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2-3 points - have a low level of imagination;

0-1 points - have a very low level of imagination.

The purpose of the technique is to determine the level of development of the imagination.

Carrying out form: individual.

The child is invited to make some kind of craft in the allotted time (5 minutes). The criteria used are similar to those used in the "Verbal fantasy" method.

Criteria for evaluation:

0-1 points are given to a child in the event that, in the time allotted for the task (5 minutes), he could not think of anything and do it with his hands.

A child receives 2-3 points when he invented and molded something very simple from plasticine, for example a ball, cube, stick, ring, etc.

The child earns 4-5 points if he did comparatively simple craft, in which there is a small number of ordinary parts, no more than two or three.

The child is given 6-7 points if he has invented something unusual, but at the same time not distinguished by a wealth of imagination.

The child receives 8-9 points when the thing invented by him is quite original, but not worked out in detail.

A child can get 10 points for this task only if the thing he invented is very original, worked out in detail and has a good artistic taste.

The distribution according to the levels of formation of the imagination is done as follows:

1. Methodology "Verbal fantasy" (speech imagination) (RS Nemov).

Level 1 - 10 points;

Level 2 - 8-9 points;

Level 3 - 4-7 points;

Level 4 - 2-3 points;

5 level - 0-1 points.

2. Methodology "Sculpture" (RS Nemov).

Level 1 - 10 points;

Level 2 - 8-9 points;

Level 3 - 4-7 points;

Level 4 - 2-3 points;

5 level - 0-1 points.

2.2 Analysis and interpretation of experimental results

At the first stage, we used the following techniques: “Verbal fantasy” (speech imagination) technique (RS Nemov) (Appendix 1), as well as “Sculpture” technique (RS Nemov) (Appendix 2).

We calculated how many points were scored separately for each method, our results are presented in table 2-5 (Appendices 11-12), as well as in diagrams 1-2.

Table 3 - Distribution by the levels of formation of imagination among students of the 2nd "A" grade (%)

		"Sculpture" by R.S. Nemov

1st level
2nd level
Level 3
4th level
5th level

In the course of diagnosing the level of development of imagination in junior schoolchildren - pupils of the 2nd "A" grade, we determined that most children are characterized by the 2nd, 3rd level of development of imagination according to the test "Verbal fantasy" and according to the results of the test "Sculpture. A reduced level of imagination was found in 11 participants according to the results of the Verbal Fantasy test and in 12 participants according to the results of the Sculpture test. The average level (with an upward trend) is diagnosed in 12 participants according to the results of the Verbal Fantasy test.

Table 4 - Distribution by the levels of formation of imagination among students of the 2nd "B" grade (control group) (%)

	"Verbal Fantasy" by R.S. Nemov	"Sculpture" by R.S. Nemov

1st level
2nd level
Level 3
4th level
5th level

It was determined that in grade 2 B, 11 participants in the study were diagnosed with an average level of imagination according to the results of the Verbal Fantasy test. With regard to the results of diagnostics using the Sculpture test, the average level in 12 children. 4 participants of the study according to the results of the test "Verbal fantasy" and 3 participants according to the results of the test "Sculpture" have a reduced level of development of imagination.

Based on the results of the primary diagnosis, we selected participants for the control and experimental groups with an average and low level imagination. In total, 15 children were selected from class 2 "A", which made up the experimental group and 15 children from class 2 "B", which made up the control group.

In order for us to be able to compare the results of the experimental and control groups, we must make sure that there are no significant differences between them. For this we use the Mann-Whitney U test. (Appendix 4)

It is necessary: 1. Compile a single ranked series from both compared samples, placing their elements according to the degree of growth of the feature and assigning a lower value to a lower rank. The total number of ranks will be equal: N = n1 + n2

where n1 is the number of units in the first sample and n2 is the number of units in the second sample.

2. Divide a single ranked series into two, consisting of units of the first and second samples, respectively. Calculate separately the sum of the ranks that came to the share of the elements of the first sample, and separately to the share of the second sample. Determine the larger of the two rank sums (Tx) corresponding to the sample with nx units.

3. Determine the value of the U - Mann - Whitney test by the formula:

4. According to the table for the selected level statistical significance determine the critical value of the criterion for data n1 and n2. If the obtained value of U is less than the table value or equal to it, then the value and the presence of a significant difference between the level of the feature in the samples under consideration is recognized (an alternative hypothesis is accepted). If the obtained U is greater than the tabular value, the null hypothesis is accepted. The lower the U value, the higher the reliability.

Hypotheses:

H0 - there are no significant differences in the level of imagination between the experimental and control groups.

H1 - there are significant differences in the level of imagination between the experimental and control groups (see tables 4 and 5).

Table 4 - Revealing the differences between the control and experimental groups before the experiment according to the method "Verbal aggression" R.S. Nemova

The total amount of ranks: УRx + УRy = 248.5 + 216.5 = 465

The equality of the real and calculated amounts is observed, which means that the ranking is carried out correctly, we can proceed to calculating the empirical values of U according to the formula:

Tx is the largest of the ranked sums;

Ump. = (15 * 15) + 15 * (15 + 1) / 2-248.5 = 225 + 120-248.5 = 96.5

Ucr. = 72 (p<0,05)

Uemp.> Ucr.

