scarf (blue, green...). Name the colors of the hats in order - from top to bottom: green, yellow... And now vice versa - from bottom to top - purple, orange... Remember what color is your hat? Look at the bears and say whether they are the same or different colors. (These are different shades of brown.) Which bear is your favorite?
Didactic game "
Colored tea party at Masha and Dasha's"
Dolls invite girlfriends for tea. Help them set the table. Look: there are a lot of dishes, but two dolls. This means that all the dishes need to be divided equally into two sets. But for a reason: this is Masha, and this is Dasha. Let's think together about how best to distribute the dishes. Are the dishes the same color or different? What color are the dolls' clothes? Which dishes are more suitable for a doll with a red bow? (A teapot and cups and saucers with red polka dots, a red sugar bowl with white polka dots and a vase with a red flower.) What kind of dishes should be selected for the doll in blue? Name what each of the dolls will put on the table for their guests.
Didactic game " Why should we finish building the house!”
These houses were built and built, but they were not completed. And they were conceived so that two colors alternated in each. Complete the houses. What parts need to be placed on top? Find a house that has two green cubes at the bottom. What color cube is on top? (Red.) What cubes did you put in next? (Green.) So, which cube should be placed on top? Find him in the row on the right. Examine each building (the rest can be closed) and pick up the missing parts. Show me a house made of orange and green cubes. Made from yellow and green bricks? Name the colored parts from which the rest of the houses were built.
Didactic game
"The Motley Clown"
The clown is preparing to perform. Help him dress up. The clown's clothes are always the opposite. One sleeve is green, and the glove on the same hand is red. The other sleeve is red, and the glove on this hand is green. Let's take a look together. What's on the clown's head? Where is the green cap? What kind of pompom should be sewn to it? (Red.) Which pom-pom is suitable for a red cap? (Green.) Find the same color on the umbrella. Show me a glove of the same color. Which hand will the clown put it on? Show and name everything red. Where is the red shoe? Which foot will the clown put his shoes on? Name the color of the button and find this color on the umbrella.
Didactic game "Delicious" palette"
Name each picture and find its color on the palette. Pick up all the pairs: lemon - lemon... (etc.) Now try to guess what other colors can be called. Find the carrot among the pictures and the matching one on the palette. What is the name of this color? (Orange.) But you can say it in another way - carrot. Show beet color on your palette. Lilac. Olive. If it’s difficult, compare with images of fruits and flowers. What would you call the color of plum? (Purple, or otherwise plum.) How is yellow different from lemon? (Lemon is a shade of yellow with a slight hint of green.)
Didactic game " Color nuances"
Sometimes artists paint copies of their paintings, which completely repeat the original (the first, main work) or have some differences. Compare these still lifes and find 5 differences. At first glance, they seem the same. Look closely at the coloring of both paintings, compare all the objects in pairs. And then try to draw your own still life from life. Take a vase or jug. Place it on the table. Place large, bright fruits nearby. Stand back and admire. If necessary, move the objects of the still life in search of the most interesting composition. And start drawing, checking with nature. Be more attentive to color.
Didactic game " The berries are ripe"
Look how the raspberry ripened: at first it was almost white, then it turned slightly pink, and so it gradually ripened - from light pink to crimson. All stages of raspberry ripening are shown exactly in order from top to bottom. The stages of plum ripening are confused. Restore the correct order by comparing with raspberries. What was the plum like at first? What shade did it acquire when it was slightly ripe? Where is the ripe plum? Compare ripe raspberries and plums. Which one is cold and which one is warm?
Didactic game "Magic Colors"
Goal: during the game, to develop children’s attention and interest in various colors and shades, a feeling of joy when perceiving the beauty of nature.
Material: cards with different colors.
Game description: give children cards with squares of different colors. Then the teacher says a word, for example: birch. Those children who have black, white and green squares raise them up.
Then the teacher says the next word, for example: rainbow, and the squares are raised by those children whose colors correspond to the colors of the rainbow. The children’s task is to respond as quickly as possible to the words spoken by the teacher.
Didactic game “Funny Colors”
Target: introduce children to primary and composite colors and the principles of color mixing.
Material: cards with pictures of girls-paints, signs “+”, “-”, “=”, paints, brushes, paper, palette.
Progress of the game: by mixing colors, solve “examples” like “red + yellow = orange”, “green - yellow = blue”.
Didactic game “Primary and Composite Colors” (based on the principle of the game “Funny Colors”)
Didactic game “Match the color of the object”
Goal: to introduce children 3-4 years old to the color spectrum, to exercise their ability to correlate color cards with the color of an object.
Materials: cards with different colors, cards with images of objects.
