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Games for the development of creative thinking of children. Creative development of preschoolers

Games and exercises for trainings on the development of creativity and Creativity (from English create - to create, English creative - creative, creative) - the creative abilities of an individual, characterized by a willingness to create fundamentally new ideas that deviate from traditional or accepted patterns of thinking and are included in the structure of giftedness as an independent factor, as well as the ability solve problems that arise within static systems. According to the authoritative American psychologist Abraham Maslow, this is a creative direction that is innate in everyone, but lost by the majority under the influence of the environment.

Creativity is an activity, the result of which is the creation of new material and spiritual values. Being a cultural and historical phenomenon in its essence, creativity has a psychological aspect: personal and procedural. It assumes that a person has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness. The study of these personality traits revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the personality's need for self-actualization, for revealing and expanding one's creative abilities.

Creativity (from Latin creatio - "creation") is a person's ability to generate unusual ideas, original solutions, deviate from traditional patterns of thinking. Creativity is one of the components of a creative personality and does not depend on erudition. People with a high level of creativity are called creatives.

According to a number of scientists, in the manifestation of creativity, or rather, divergent thinking, which is the basis of creativity, the role of the genetic factor, in contrast to the environmental factor, is small. Among the many facts that confirm the crucial role of family-parent relationships, there are the following:

As a rule, the eldest or the only child in the family has a great chance to show creative abilities.

Children who identify with their parents (father) are less likely to show creativity. On the contrary, if a child identifies himself with the “ideal hero”, then he has more chances to become creative. This fact is explained by the fact that in most children the parents are “average”, uncreative people, identification with them leads to the formation of uncreative behavior in children.

More often, creative children appear in families where the father is much older than the mother.

The early death of parents results in a lack of behavior patterns with behavioral limitations in childhood, which promotes creativity.

Favorable for the development of creativity is increased attention to the abilities of the child, a situation where talent becomes an organizing principle in the family. So, a family environment, where, on the one hand, there is attention to the child, and on the other hand, various uncoordinated requirements are made to him, where there is little external control over behavior, where there are creative family members and non-stereotypical behavior is encouraged, leads to the development of creativity in child.

T.S. Suslova identified the main features characteristic of creative personalities. These are conscientiousness, responsibility, perseverance, a sense of duty, high control over behavior and emotions, decisiveness, enterprise, risk-taking, social courage, internal locus of control, and intellectual lability. V.N. Druzhinin (1999) believes that the development of creativity follows the following mechanism: on the basis of general giftedness, under the influence of the microenvironment and imitation, a system of motives and personal properties (nonconformism, independence, self-actualization motivation) is formed, and general giftedness is transformed into actual creativity, i.e. creativity is a synthesis of giftedness and a certain personality structure.

Low intelligence, neuroticism and anxiety impede the manifestation of creativity.

Target: awareness of creativity in oneself and its development. (Developing the ability of participants to find new non-standard (creative) solutions to problems; establishing communication links within the group.)

Tasks:

Awareness and overcoming barriers for the manifestation and development of creative thinking.

Awareness of the characteristics of the creative environment.

Formation of skills and abilities to manage the creative process.

The effectiveness of psychological training lies in the fact that training methods usually pursue development goals. In the course of classes, the child, gradually getting rid of stress, can reveal his true capabilities. It is necessary to take into account the potential of the child. In this case, the focus is on the "Zone of Proximal Development". It is precisely in the pedagogical and, most of all, in the social sense that it is much more important not what the child demonstrates at the moment, but what should be expected from him in the future. The optimal group size is 8 - 16 people, however, it is also possible to work with groups from 5 to 25 or more participants.

Establish group rules. Group rules are being developed:

speak one at a time;

do not interrupt the one who is speaking;

not use physical force against others;

do not insult anyone, do not tease, etc.

In addition, it is stipulated that in some exercises there will be a “Stop!” (“I am not in this game”).The rules are written on a piece of drawing paper, which constantly hangs on the wall during all subsequent group sessions.

The proposed game exercises are aimed at development and activation of creativity - a system of creative abilities.

The purpose of these exercises is to teach a person to act productively in situations of novelty and uncertainty, relying on their creative potential; navigate in rapidly changing circumstances, make adequate decisions when the initial information for this is incomplete.

What, Where, How

Participants sitting in a circle are shown some unusual object, the purpose of which is not entirely clear (you can even use not the object itself, but its photograph). Each participant, in order, must quickly answer three questions:

What is this?