Analysis of the results showed Uem = 96.5, and Ucr (at p> 0.05) = 72, Uem.>

Table 5 - Revealing the differences between the control and experimental groups before the experiment according to the "Sculpture" method by R.S. Nemova

Before the program - experimental group (n = 15)		Before the program - control group (n = 15)

Checking the correctness of the ranking:

The total amount of ranks: УRx + УRy = 239 + 226 = 465

Calculated amount: Y (Ri) = N * (N + 1) / 2 = 30 * (30 + 1) / 2 = 465

Uemp. = (N1 * n2) + nx * (nx + 1) / 2-Tx,

where n1 is the number of subjects in sample 1;

n2 is the number of subjects in sample 2;

Tx is the largest of the ranked sums;

Nx is the number of subjects in the group with a larger sum of ranks.

Ump. = (15 * 15) + 15 * (15 + 1) / 2-239 = 225 + 120-239 = 106

Ucr. = 72 (p<0,05)

Uemp.> Ucr.

The analysis of the results showed that Uem = 106, and Ucr (at p> 0.05) = 72, Uem.> Ucr., Which means the hypothesis H1 is rejected, H0 is accepted: there are no significant differences between the experimental and control groups.

Based on the results obtained in the course of the study, in order to increase the effectiveness of work on the formation of educational motivation in younger schoolchildren, we have developed a program for the development of imagination using creative tasks during extracurricular activities(Appendix 6).

Based on the results of a practical study of the current level of the formation of imagination in younger schoolchildren, we proposed a program for the development of imagination using elements of creative tasks in extracurricular activities.

The goal of the psychological and pedagogical program is the development of imagination, creativity, flexibility and originality of thinking, the ability to analyze and synthesize ideas; the formation of the ability to understand objects and phenomena, to establish logical connections.

The main goal of the program is to develop the imagination of younger students by means of creative assignments.

The main tasks are the following:

5. Team building.

Form of classes: group (10-15 people).

Number of lessons: 10.

When re-diagnosing the level of imagination in the experimental group, the following data were obtained (Appendix 14)

Table 7 - Distribution according to the levels of formation of imagination among students of the 2nd "A" grade (experimental group) (%)

	"Verbal Fantasy" by R.S. Nemov	"Sculpture" by R.S. Nemov

1st level
2nd level
Level 3
4th level
5th level

In the course of diagnostics, we determined that most of the participants in the experimental group are characterized by an average level of formation of the imagination indicator according to the indicators of the test "Verbal fantasy" (46.7%). An increased level is diagnosed in 33.3% of study participants, while a very high level diagnosed in three junior schoolchildren (20%) according to the results of the test "Verbal fantasy".

With regard to the indicators for the Sculpture test, it was determined that the majority of primary schoolchildren showed a predominance of an increased level of imagination (53.3%), while the average level was found in 40% of the study participants. A very high level of imagination was diagnosed in one study participant (6.7%).

The ratio of indicators is shown in Figure 3.

Figure 3 Distribution according to the levels of formation of imagination among students of the 2nd "A" grade (experimental group)

Table 9 - Distribution by the levels of formation of imagination among students of the 2nd "B" grade (control group) (%)

	"Verbal Fantasy" by R.S. Nemov	"Sculpture" by R.S. Nemov

1st level
2nd level
Level 3
4th level
5th level

In the control group, most of the study participants are characterized by an average level of imagination (73.3%). Reduced imagination was diagnosed in four participants (26.7%) on the Verbal Fantasy test and in three study participants (20%) on the Sculpture test. An increased level is diagnosed in one participant in the control group according to the results of the "Sculpture" test.

Thus, the assumption that the use of creative tasks in extracurricular activities with younger students will contribute to the development of imagination has been confirmed.

Let us prove that the groups are not equivalent after the experiment. To do this, we reapply the Mann-Whitney U test.

Hypotheses:

H0 - there are no significant differences in the level of imagination development between the experimental and control groups.

H1 - there are significant differences in the level of development of imagination between the experimental and control groups (see tables 10 and 11).

Table 10 - Revealing the differences between the control and experimental groups after the experiment according to the method "Verbal fantasy" R.S. Nemova

		After the program - control group (n = 15)

Checking the correctness of the ranking:

The total amount of ranks: УRx + УRy = 323 + 142 = 465

Calculated amount: Y (Ri) = N * (N + 1) / 2 = 30 * (30 + 1) / 2 = 465

The equality of the real and calculated amounts is observed, which means that the ranking is carried out correctly, we can proceed to calculating the empirical values of U according to the formula:

Uemp. = (N1 * n2) + nx * (nx + 1) / 2-Tx,

where n1 is the number of subjects in sample 1;

n2 is the number of subjects in sample 2;

Tx is the largest of the ranked sums;

Nx is the number of subjects in the group with a larger sum of ranks.

Ump. = (15 * 15) + 15 * (15 + 1) / 2-323 = 225 + 120-323 = 22

Ucr. = 72 (p<0,05)

Ump.

Analysis of the results showed Uem = 22, and Ucr (at p> 0.05) = 72, Uem.