Progress of the game. Children take one colored card, each child must choose from the pictures provided the image of the object that matches its color.
Didactic game “What colors are in the picture”
Goal: to train children in the ability to identify colors in a picture.
Material: Colored applications, tablet with pockets (8 pcs.), cards with different colors.
Progress of the game: the child is offered a color application and a set of color cards; he needs to place cards with the colors that are present in the application on the tablet.
Didactic game "Caterpillars"
Target. Exercise children in determining warm or cold colors, in the ability to arrange colors in shades from light to dark, and vice versa.
Material: colored circles of warm and cold colors, image of a caterpillar's head.
Progress of the game. Children are invited to use the circles provided to create a caterpillar with a cold color scheme (warm) or a caterpillar with a light muzzle and a dark tail (dark muzzle and light tail).
Exercises to develop form-building movements using stencils, templates, and planar figures.
Didactic game "Balls"
Goal: to develop in children the ability to perform circular movements when drawing a ball in a closed circle, relying on visual control and with their eyes closed.
Progress of the lesson. The teacher invites the children to look at a panel in which a kitten plays with balls of thread that he has unwound. Then he invites the children to collect the threads into a ball and shows how the threads are collected into a ball, imitating with the movements of a pencil winding the threads into a ball.
Periodically, the teacher invites children to close their eyes and perform movements with their eyes closed.
In order for children to show interest in work, you can give them the opportunity to draw a lot of balls, arrange a competition: who can draw the most balls.
Didactic game “Match a toy to the image”
Purpose of the game: to teach children visual analysis of the silhouette and shape of a real object. Exercise your vision in identifying shapes in a planar image and a three-dimensional object.
Progress of the game. Children are given cards with silhouette images. There are bulky objects on the tray: toys, building material. The teacher suggests placing an object of the appropriate shape under each silhouette.
The one who fills all the cells the fastest wins.
Game options can be varied. For example, the picture shows real objects, children select silhouette images cut out of cardboard and apply them to real images.
The formation of methods for comparison, analysis of objects and their images is an effective method of enriching subject concepts. This is facilitated by games such as “Place an object on its image”, “Make an object from parts”, “Find the same object”, “Find the same half of an object, image”.
In this case, it is important to take into account the individual discriminating capabilities of vision. If visual acuity is low and there are no image perception skills, it is better to begin work on comparing an object with its real, color image, and then you can move on to comparing the object with a silhouette image.
Didactic exercise “Let’s draw how the plates are located on the table”
Goal: to train children in drawing round and oval shapes, to develop the ability to distinguish objects by size from large to small.
To complete the exercise, children are given stencils with slots for three circles of different sizes and slots for three ovals located between the circles. The ovals are also of different sizes, with handles attached to them.
Progress of the lesson. The teacher says: “Children, three bears came to visit us. Let's give them a treat. For this we need dishes: plates and spoons.” The teacher shows the children stencils and suggests tracing circles and ovals, and then adding handles to the ovals to make a spoon.
After completing the task, the bears and the children watch how all the work is done and compare it with the real table setting, where the plates and spoons are located. Here you can also clarify which side of the plate the spoon is located on.
Didactic exercise “Let’s decorate objects”
Goal: to train children in the ability to fill limited space in accordance with the given shape of objects.
Progress of the lesson. The teacher offers children stencils with slits in the shape of various objects: dresses, hats, towels, handkerchiefs, cups, scarves, etc.
Then the children paint the given space with colored images. Depending on the level of development of visual skills, the complexity of the contours of objects is determined for each child individually: one paints a towel, the other a dress.
Such exercises enrich children's impressions of the shape of real objects, teach them to notice the commonality between them, in particular, that all objects are painted with colored stripes, they are all different (dishes, clothes, linen, etc.). This is how children develop the ability to generalize objects according to one similar feature, regardless of their functional purpose.
Didactic game “Assemble an animal from figures”
Goal: to train children in making figures of various animals (humans) from prepared templates of round and oval shapes.
Materials: templates of parts of different animals.
Progress of the game. Assemble an animal from the proposed parts, name what kind of animal it turns out to be, name what figures it consists of, what these figures represent (head, torso, paws, tail, ears).
Didactic game “Symmetrical objects (jugs, vases, pots)”
Goal: to strengthen with children the idea of symmetrical objects, familiarization with the profession of a potter.
Materials: templates of jugs and vases, cut along the axis of symmetry.
Progress of the game. The potter broke all the pots and vases that he had made for sale at the fair. All the fragments were mixed up. We need to help the potter collect and “glue” all his products.