Where did it come from?

How can it be used?

At the same time, repetition is not allowed, each participant must come up with new answers to each of these questions.

The easiest way to get props for this exercise is not to take whole objects (their purpose is usually more or less clear), but fragments of something - such that it is difficult to understand from them where they came from.

The meaning of the exercise

Discussion

What answers to the questions were remembered by the participants, seem to be the most interesting and original?

Unusual activities

Each of the participants is offered to remember some unusual, original action, a strange and not quite explicable from the standpoint of common sense, an act committed over the past one or two months (1-2 minutes are given for reflection). Participants are then asked to briefly describe it and also comment:

In what exactly do they see the unusualness of this action?

What, from their point of view, prompted him?

How do they evaluate this action "in hindsight" - what is it for?

led, was it worth doing?

If there are less than 12 participants in the group, it is advisable to perform the exercise all together; with a larger number of participants, it is better to divide the group into 2-3 subgroups that will work in parallel.

The meaning of the exercise

Discussion

How do unusual actions affect our life - make it brighter, more interesting, more difficult, more dangerous, or change it in some other way? Have the participants recently had situations where they wanted to do something unusual, but something stopped them? If so, what exactly stopped them and how is this assessed "in hindsight" - is it correct that the action was not taken, or would it still be better to do it? Whose unusual actions did the participants want to repeat?

Application of skills

Each of the participants names some sports skill that he owns (for example, snowboarding or rollerblading, pulling himself up on the crossbar, throwing the ball in a precisely given direction, etc.). Then the rest of the participants offer possible options for applying these skills - not only in physical education and sports, but also in other areas of life. Exercise

performed in a general circle.

The meaning of the exercise

Discussion

Participants share their impressions and thoughts about what new skills and ways of applying they are interested.

Training for the development of creativity and creative abilities

Conceptual introduction:

materials: paper, scissors, pencils, models of objects, ball, newspapers.

Stages of work:

I. Stage - warming up

Exercise "Throw the ball"

Goals: verbal and non-verbal communication, brings group members closer. It is aimed at emancipating the members of the group, establishing contacts with each other and finding a quick solution to the problem.

materials: ball.

Time: 2-5 minutes

Procedure: Participants stand in a close circle, they are given a small ball (approximately the size of a tennis ball) and the task is formulated: throw this ball to each other as quickly as possible so that it is in everyone's hands. The facilitator records the time required for this. The optimal number of participants in the circle is from 6 to 8; with more of them, it is advisable to perform the exercise in several subgroups. The exercise is repeated 3-4 times, the leader asks to do it as quickly as possible. When the time has been reduced to about 1 s per participant, the facilitator asks to invent and demonstrate a way in which the ball can be thrown so that it is in the hands of everyone, spending only 1 s for the whole group. Usually, after a while, the participants come up with and demonstrate an appropriate solution. (It consists in the fact that they all put their hands folded in a “boat” above each other and alternately spread their palms to the sides. The ball, falling down, is passed from hand to hand and thus has time to visit each participant). Problem solved!

The psychological meaning of the exercise. Demonstration of how a problem can be solved more effectively with a non-trivial approach to it and how stereotypes prevent this (“to throw means toss up, and then catch”). Cohesion of the group, learning to coordinate joint actions.

Issues for discussion:

What prevented you from immediately seeing a quick way to complete the task, what stereotype was activated in this case?

Who first came up with the idea of throwing the ball, not throwing it up, but dropping it, and what prompted this idea?

What situations, when a stereotypical vision made it difficult to see a simple and non-trivial way of solving a problem, were encountered in the life experience of the participants, and how did you manage to overcome these limitations?

Exercise "Islands" (5-10 minutes)

Target: all participants will be placed on the newspaper. (on the whole, on half of the newspaper, on a third).

materials: newspapers.

Time: 5-10 minutes

Procedure: Participants are divided into groups of 4-6 people and perform tasks at speed.

The meaning of the exercise: Creation of conditions for the implementation and promotion of ideas about how to act in a non-standard situation, group cohesion, physical warm-up. Participants exchange emotions and feelings and voice all their ideas.

II. Stage - Main activity

Freeze Frame Exercise

Target: the development of expression skills, on the other hand, gives the participants the opportunity to take a fresh look at their attitude to those areas of life that words relate to.

materials: a list of words.