Table 11 - Revealing the differences between the control and experimental groups after the experiment according to the "Sculpture" method by R.S. Nemova

After the program - experimental group (n = 15)		After the program - control group (n = 15)

Checking the correctness of the ranking:

The total amount of ranks: УRx + УRy = 303 + 162 = 465

Calculated amount: Y (Ri) = N * (N + 1) / 2 = 30 * (30 + 1) / 2 = 465

The equality of the real and calculated amounts is observed, which means that the ranking is carried out correctly, we can proceed to calculating the empirical values of U according to the formula:

Uemp. = (N1 * n2) + nx * (nx + 1) / 2-Tx,

where n1 is the number of subjects in sample 1;

n2 is the number of subjects in sample 2;

Tx is the largest of the ranked sums;

Nx is the number of subjects in the group with a larger sum of ranks.

Ump. = (15 * 15) + 15 * (15 + 1) / 2-303 = 225 + 120-303 = 42

Ucr. = 72 (p<0,05)

Ump.

Analysis of the results showed Uem = 42, and Ucr (at p> 0.05) = 72, Uem.

To test the effectiveness of the program for the formation of educational motivation in younger schoolchildren, we chose the Wilcoxon T-test, which is used to test the differences between two samples of paired measurements.

The practical calculation of the criterion includes the following steps:

Find the differences of paired options.

Determine the ranks of the obtained differences (without taking into account the signs, pairs of observations, the differences of which turned out to be equal to zero, are excluded from the further evaluation).

Determine the sum of the ranks of the obtained differences having the same algebraic signs and take the lesser of them (T).

Establish the reliability of the differences.

So, let's formulate statistical hypotheses for the experimental group:

H0 - the intensity of shifts in the direction of increasing the imagination of primary schoolchildren does not exceed the intensity of shifts in the direction of decrease.

H1 - the intensity of the shifts towards an increase in the imagination of primary schoolchildren exceeds the intensity of the shifts towards a decrease.

The calculation results are presented in Appendix 7 and Appendix 8.

Analysis of the results of statistical analysis using the Wilcoxon T-test according to the "Verbal fantasy" method showed that Tem = 1, and Tcr (at p> 0.05) = 30, Tem.<Ткр., значит гипотеза H0 отвергается, H1 подтверждается: интенсивность сдвигов в сторону повышения воображения младших школьников превышает интенсивность сдвигов в сторону понижения.

Analysis of the results of statistical analysis using the Wilcoxon T-test according to the "Sculpture" method showed Tem = 3, and Tcr (at p> 0.05) = 30, Tem.<Ткр., значит гипотеза H0 отвергается, H1 подтверждается: интенсивность сдвигов в сторону повышения воображения младших школьников превышает интенсивность сдвигов в сторону понижения.

Thus, the value of the Wilcoxon test in the experimental group indicates that there have been sufficient changes (shifts) in the measured parameters. This means that the conducted formative experiment contributed to the formation of the imagination of younger schoolchildren in the experimental group.

We found confirmation of the hypothesis of our research that the implementation of a specially designed program of extracurricular activities contributes to the formation of the imagination of younger students.

Thus, at the beginning of the study, we suggested that with the help of a specially designed developmental program using creative tasks, it is possible to develop the imaginations of younger schoolchildren in extracurricular activities.

In the empirical part of the study, the three stages of experimental work that we implemented were described and analyzed. At the stage of the ascertaining experiment with the help of two techniques: the “Verbal Fantasy” and “Sculpture” techniques by RS Nemova. The research procedure was carried out with students of 2 "A" and 2 "B" classes of the MOU "Secondary School No. 37". From these classes, two groups were formed - control and experimental, including 15 participants with an average and low level of imagination.

In the course of the study, we found that the majority of junior schoolchildren are characterized by an average level of imagination. In the process of statistical analysis using the Mann-Whitney test, we did not reveal significant differences, which allows us to speak about the equivalence of these groups.

The formative experiment includes the implementation of a program for the formation of the imagination of younger students. The program was implemented during the time allotted for extracurricular activities. Classes were held 1-2 times a week. A specially developed developmental program, including a complex of creative tasks, was carried out taking into account the age and individual characteristics of children.

At the end of the implementation of a specially developed program, a final measurement of the level of imagination of primary schoolchildren was carried out using the same techniques as in the primary diagnosis. Using the Mann-Whitney U-test, we proved that the control and experimental groups were not equivalent in terms of the level of educational motivation.

The control stage was carried out immediately after the implementation of the program. It was aimed at testing the hypothesis of our study. The hypothesis was tested using the method of mathematical statistics, namely, using the Wilcoxon T-test. The level of development of the imagination of younger schoolchildren in the experimental group is higher than in the control group, and this confirms that the conducted formative experiment contributed to the formation of the imagination of younger schoolchildren.

Thus, within the framework of this study, it was revealed that the developmental program developed and implemented by us is an effective means of developing the imagination of younger schoolchildren in extracurricular activities.

CONCLUSION

Summing up the above, it can be noted that imagination plays a greater role in the life of a child than in the life of an adult, manifesting itself much more often and more often allowing violations of life reality. The tireless work of the imagination is an important way of a child's cognition and mastery of the world around him, a psychological prerequisite for the development of creativity and a way of mastering social space. Therefore, the main task of the teacher is to create favorable conditions for the development of the creative imagination of students and the activation of the main components of creativity: emotions, imagination and figurative thinking. The teacher must develop creativity in the learning process, throughout all lessons, in particular mathematics. But for this development to take place in the system, it is necessary to know and apply the classification of the corresponding tasks.