Arts and crafts
Didactic game “Find the odd one out”
Didactic tasks: learn to find items of a certain craft among those offered; develop attention, observation, speech - evidence.
Material: 3-4 products (or cards with their image) from one craft and one from any other. Game rules: the one who quickly and correctly finds the extra product wins, i.e. different from others, and will be able to explain his choice. Progress of the game: 4-5 items are displayed. You should find the extra one and explain why, what trade it belongs to, what is characteristic of it. Options: the game may have a permanent host. The player who answers correctly receives a chip (token). The winner will be the one who collects the most tokens.
Didactic game “What has changed”
Didactic tasks: to consolidate the idea of any painting, develop observation, attention, memory and speed of reaction, learn to analyze, find differences in the patterns of different objects and be able to explain them.
Material: items from various crafts. Game rules: the player who first notices the change must quickly raise his hand to answer and correctly determine what has changed. If the answer is correct, he becomes the leader. Progress of the game: the teacher (or presenter) places five objects of various paintings in front of the players. Having carefully examined them, remembering the location, the players turn away. The presenter swaps objects and removes some. The players' task is to guess what has changed. If the problem is solved, another leader is chosen and the game continues. Options: players can not only name the new item or the one that the leader removed, but also describe it.
Didactic game “Find out the elements of the pattern”
Didactic tasks: to clarify and consolidate the idea of the main elements of any painting, to learn to isolate individual elements of a pattern, to develop observation, attention, memory and speed of reaction, to arouse interest in painting. Material: large cards, decorated with some kind of painting, with three or four free windows at the bottom. Small cards with individual pattern elements, including painting options that differ in color and details. Game rules: determine which of the proposed cards depicting elements of the painting match the pattern elements of the main card.
Progress of the game: having received a large card and several small ones, having carefully examined them, the players select those elements that are found in the pattern and place them in empty windows. The leader monitors the correct completion of the task.
Didactic game "Make a pattern"
Didactic tasks: learn to make decorative compositions – arrange elements, selecting them by color, on a variety of silhouettes in the style of a particular craft, develop a sense of symmetry, rhythm, observation, and creativity. Material : planar images of various objects; elements of painting, cut along the contour; samples of patterned silhouettes. Game rules: make a pattern on the selected silhouette from individual elements in accordance with the rules and traditions of this painting. Progress of the game: One child or a group can take part in the game. The players choose the silhouettes of objects to decorate at will. Having selected the required number of elements, a pattern is made. The player can perform the work by copying the pattern of samples or inventing his own composition.
Didactic game "Cut pictures"
Didactic tasks: consolidate knowledge about expressive means used in various crafts, practice compiling a whole picture from individual parts, develop attention, concentration, desire to achieve results, observation, creativity, arouse interest in objects of decorative art. Material : two identical planar images of various objects, one of which is cut into pieces. Game rules: quickly assemble a product from individual parts in accordance with the sample. Progress of the game: One child or a group can take part in the game. The teacher shows samples and gives the opportunity to look at them carefully. At a signal from an adult, the players assemble an image of a product from parts. The one who completes the task first wins.
Didactic game “Make a Khokhloma pattern”
Didactic tasks: to consolidate children’s ability to compose Khokhloma patterns using appliqué. Fix the names of the elements of the painting: “sedges”, “blades of grass”, “trefoils”, “droplets”, “criul”. Maintain interest in Khokhloma fishery. Material : stencils of dishes by Khokhloma artists made of paper in yellow, red, black colors, a set of elements of Khokhloma painting. Game rules: children are offered a set of elements of Khokhloma painting, from which they must lay out a pattern on a stencil of dishes using the appliqué method.
Didactic game “Gorodets Patterns”
Didactic tasks: to consolidate children’s ability to compose Gorodets patterns, recognize the elements of painting, remember the order of the pattern, and independently select the color and shade for it. Develop imagination, the ability to use acquired knowledge to compose a composition. Material : stencils of Gorodets yellow paper products (cutting boards, dishes, etc.), a set of elements of Gorodets painting (paper stencils). Game rules: children are offered a set of plant elements and figures of a horse and a bird. They must lay out the pattern on the stencil using the appliqué method.
Didactic game “Art Clock”
Didactic tasks: consolidate children’s knowledge about folk arts and crafts, the ability to find the right craft among others and justify their choice. Material : a tablet in the shape of a clock (instead of numbers there are pictures of different crafts pasted on). Cubes and chips. Game rules: the player rolls the dice and counts how many points he has. Counts the required amount with an arrow (counting starts from the top, in the picture instead of the number 12). You need to talk about the fishery that the arrow points to. For the correct answer - a chip. The one who collects the most chips wins.