Time: 10 minutes

Procedure: Participants move freely around the audience. At the command of the host, given with a clap of their hands, they stop and demonstrate with the help of facial expressions and pantomime (poses, gestures, body movements) the word that the host calls. The “freeze frame” lasts 8-10 s, after which, after the leader’s repeated clap, the participants again begin to move freely around the room until the next clap sounds and the next word is called. It is advisable to take "freeze frames" with a digital photo or video camera and show the footage to the participants immediately after the exercise.

You can use, for example, such sets of words: time, past, childhood, present, study, future, profession, success; meeting, communication, understanding, friendship, love, family, happiness.

Exercise "Use of objects"

Target: the development of creative intelligence.

materials: paper clip, toothbrush, pencil, match...etc.

Time: 10-15 minutes

Procedure: In two minutes, find as many uses for shoe lace as you can and write them down. This is an exercise that develops creative intelligence for consideration, you can take any other subject.

Issues for discussion:

Was it difficult to come up with a new application for simple and familiar things?

How can your item be used?

What made you think about this exercise?

Exercise "Arch"

Target: the development of creative abilities, the search for a non-standard solution to the problem.

materials: scissors, paper.

Time: 10 minutes

Procedure: Participants unite in teams, receive A4 paper, and they are given the task: to make such an arch so that any of the participants or all in turn can pass through it. Demonstrate as many ways as possible.

Issues for discussion:

Who at first thought it was impossible to complete the exercise?

How often do such situations occur?

Who prompted the solution or is it a collective one?

III. Stage - Completion

Exercise "Creative Life"

Target: to generalize the idea of private traders about their creative abilities and find their creativity.

Time: 7-15 minutes

materials: paper, pens.

Procedure: Participants unite in groups of 5-6 people, receive the task: To form a list of recommendations that will allow them to “make their own lives more creative”, and write them down. The generated recommendations should be realistically implemented by all participants, or at least by the majority of them (that is, they should not imply the presence of any rare abilities, too large material costs, etc.).

Discuss in the group to sort out all the options.

Example:

Exercise regularly;

Master the techniques of meditation and relaxation.

Keep a diary, write stories, poems, songs, write down smart thoughts.

OVERCOMING SPACE

Description of the exercise

Participants are located near one of the walls of the audience and are given the task - everyone to get to the opposite wall in such a way that their feet do not touch the floor (for example, moving by crawling or moving around chairs). Each movement method can only be used once per group. However, those who have already crossed this space can go back and help the remaining participants to cross. They themselves already have the right to move in a normal way,

but those participants whom they help still should not touch the floor with their feet (but they can, for example, be transferred in various ways or “translated” on their hands, holding their legs in weight). Ways of moving, again, should not be repeated.

If the number of participants is less than 13 - 14 people, the exercise is performed immediately by the whole group, with a larger number of them, it is advisable to divide the participants into 2 - 3 subgroups and organize a speed competition between them (the optimal team size is 8 - 10 people; if possible, boys and girls should be evenly distributed among the teams).

The meaning of the exercise

Creation of conditions for the promotion and implementation of ideas about how to act in a non-standard situation, group rallying, physical warm-up.

Discussion

WHAT, WHERE, HOW

Description of the exercise

1. What is it?

2. Where did it come from?

3. How can it be used?

At the same time, repetition is not allowed, each participant must come up with new answers to each of these questions. The easiest way to get props for this exercise is not to take whole items (their purpose is usually more or less

clear), and the fragments of something are such that it is difficult to understand from them where they came from.

The meaning of the exercise

A light "intellectual warm-up" that activates the fluency of the participants' thinking, stimulating them to put forward unusual ideas and associations.

Discussion

What answers to the questions were remembered by the participants?

the most interesting and original?

ORIGINAL USE

Description of the exercise

This exercise involves coming up with as many different, fundamentally feasible ways to use common objects in an original way, such as:

- Paper sheets or old newspapers.

- Sports hoops, dumbbells, etc.

- Bricks.

- Automobile tyres.

- bottle caps.

- Torn tights.

- Burnt out light bulbs.

- plastic bottles.

- Aluminum cans for drinks.