In the second chapter, we described experimental work on developing the imagination of younger students by means of creative assignments. We have developed a correctional and developmental program aimed at developing the imagination, which was tested in the experimental group.

In the analysis of experimental work on the basis of mathematical statistics, we showed that the program developed by us to increase imagination using creative tasks in extracurricular activities is effective. The hypothesis was tested using the Wilcoxon T-test and the Mann-Whitney U-test.

As a result of the analysis of the effectiveness of the program, the following conclusions were made:

1. The level of development of imagination in the control group is lower than the level of educational motivation of adolescents in the experimental group.

2. In the experimental group, the level of development of imagination after psychological and pedagogical influence (implementation of our program) is higher than the level of development of imagination before the formative experiment, that is, a shift in the level of imagination took place among junior schoolchildren. The significance of the shift was calculated in the course of statistical analysis of the study results using the Wilcoxon T-test.

Thus, we made sure that the program developed and implemented by us is an effective condition for the development of imagination by means of creative tasks in extracurricular activities. In the course of the study, the tasks were completed and the stated goal was achieved.

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ANNEX 1

(required)

Methodology "Verbal fantasy" (speech imagination)

APPENDIX 2

(required)

Sculpture technique (R.S. Nemov)

APPENDIX 3 (required)

The level of imagination in the experimental and control groups at the initial measurement

Legend: 1- very high level, 2- high level, 3- medium level, 4- reduced imagination level, 5- low level.

		"Verbal Fantasy" by R.S. Nemov	"Sculpture" by R.S. Nemov

APPENDIX 4

(required)

Equivalence of groups according to the method of "Verbal fantasy" R.S. Nemova

Mann-Whitney test

Criterion statistics
	Verbal_Fantasy
U Mann-Whitney Statistics
Wilcoxon's W statistics

Asymp. znch. (double-sided)

a. Grouping variable: Group

APPENDIX 5

(required)

Equivalence of groups according to the "Sculpture" method by R.S. Nemova

Mann-Whitney test

Criterion statistics
	Sculpture
U Mann-Whitney Statistics
Wilcoxon's W statistics

Asymp. znch. (double-sided)
Exact value
a. Grouping variable: Level
b. Not corrected for links.

APPENDIX 6

(required)

The program for the development of the imagination of younger students by means of creative assignments

Explanatory note

Interest in the problem of imagination as a mental process arose at the turn of the 19th and 20th centuries. The first attempts to experimentally study the function of imagination date back to this time. Later, theoretical developments appeared in the field of studying the relationship of imagination with other cognitive processes. For the period from the middle of the XX century. and up to the present time in the research of A.V. Brushlinsky, A.M. Matyushkina, A. Ya. Ponomarev, V.N. Pushkin reflected the questions of the nature of creativity as a cognitive mental process, its features and properties. B.M. Teplova, D.B. Bogoyavlensky, A.V. Zaporozhets, V.A. Krutetskiy, A.V. Petrovsky belongs to the development of principles and methods of creating diagnostic methods of differential psychology with the aim of early identification and development of creative abilities in children.

In the modern world, in connection with the requirements for such personality qualities as: openness to new experience, the ability to find non-standard solutions in emerging situations, a creative attitude to reality - questions have become relevant for the formation and development of students' creativity, the basis of which, from a psychological point of view, is creative imagination. In modern research, imagination is considered not only as a separate cognitive mental process, but also as a universal property of consciousness. Creative imagination is studied as a two-way process: on the one hand, it forms a variety of phenomena of human culture, and on the other, it involves a person's involvement with them in the process of his life.

Imagination is closely related to various spheres of the child's mental development: cognitive activity, the child's own activity in interaction with the objective world and social environment. The creative process activates the development of not only the cognitive, but the emotional and moral sphere of the individual, contributes to the development of social competence.

Note that creative imagination cannot be formed independently, it develops throughout the child's life and essentially depends on the conditions of his life, impressions, as well as the characteristics of upbringing. Upbringing, as the researchers note, most contributes to the development of creative imagination in younger schoolchildren.

Turning to the problem of the development of imagination in primary school age, we note that this process is quite close to figurative thinking, at the same time, the result of creative imagination is more unpredictable. The development of creative imagination during primary school age should be combined with the development of imaginative thinking, since most children of this age group have clearly expressed artistic abilities. Imagination develops most effectively in activity, therefore it is especially important to include pupils in substantive practical activity, which is age-appropriate. First of all, creative tasks meet these conditions.

Purpose of the program: development of the creative imagination of junior schoolchildren.

1. Enrichment of knowledge and ideas of schoolchildren about the world around them.

2. Disclosure and development of creative abilities of each child.

3. Creation of an atmosphere conducive to the production of imagination and creativity of children.

4. Harmonization of emotional states in the team of the class and each individual student.

5. Team building.

6. Development of attention, memory, thinking, motor skills, speech of younger students.

7. Encouragement and stimulation of the desire and desire of children to learn and explore new things.

8. Show children different sides, forms and aspects of creative activity, as well as show the possibilities for the implementation and application of creative imagination, creative ideas in life.

9. Teach children to be creative in life situations and circumstances.

10. Teach children to think creatively and be able to discharge their experiences, emotions through creativity and in the action of imagination.

Form of classes: group (15 people).

Place of classes: classroom.

Number of classes: 10 (1-2 times a week).