Didactic game "Decorate the tray"
Didactic tasks : consolidate knowledge about Zhostovo painting - its color, its constituent elements; learn to place a pattern; develop a sense of rhythm and composition; to form an aesthetic attitude towards folk art. Material : stencils of trays of different shapes, cut out of cardboard , various flowers, casting according to size, shape, color. Game rule: take one element at a time. Game action: choosing a tray of a certain shape and placing a pattern.
Didactic game “Which painting is the bird from”
Material: images of birds of Gorodets, Khokhloma, Dymkovo, Gzhel crafts.
Game action: name the type of arts and crafts, find birds of unknown types of painting and not related to arts and crafts.
Didactic game “Help Dunno”
Didactic tasks: consolidation of knowledge about the arts and crafts of the Russian people.
Material: images of various types of arts and crafts.
Game action: determine what type of folk craft the image belongs to, prove it by naming the features of a particular painting.
Genres of painting
Didactic game "Artists-restorers".
Option 1.
Children use individual pieces to music (“Song about Paintings”, lyrics by A. Kushner, music by G. Gladkov) to restore the painting. Upon completion of the work, its genre is called. The colored cards earned by each child are counted and the number of points scored is written on a blank sheet with the child's name on it. (The points earned by the child will help the teacher in diagnosing knowledge and skills in visual arts.)
Option 2.
Paintings need to be stored carefully, so museums always maintain a certain temperature and humidity, and the windows are closed from bright sunlight. But over time, cracks may appear in the paintings, and pieces may even break off from them. Help me “restore” this still life. Find suitable fragments. What is still life? What do you see in this still life?
Didactic game “Choose the word”
Goal: develop the ability to select the right words for a picture
Material: reproduction of a painting.
Game description: It often happens that you really like a picture, but it’s difficult to talk about it, it’s difficult to find the right words. The teacher names 2-3 words, and the children choose one of them that is most suitable for this picture, and explain their choice.
For example, I. Mashkov’s painting “Moscow Food. Breads"
Sonorous – sonorous – quiet
Sound. There are very bright, sonorous colors here. Their voice is not ringing, although loud. Rather, it is thick, like the aroma of all these breads.
Spacious - cramped
Tight. There are so many things depicted here. Of course, they are cramped.
Joyful - sad
Joyful. There is abundance here! And all this food is so beautiful, elegant, as if at a holiday, as if the rolls and breads were showing off to each other, which one is better.
Light - heavy.
Heavy. There's a lot here. The breads are large and heavy. And all around are lush buns and pies. Everything together looks like something dense and heavy. How soon does the table hold up?
Didactic game “Define or find the genre (portrait, landscape, still life)”
Goal: to clarify children’s ideas about different genres of painting: landscape, portrait, still life.
Material: reproductions of paintings.
Game description: 1 option. The teacher suggests looking carefully at the paintings and putting paintings depicting only a still life (or only a portrait, landscape) in the center of the table, putting others aside.
Option 2. Each child has a reproduction of a painting, some of them depict a landscape, some have a portrait or a still life. The teacher asks riddles, and the children must show the answers using reproductions of paintings.
If you see in the picture
A river is drawn
Or spruce and white frost,
Or a garden and clouds,
Or a snowy plain
Or a field and a hut,
Required picture
It's called... (landscape)
If you see in the picture
Cup of coffee on the table
Or fruit drink in a large decanter,
Or a rose in crystal,
Or a bronze vase,
Or a pear, or a cake,
Or all items at once,
Know that this is... (still life)
If you see what's in the picture
Is anyone looking at us?
Or a prince in an old cloak,
Or a steeplejack in a robe,
Pilot, or ballerina,
Or Kolka, your neighbor,
Required picture
It's called... (portrait).
Didactic game “Make a still life”
Goal: to consolidate knowledge about the genre of still life, to teach how to compose a composition according to your own plan, according to a given plot (festive, with fruits and flowers, with dishes and vegetables, etc.)
Material: various pictures depicting flowers, dishes, vegetables, fruits, berries, mushrooms or real objects (dishes, fabrics, flowers, dummies of fruits, vegetables, decorative items)
Description of the game: the teacher invites the children to create a composition from the proposed pictures, or to create a composition on the table from real objects, using various fabrics for the background.
Didactic game “Correct the mistake”
Goal: to teach children to listen and watch carefully, to detect and correct mistakes.
Material: reproductions of paintings.
Description of the game: the teacher, in an art history story, describes the content of the work and the means of expression used by the artist, explains what mood the artist wanted to convey in his work, but at the same time deliberately makes a mistake in describing the picture. Before starting the game, children are given the instruction to watch and listen carefully, as a mistake will be made in the story.