Work is performed in teams of 4 - 5 people, time - 10 minutes. The exercise is most evident when it is possible to give the participants the objects in question and ask them not only to name, but also to show the proposed ways of using them. Presentation of works takes place according to the following scheme: one of the subgroups names or demonstrates one way of using the subject. The naming is worth 1 point, the demonstration - 2 (if the subject is not provided to the participants and, as a result, the demonstration is impossible, then any fundamentally implemented idea is worth 1 point). The next subgroup represents another way, and so on until the ideas are exhausted. The group with the most points at the end wins.

The meaning of the exercise

The exercise provides visual material for discussing the qualities of creative thinking (fluency, originality, flexibility), allows you to train these qualities, move away from stereotypes in the perception of surrounding objects and their usual functions. In addition, it allows you to focus the attention of participants on the distribution of roles in the group when solving creative problems (generators of ideas - performers, leaders - followers).

Discussion

How were the roles distributed within the groups: who put forward ideas and who embodied them; who was the leader and who was the follower? With what personality traits of the participants is such a distribution associated? Do the participants behave in the same way in life as in this exercise?

When the above part of the discussion is completed, it is advisable to talk about the criteria adopted in psychology for evaluating the effectiveness of performing such creative tasks:

Fluency: The number of ideas put forward by each participant.

Originality: the number of ideas that are not repeated in other microgroups.

Flexibility: the variety of semantic categories to which ideas belong. For example, you can make a toy airplane, a boat, or some other similar figure out of paper; in terms of fluency, they are all different ideas, but in terms of flexibility, they all belong to the same category (origami). But if it is proposed to use paper as a tablecloth or seat padding, this is a different category (the covering properties of paper are used). Participants independently evaluate the performance of their subgroups on these parameters, consulting with the facilitator if necessary.

GULLIVER

Description of the exercise

Imagine yourself in the place of Gulliver, who ends up in the country of the Lilliputians (where he is about the size of a three-story house) and in the country of the giants (there he is about the size of a pencil). Can you come up with as many ideas as possible about what items you could use in each of these countries as equipment for various sports (gymnastics, athletics, fencing, town games, weightlifting, skiing, etc.)?

The exercise is performed individually, the time of work is 10 - 12 minutes. Then the participants voice their options, and the leader writes them down.

The meaning of the exercise

The exercise is based on the technique of hyperbolization (representation of familiar objects in an exaggeratedly reduced or enlarged form), which contributes to the emergence of new associations, the development of the ability to perceive familiar things in new, unexpected angles, to pay attention to their properties that are not noticed in everyday life.

Discussion

Where was it easier to imagine yourself in the role of Gulliver - in the country of midgets or giants? What is it connected with? Which of the ideas put forward about the use of items seem most interesting? What unexpected properties of familiar objects are used in them?

METHODS OF ACTION

Description of the exercise

Participants are invited to come up with as many ways of action as possible to resolve any non-trivial situation, for example, from among these:

It is beautiful and original to pack a gift, having only newsprint and adhesive tape.

Open a tin can without a can opener (a more difficult option: using only those items that are in the audience).

Carry a passenger on a bicycle that is not equipped with special devices for this.

Pour gasoline from a barrel with a narrow neck, without tilting it or making a hole in it.

Get from the stairs to the light bulb, which is not reachable by 20 cm.

Seal a hole in the boat using improvised means (the size of the hole is 2x2 cm, there are no special adhesive materials at hand).

The exercise is more dynamic when performed in subgroups of 3-4 people, although individual work is also possible. As for the choice of situations that will become the subject of work, the exercise is more interesting if the leader first voices 5-6 different options, and then the participants themselves choose 2-3 of them that they would like to work with.

The meaning of the exercise

Training the basic qualities of creative thinking (fluency, flexibility, originality) in situations of finding a way out of unusual situations.

Discussion

First, representatives of each of the subgroups briefly talk about what they propose to do, and then discuss 2 questions:

1. What facilitated the emergence of these ideas, and what made it difficult?

2. Recall similar situations from life, to solve which

did ingenuity help, or ... is it knowledge?

CHEESECAKE

Description of the exercise

You must have seen the sled - cheesecake. This is an inflatable tube from the wheel of a truck, on which a durable cover is put on and handles are attached. A person sits on this camera, grabs the handles and slides down the snow slides. Imagine that you climbed a hill with such a cheesecake, intending to move out of there, but suddenly, already at the top, you saw that the hill was too steep and covered with bumps. It’s scary to ride from it, you can fall and hurt yourself painfully. What decision do you think you will make - to go anyway, despite the fear, or refuse?