Duration: 25-50 minutes.

Lesson notes:

Lesson 1

Acquaintance with the rules of the group. Establishing interpersonal contacts in the group. Acquaintance with the visual technique of marania.

Purpose: Getting the group members familiar with each other and with the coach, creating a favorable atmosphere in the class. Acquaintance with creative assignments

Materials: paper of different sizes; paints, sponges, brushes, a ball of thread, disposable plates;

Children sit on chairs in a circle. The trainer passes the ball of thread to the child. at the same time, the child calls an affectionate, polite word, a wish, passing the ball to the next participant. So the ball spins until it passes through all the participants.

2. Exercises for the initial acquaintance "Snowball".

All the players sit in a circle. The host explains the conditions of the game: he calls his name, the next player calls the name of the previous player, and then his own, the next player calls the names of the two previous players and his own, etc.

3. "My mood" marania technique.

In the literal sense, "dirty" means "dirty, dirty." In our case, in the context of an art session, we are talking about spontaneous drawings of schoolchildren, made in an abstract manner. The definition of "stain" was chosen due to the unstructured images, lack of plot, a combination of abstract forms and color spots.

Conversation on the topic "What is my mood today?" From what mood can be attracted?

Then the children depict their mood on sheets of paper with the help of brushes, sponges, fingers. Then there is a discussion. What emotions and feelings does the drawing evoke?

4. Ritual of farewell "Sunbeams"

Everyone stands in a circle, extending their arms forward to the center of the circle. Everyone should feel like a warm sunbeam and join hands.

Session 2

"Non-existent animal". Interaction with paper.

Purpose: development of creative imagination, fine motor skills, removal of emotional stress, development of interpersonal communication.

Materials: colored paper, foil, beads, scotch tape, scissors, glue, felt-tip pens.

1. The ritual of the beginning of the "Tangle" lesson

2. "Non-existent animal". Using paper, create a volumetric composition. Theme of the composition: "Non-existent animal". You can use scissors, glue, tape, etc.

First, the children pass a sheet of paper, foil in a circle, the participants do whatever they want with it (crumple, tear, cut.); then you need to create a composition from the resulting material. You can cut paper figures (corrugated, colored, etc.), bags, boxes, candy wrappers, use glue, scotch tape.

3. Relaxation exercise for relaxation of arm muscles "Lemon".

I will take a lemon in my palm.

I feel that it is round.

I squeeze it slightly -

I squeeze lemon juice.

It's all right, the juice is ready.

4. Ritual of farewell "Circle of friends"

Standing in a circle, everyone is holding hands. Then it is proposed, with the help of handshakes, to convey to each other a feeling of joy, tenderness, say hello to each other, dance, jump, say goodbye.

Session 3

Group collage. "My world"

Purpose: disclosing the potential of children, an effective method of interaction in a group, the development of positive emotional experiences, creative self-development ..

1. The ritual of the beginning of the "Tangle" lesson.

Children pass a ball to each other and talk about what an ideal world it is, who lives in it, what trees grow, what buildings are in it, how many inhabitants, etc.

2. View pictures with collage images.

3. Creation of a group collage "My world"

Children are divided into groups. In groups, "worlds" are discussed. Each group creates its own ideal world. How we would like to see him. In the process, you can use photos, clippings from newspapers and magazines, drawings. Then each team comes up with a name for their world. Then there is a discussion of the work of each team. The guys all participate in the discussion of their world.

5. Relaxation exercise for relaxation of the muscles of the hands "Lemon".

Put your hands down and imagine that there is a lemon in your right hand, from which you need to squeeze the juice. Slowly clench your right hand into a fist as much as possible. Feel how the right hand is tense. Then drop the "lemon" and relax your hand:

I will take a lemon in my palm.

I feel that it is round.

I squeeze it slightly -

I squeeze lemon juice.

It's all right, the juice is ready.

I throw the lemon, relax my hand.

Perform the same exercise with your left hand.

Session 4

Continuing to create a group collage. "My world"

Purpose: disclosing the potential of children, imagination, teaching by an effective method of interaction in a group, the development of positive emotional experiences, creative self-development.

Materials: Whatman paper, scissors, glue, felt-tip pens, pencils, magazines, photos.

2. Continuation of the creation of the group collage "My World"

All the guys participate in the discussion of their world. Now the group members must show where they are in this world, what they do, what they like and what they don't like. After everyone is ready, a discussion begins.

3. The story "Me and my world"

On the basis of the resulting collages, children compose a story, a story about the resulting worlds. A story about local residents, about their lives, etc.

After composing the story, the children tell their story.

4. Ritual of the end of the lesson "My circle"

Children stand in a circle, hold hands, close their eyes. “Imagine that you are all residents of your painted country, use your hands to greet each other, convey to each other a feeling of joy, dance with each other, thank each other, say hello.

Session 5

Dough modeling. "Non-existent animal"

Purpose: development of creative perception, imagination, fine motor skills, memory development, emotional relief.

Materials: dough

1. Warm-up "Repeat after me"

Children stand near the presenter's table. The presenter invites one child to clap everything that the presenter will tap with a pencil. The rest of the children listen carefully and evaluate the performed movements: raise their thumb up if the claps are correct, and lower it down if they are incorrect.

2. Conversation on the topic: "my favorite animal, pet". Children talk about their pets or the animals they love the most.