Rules. Listen and watch carefully, detect and correct errors. The winner is the one who identified the most errors and corrected them correctly. He also gets the right to be the leader in the game - to compose an art history story based on another work.
An approximate art history story by a teacher (with intentional errors) based on the painting “Haymaking” by A.A. Plastova:
“Before you is a reproduction of a painting by A.A. Plastov “Summer” (wrong in the title). She talks about how, on a hot, clear day, mowers - old men and women - came out into a meadow covered with green, emerald grass (there is no description of the flowers) (the image of a teenager is missing in the description). The most important and beautiful thing in this picture are the white-trunked birches; they are painted in the center of the picture (an erroneous description of the compositional center). The work conveys peace and quiet joy. To do this, the artist uses bright, rich colors: yellow, green, blue, red.”
Didactic game “Guess the picture” (word game)
Goal: to teach children to find a picture using a verbal description.
Material: reproduction of a painting.
Game description:
Option 1. The teacher describes a painting by an artist without naming it
and without telling what colors the artist used. For example: “There is a girl sitting at the table in the room. She has a dreamy face. There is fruit on the table. It’s a summer day outside.” Children tell what colors and shades are used to depict everything that the teacher talked about. Then the teacher shows a reproduction of the painting to the children. The one whose answer is closest to the truth wins.
Option 2. To the music, the teacher describes in detail a landscape. Then he shows the children reproductions of paintings of different landscapes, among which is the one he described. Children must recognize the landscape from the description and explain their choice.
Didactic game “What does a landscape consist of”
Goal: to consolidate knowledge about the genre of landscape, its distinctive and constituent features and parts.
Material: various pictures depicting elements of living and inanimate nature, objects, etc.
Description of the game: the teacher offers children a variety of pictures. Children must select only those pictures that depict elements inherent in the landscape genre, justifying their choice.
Didactic game “Find the flaw in the portrait”
Goal: To consolidate knowledge about the components of the face: forehead, hair, eyebrows, eyelids, eyelashes, eyes, pupil, nose, nostrils, cheeks, cheekbones, mouth, lips, chin, ears.
Material: 10 cards depicting one person with different flaws.
Description of the game: the teacher invites the children to look at the picture and identify the missing parts of the face in the picture and tell what function they perform.
Didactic game “Collect a landscape”
Goal: To consolidate knowledge about the constituent elements of a landscape, about the signs of the seasons, to learn to compose a composition according to one’s own plan, according to a given plot (autumn, summer, spring, winter).
Material: Colored images of trees, flowers, herbs, mushrooms, etc., reflecting seasonal changes in nature.
Description of the game: children need to use color images to create a landscape according to their own ideas or according to the plot given by the teacher.
Didactic game "Perspective"
Goal: to give children knowledge about perspective, horizon line, distance and approach of objects in the foreground and background of the picture.
Material: picture plane with the image of sky and earth and a clear horizon line. Silhouettes of trees, houses, clouds, mountains of different sizes (small, medium, large)
Description of the game: children are asked to lay out silhouettes on a picture plane, taking into account perspective.
Didactic game “What does a still life consist of”
Goal: To consolidate knowledge about the genre of still life, image features, and constituent elements. Consolidate knowledge about the subject world, its purpose and classification.
Material: various pictures depicting objects, flowers, berries, mushrooms, animals, nature, clothes, etc.
Description of the game: among a variety of pictures, children need to select only those that depict elements unique to the still life genre.
Didactic game “Make a portrait”
Goal: to consolidate knowledge about the portrait genre. Learn to correctly navigate the location of different parts of the face by color and shape.
Material: various modifications of parts of the face in color and shape.
Description of the game: children are asked to make a portrait of a boy or girl using different parts of the face.
You can use riddles in the game:
Between two luminaries they do not sow, do not plant,
I'm alone in the middle. They grow up on their own. (Nose) (Hair)
Red doors in my cave,
White animals sit at the door.
And meat and bread - all my spoils -
I gladly give it to white animals. (Lips, teeth)
One speaks, two look
Two people are listening. (Tongue, eyes, ears)
My brother lives behind the mountain,
Can't meet me. (Eyes)
Didactic game "Seasons"
Goal: to consolidate children’s knowledge about seasonal changes in nature, about the color scheme inherent in a particular time of year.
Material: Reproductions of paintings with landscapes, audio recording of P.I. Tchaikovsky “The Seasons”
Description of the game: different reproductions of paintings are hung on the wall, the teacher invites the children to select those that tell about one time of year.
You can use the audio recording of P.I. Tchaikovsky “The Seasons” in the game
literary texts about the seasons.