Further instructions vary:

1. For those who refuse:

“Well, you are reasonable. And now, please, think of as many ways as possible to roll this cheesecake to a friend left below, so that it does not tip over and fly off the slope to the side.

2. For those who will go: “Well done, you are brave people! Nevertheless, the slide is really steep and dangerous, and no one wants to break their neck. Think of as many ways as possible to go down the hill on this cheesecake in such a way that you have the opportunity to slow down, controlling the speed.

The meaning of the exercise

In addition to modeling the situation for generating ideas, the exercise allows you to enter into a discussion of the problem of risk attitude: are participants ready to find themselves in situations of uncertainty, potentially fraught with unpleasant consequences, what is the reason for their readiness or unreadiness.

Discussion

Example

Here are some descent options:

Sit facing forward, brake with the heels of the feet.

Lie with your stomach on the "cheesecake", slow down with your palms and

feet.

Let the cheesecake go its own way, but group as much as possible to avoid injury in the event of a rollover.

To increase traction with snow, increase the weight: call a friend from below and sit on the "cheesecake" together.

Make a “steering wheel” out of a jacket or scarf by tying them to the handles.

Kneel on the “cheesecake”, put your feet on the back of the snow and use them as a steering wheel and brake.

Take off the jacket and put it under the "cheesecake" - the slip will become worse, the speed will decrease.

Partially deflate the chamber, then the slip will become worse.

Turn the “cheesecake” over: then it will not slide so well and, accordingly, the speed of descent will become less.

Ride on the “fifth point”, putting only your head on the “cheesecake”.

THE EARTH IS ROUND

Description of the exercise

Everyone knows that the earth is round. But what exactly is the meaning of these words? As psychological studies show, many children understand these words in a completely different way than adults expect them to. For example, they believe that the Earth is a flat circle that floats in the sea or floats freely in space. At the same time, when asked what shape the Earth has, they quite reasonably answer “round!”, And this answer does not contradict their ideas about the structure of the world. Think of as many other options as possible, as erroneously as possible, but it is logically consistent to imagine the "roundness" of the Earth. The exercise is performed in subgroups of 3 - 5 people, working time 6 - 8 minutes.

The meaning of the exercise

In addition to working out the ability to generate ideas, the exercise allows you to demonstrate the possibility of ambiguous interpretations and, as a result, the occurrence of errors even when understanding “common truths” that seem obvious.

Discussion

SPORTS SUIT

Description of the exercise

Participants, united in subgroups of 3 - 4 people, are invited to make 2 lists:

1. What can be done with a tracksuit.

2. Something that is impossible to do with a tracksuit.

5-7 minutes are allotted for this work, then the lists are announced. After that, it is proposed to come up with ways by which you can turn items from list 2 (“impossible”) into items from list 1 (“possible”). Another 6-8 minutes are allotted for this work.

The meaning of the exercise

Encouraging participants to generate ideas that at first glance go beyond common sense. Demonstration of the relativity of the concepts "possible" and "impossible", their dependence on a number of conditions and assumptions.

Discussion

Representatives from each of the subgroups tell what “impossible” statements they managed to turn into possible ones and in what way. If some statements remained on the list of impossible ones, what is the reason for this, what limitations could not be overcome? Then the participants are invited to give examples of situations from life experience in which at first glance the impossible turned out to be quite possible, and to suggest the rejection of what conventions, assumptions, traditions this was connected with.

SPORTS LETTERS

Description of the exercise

Participants are invited to choose some letter that is often found in the Russian language (approximately from the following set: B, I, K, M, P, R, S, T) and depict it in the form of a little man. After that, they come up with as many words as possible that begin with the chosen letter for sports, different types of exercise, etc., and draw a little man (still in the form of a letter) at each of these activities. The exercise is performed individually, on sheets of A3 format, the work time is 8 - 12 minutes. Then an exhibition of the resulting drawings is held.

The meaning of the exercise

The development of both verbal creativity (search for words about sports that begin with a given letter) and the ability to express one’s ideas in an unusual, emphatically strange context (in this case, through drawings of a letter turned into a person and doing different things).

Discussion

What and what exactly seems to be the most interesting in the created drawings?

ARCH

Description of the exercise

Participants are united in 2 - 3 teams, receive A4 paper, and they are given the task: to make an arch of such a size from one sheet that any of the participants can pass through it. The arch must consist of a continuous strip of paper, but the use of any fasteners is not allowed, only scissors are at the disposal of the participants. The method of performing this exercise is not explained to the participants.