3. Modeling "Non-existent animal"

Children are invited to invent and mold a non-existent animal, that is, one that has never existed and does not exist anywhere before (you cannot use heroes of fairy tales and cartoons). After completing the work, the children are invited to call him a non-existent name, to tell about him what he loves, dislikes, what he eats, with whom he communicates, where he lives. All work remains to dry up until the next lesson.

4. "Sunny Bunny"

Children go to bed comfortably. Close their eyes. The sunbeam looked into your eyes. Close them. Where he touches it will feel warm there. He ran further across the face; gently stroke it with your palms: on the forehead, on the nose, on the cheeks, now it is on the stomach, on the hands, on the legs. Stroke gently so as not to frighten off. Now he has climbed into the collar, stroke him there too. The sun bunny loves and caresses you, and you will make friends with him.

How are you feeling?

What feelings do you have?

Session 6

"Confusion". A lesson using isotherapy and game therapy exercises.

Purpose: Formation of imaginative thinking, imagination, awareness and expression of one's feelings, development of imagination.

1. The ritual of the beginning of the "Compliments" lesson

Sitting in a circle, everyone joins hands. Looking into the eyes of a neighbor, one must say a few kind words to the neighbor, praise something for something. The recipient of the compliment says, “Thank you, I am very pleased!” Then he compliments the neighbor. In case of difficulty, the teacher can compliment or suggest saying something "tasty", "sweet", "floral".

2. "Doodles"

Freely drawing on a sheet of paper with a pencil, draw the scribbles without any purpose or intention and convey to your partner, who will have to create an image out of them and develop it. Then the children are invited to discuss the drawings.

3. Warm up for the muscles of the arms.

1. Connect the fingers of the right and left hands alternately, starting with the little finger or, conversely, with the thumb.

2. Connect the hands and spread the fingers apart, depicting a flower. Then close your fingers and you will have a bud. Alternate tasks "flower", "bud"

3. Connect the fingers of both hands as if holding a small balloon in your hands, and gradually begin to inflate the balloon. The ball is enlarged, and the fingers are spread apart.

4. Open your palm, put it in front of you and tap the fingers of your other hand, imitating the running of horses.

4. "Confusion"

The whole team stands in a circle and stretches their arms forward. After that, each participant must grab the other person's hand with his own hand. You cannot take your neighbor's hand or connect with both hands with the same person. After everyone has joined hands, the group should unravel, that is, without unclenching their hands, make it so that everyone would again stand in a circle.

5. Farewell ritual "Circle of friends"

Standing in a circle, everyone is holding hands. Then it is proposed, with the help of handshakes, to convey to each other a feeling of joy, tenderness, greet each other, dance, say goodbye.

Lesson 7.

1. Exercise "Fantastic animal".

Purpose: development of imagination, thinking, speech, team building.

Equipment: a sheet of paper, a pencil, an eraser, a set of colored pencils (for each child).

The course of the event. The presenter invites children to come up with and draw a fantastic animal, and then come up with a story about it. If difficulties arise, the facilitator asks the children supporting questions, for example:

What is the name of this animal?

Where does it live?

What does it eat?

What does he like and dislike to do?

What is his character?

Does he have many friends? Why?

After finishing drawing, children talk about their animal and show it to the rest of the children.

2. Exercise "It can't be!"

Purpose: development of imagination, the ability to operate with images, build sentences.

The course of the event. Each of the students in turn calls something incredible: a thing, a natural phenomenon, an unusual animal, tells an incident.

3. Farewell.

Lesson 8.

1. Exercise "Claps".

Purpose: setting the mood for the lesson, the development of group interaction.

Progress: group members stand in a line or circle. On a command, starting from the first, each participant makes one clap sequentially. The claps must go one after the other. One participant only claps once.

2. Exercise "Enchanted Forest".

Equipment: cards with a schematic representation of trees and unfinished lines of an indeterminate nature (by the number of children), a simple pencil, an eraser, a set of colored pencils (for each child).

The course of the event. The presenter hands out cards to the children and says: “Before you is an enchanted forest. The wizard covered him with an invisible hat, so many plants and inhabitants of the forest were invisible. But you can see something, probably because the hat was too small. Let's try to disenchant the forest. Take a close look at the picture, then turn all the lines into finished drawings. Remember that the forest was extraordinarily beautiful and full of inhabitants. " You can also invite children to supplement the drawings with images of animals, people, insects, birds, fairy-tale characters. At the end of the drawing, a mini-exhibition of works is organized.

3. Exercise "Think exercise".

Purpose: development of imagination, emotional relaxation, improvement of motor skills, team building.

Equipment: during the exercise, children's songs from cartoons are included.

The course of the event. Participants stand in a circle. Each child in turn is invited to make up 2-3 exercises and come up with names for them to carry out exercises on a designated topic. For example: "Lumberjacks at work", "athletes at the stadium", "birds fly", "frogs in the swamp".

4. Farewell.

Lesson 9.

1. Exercise "Amazing Palm".

Purpose: development of imagination, imaginative thinking, visual skills, artistic taste.

Equipment: a sheet of paper, a pencil, an eraser, sets of colored pencils, wax crayons, paints and brushes (for each child).

The course of the event. The presenter invites the children to circle their palm with open fingers. After completing the preparatory work, the children are told: “Guys, you have got similar drawings, let's try to make them different. Add some details and turn the usual image of a palm into an unusual drawing. " At the end of the drawing, a mini-exhibition of works is organized. Each participant can talk about what he drew and why.

2. Exercise "Pantomime artists".

Purpose: development of imagination, thinking, emotional sphere, improvement of expressive movements.

Equipment: a bag with small pieces of paper, each of which says or depicts what will need to be shown to the child.

The course of the event. The presenter invites the children to "become artists of the pantomime theater" and, pulling a piece of paper from the bag in turn, depict what is written on it, while the rest of the participants must guess what he is depicting:

a) animals: bear, rooster, frog, duck, penguin, cat, dog, hare and so on;

b) situations from life: “the cook is preparing dinner”, “the hostess is cleaning the room”, “the driver is fixing the car” and others;

c) emotional states, feelings experienced by various characters: "a cat that met a dog", "a man in love", "birthday celebration", "a person has a toothache" and others;

Options related to professional activities and fairy-tale characters can also be offered: "walk like a giant", "military gait", "wizard", "violinist" and so on.

3. Farewell.

Lesson 10.

Final lesson. "We give joy." Summarizing. Working with the test. Modeling.

Purpose: summing up the results of the work performed, the formation in children of the ability to recognize their emotions, master and manage them;

Materials: colored dough, beads, cereals, matches, seeds.

1. Greeting ritual "Tangle"

In a circle, the children pass a ball to each other, and each one speaks about what was remembered and liked from the past lessons. Everyone also expresses their shortcomings and what they did not like.

2. Modeling the emotion "Joy".

Conversation on the topic: what emotions did you experience in the classroom? Children list their emotions. Then the children are invited to blind the emotion "Joy". The works are performed in an arbitrary style using various materials: cereals, beads, seeds. After completion, the children demonstrate their work and talk about their "Joy".

Now guys, take your "joy with you" and always remember our lessons.

3. Exercise "Gift"

Description of the exercise: Facilitator: “Let's think about what we could give your group to make interaction more effective and more cohesive? Let's say what each of us gives to the group. For example, I give you optimism and mutual trust. " Further, each of the participants expresses what he would like to give to the group.

4. Ritual of farewell "Ladoshka"

Each participant mentally puts on one hand what he has learned about himself about other members of the group, on the other palm, positive emotions. On command, he connects all of today's experience and loudly claps his hands.

Bibliography

1. Vachkov I.V. Group methods in the work of a school psychologist: Study guide. - M .: Os-89, 2002 .-- 224 p.

2. Gamezo M.V. and others. Senior preschooler and junior schoolchild: psychodiagnostics and developmental correction / Gamezo MV, Gerasimova VS, Orlova LM. - M .: Institute of Practical Psychology; Voronezh: NPO MODEK, 1998. - 256 p. - (Series "Library of the School Psychologist").

3. Zavyalova T. P., Starodubtseva I. V. A collection of game lessons for the development of memory, attention, thinking and imagination in younger schoolchildren. - M .: ARKTI, - 2008 .-- 56 p. (Primary School).

4. Zaika E.V. A complex of games for the development of imagination // Questions of psychology - 1993. - №2. - with. 54-62.

5. Ilyina M.V. Development of verbal imagination. - M .: Prometheus; Knigolyub, 2005 .-- 64 p.

6. Ilyina M.V. Development of non-verbal imagination. - M .: Prometheus; Knigolyub, 2004 .-- 64 p.

7. Matyugin I.Yu., Rybnikova I.K. Methods for the development of memory, figurative thinking, imagination. - M .: Eidos, 1996 .-- 59 p.

8. Rechitskaya E.G. , Soshina E.A. Development of the creative imagination of junior schoolchildren: Teaching aid. - M .: Vlados, 2002. - 128 p.

9. Rogov E.I. Handbook of a practical psychologist: Textbook. allowance. In 2 books. - 2nd ed., Rev. and add. - M .: VLADOS, 1999. - Book. 2: Work of a psychologist with adults. Correctional techniques and exercises. - 480 s: ill.

APPENDIX 7

(required)

Shift (t after - t to)	Absolute offset value	Shift rank number

Tcr. = 30 (p<0,05)

Temp.<Ткр.

Checking the significance of changes in the experimental group after the program using the Wilcoxon T-test according to the method "Verbal fantasy" by R.S. Nemova

APPENDIX 8

(required)

	Shift (t after - t to)	Absolute offset value	Shift rank number















Sum of ranks of atypical shifts:

Tcr. = 30 (p<0,05)

Temp.<Ткр.

Checking the significance of changes in the experimental group after the program using the Wilcoxon T-test according to the "Sculpture" method by R.S. Nemova

Wilcoxon Signed Rank Criterion

APPENDIX 9

(required)

Inequivalence of groups according to the method of "Verbal fantasy" R.S. Nemova after the program.

Ask a psychologist

Hello. I am 21 years old. this moment I am studying abroad and I do not have the opportunity to go to a psychologist, but I feel that I have problems. I met a girl here, we have been living together for a year already, at first everything was fine, but then I started to skip, I don’t like that she dresses openly and shortly, I tried to talk to her about it, but she doesn’t react to it, finds different excuses, in general, I am constantly tormented by various thoughts of jealousy, I seem to be losing my mind, I am very attached to this person, when she flies home or I fly away, then I do not find a place for myself, I start constantly harassing myself, I know that there are places for personal the space of the social network where she sits exposes her photos where different guys write comments to her, and I just can't cope with it, I can't get myself together, I start asking her questions after which we swear, What happens is that it comes to parting, but then we are trying to measure, I constantly think about her, I tried to distract myself in all sorts of different ways (I went to rest) films, books, TV shows, but on vacation I see steam and immediately remember her and my torment begins, I can hardly bear separation it’s with her, not with my family, I don’t have a mother, only a father with a stepmother and a very little brother, but that’s not the point so that I don’t think about her all the time, but there is no such reciprocity, and it brings me even more pain, help me how to fight it all. Before she met a girl, there was treason on her part because of which it was very painful. In general, Thank you.

Hello Eugene!

I would recommend that you still find an opportunity and work with a psychologist at least via Skype. You now have a lot of feelings, which, as it seemed to me, are confused and not very clear to you. And it would be good to recognize them, define and find some place for them in your life.

Bondareva Svetlana Pavlovna, psychologist in Almaty

Good answer 5 Bad answer 0

Decide to work with a psychologist - contact.

I don’t promise you happiness, but I’ll help you to think about why you manage to suffer so much out of the blue.

G. Idrisov (I also work on Skype).

Good answer 3 Bad answer 0

Hello Evgeny.

Once you find yourself in a situation of betrayal, now you are trying to protect it from yourself. It is quite understandable, only it is not possible to do this, either you risk meeting with betrayal and enter into a relationship, or you protect yourself and do not start a relationship at all. Another variant of tyranny is possible, when you forbid your partner this or that, but this option cannot be called a relationship.

The question is that the betrayal has traumatized your psyche. Now you cannot organize yourself in any other way. You need to restore yourself, heal the wound. Then the relationship will become more adequate.

Kanaeva Anna, Gestalt therapist of Almaty

Good answer 3 Bad answer 1

Hello Eugene! Jealousy is low self-esteem and self-doubt. If you do not have the opportunity to study with a psychologist, then try to start raising yourself, i.e. become self-sufficient. Take care of yourself: find an interesting hobby, sports, books, going out into nature, etc. When you have a lot of interests, you will be interesting to your girlfriend as well. You will have less time for bad thoughts, and besides, you will be healthy, and this is very much appreciated in our time. The probable psychological reason for your jealousy: perhaps you were left without a mother and therefore are unconsciously afraid of losing your girlfriend. But jealousy is not an assistant in this !!!

All the best!

Chernysh Nadezhda Nikolaevna, psychologist in Almaty

Good answer 5 Bad answer 0

Hello Evgeny. Your feelings of jealousy are a trace of past failed love. How to deal with the remaining resentment and start a new relationship, you can read in the article:. If something is not clear, call us, we'll figure it out together.

Respectfully yours, psychologist in Almaty, Chembotaeva Bayana

Good answer 5 Bad answer 2

Hello Evgeny.

Today, your girlfriend is the closest person to you. In your family, despite your kinship, you have not been able to get the proper attention from your parents. Therefore, when you started building a relationship with a girl, you got everything: love, care, intimacy, dialogue, togetherness. You and your girlfriend are like one whole, a living organism, one breath, one pulse, one border of your common body. In order not to lose this feeling, you take care of everything that binds you. Unfortunately, this connection has another side, you are like Siamese twins with the same circulatory system, but you have different hearts, souls and bodies. The bond between you is so strong and painful that it feels like an emotional addiction. This speaks of the fear of losing a soul mate and, along with it, love, care, intimacy, etc. To move to another level of relationship, you need to look at your relationship from a different position, see yourself from the outside, through the eyes of other people, through the eyes of your girlfriend. How does she feel when you are jealous? Is it always love and trust? Maybe there are other sensations. Until now, you have seen everything from only one position, from your own. But seeing your relationship from different angles, you might see an opportunity to change it, improve it, find an opportunity to trust and not lose a sense of intimacy. At the same time, you will get the opportunity to grow above your fears and jealousy.

Sincerely.

Tskhai Lyudmila Melsovna, psychologist of Almaty

Good answer 4 Bad answer 0

Hello Eugene!

I propose to meet with a not very simple fact - the girls you met or are dating do not really belong to you. Even when people get married and exchange rings, no one can really guarantee that the moment will come when a partner or partner will find another love. It is impossible to take away from a girl the opportunity to see other men, to show herself to other men herself and to be in a choice - you or someone else. Otherwise, you have to be a Muslim and dress your girl in a veil.

There is always a danger of losing a loved one, but as a rule, all people want closeness, strong relationships, stability. And women - even more so.

Here's what I can offer you against your jealousy.

I also work on Skype.

Best regards, Olga Khablova

What happens to me online test. Test: What is the state of your mental health according to Freud. You walk down the street and hear the crowd laughing loudly behind. Your thoughts at this moment

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ANNEX 1

Sculpture technique (R.S. Nemov)

APPENDIX 3

(required)

The level of imagination in the experimental and control groups at the initial measurement

Similar documents

Ask a psychologist

Send your good work in the knowledge base is simple. Use the form below

ANNEX 1

Sculpture technique (R.S. Nemov)

APPENDIX 3

(required)

The level of imagination in the experimental and control groups at the initial measurement

Similar documents

Ask a psychologist

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