If the group is “advanced”, easily coping with creative tasks, then it makes sense to complicate the exercise: ask the participants not just to build such an arch, but to come up with and demonstrate as many ways as possible for this (10 minutes), and organize a competition between subgroups: who invented more such ways.

The meaning of the exercise

Practicing the skills of generating ideas in teamwork, rallying participants. The exercise is also interesting in that the proposed task usually seems impossible to most of the participants at first, but then they are convinced that it is not difficult to complete it, they just need to put forward ideas on how to do it. This allows us to demonstrate the conventionality of the concepts of "possible - impossible" and show that one should not immediately abandon the task or call it "stupid" if the solution method does not immediately come to mind.

Discussion

To whom at first it seemed that the exercise was impossible to perform?

Then you were convinced that in fact it is simple, you just need to understand how. How often do we have situations in life when we cannot see a way to do something, because we consider it impossible in principle and do not even try?

FREEZE

Description of the exercise

Participants move freely around the audience. At the command of the host, given with a clap of their hands, they stop and demonstrate with the help of facial expressions and pantomime (poses, gestures, body movements) the word that the host calls. The "freeze frame" lasts 8 - 10 seconds, after which, after repeated clap of the host, the participants again begin to move freely around the room until the next clap sounds and the next word is called. It is advisable to take "still pictures" with a digital camera or video camera and show the footage to the participants immediately after the exercise.

You can use, for example, such sets of words:

Sport, training, youth, victory, medal, fame, career, success.

Meeting, communication, understanding, friendship, love, family, happiness.

The meaning of the exercise

On the one hand, the exercise develops expression skills, on the other hand, it gives the participants an opportunity to look at their attitude to those areas of life that words touch from a new perspective.

Discussion

What conclusions did each of the participants make personally for themselves during this exercise and during the observation of other participants?

UNUSUAL NAMES

Description of the exercise

Exercise involves inventing as many unusual, but understandable names for any simple physical exercises as possible. The exercise is best done in subgroups of 3-4 people, although individual work is also possible. The time to discuss the unusual names of one exercise is 4 - 6 minutes, after which the participants voice the proposed options.

The meaning of the exercise

Training in the generation of ideas related to the search for alternatives, the rejection of the most typical options for interpreting objects and phenomena. Demonstration of one of the key principles of creative thinking: any point of view on something is just one of the possible points of view.

Discussion

How great was the variety of proposed names, what features of the exercises formed the basis for them? In what life situations is it useful to abandon the most familiar ways of interpreting known things, and be puzzled by the search for alternative, unusual ways of perceiving them?

Discussion

How the roles of the participants were distributed when putting forward ideas; who took an active position, and who preferred to remain passive?

What is the reason for this, and how typical are the same positions for the participants in other life situations?

To what extent was the flexibility of thinking manifested when putting forward ideas, do they belong to qualitatively different semantic categories, or are the causes and effects put forward fundamentally of the same plan?

What life situations can be likened to this game?

What skills are developed in it and where are they in demand?

INTERPRETATIONS

Description of the exercise

Participants are offered a short, ambiguous description of an interpersonal situation, conflict, or incident, and then asked to describe the situation through the eyes of various characters, such as:

1. Each of the heroes directly involved in it.

2. A casual observer who happened to be nearby.

3. Journalist.

Depending on what kind of situation is given as an example, the list of these characters can be expanded (for example, the roles of a coach, law enforcement officer, etc. can be added).

Example situations for this exercise:

The pole vaulter, overcoming the bar, pushes the pole back. The height was overcome successfully, but the pole falls directly on the gaping judge, hitting him with all his might in the forehead. The judge is speechless from pain for a few seconds, and then, having come to his senses, decides to disqualify this athlete and remove him from the competition for "unsporting behavior." Describe the situation from the point of view of the athlete, his coach, referee, sports

correspondent, spectator on the podium.

A teenager, wanting to impress a classmate, lit a cigarette during recess right in the classroom. She, seeing this, gave him a slap on the back of the head. In surprise, he dropped his unextinguished cigarette and paid no attention to it. As a result, a fire broke out, the classroom burned out. Describe the situation from the position of the student, his parent, classmate, teacher, fire inspector, who happened to be in the class of another student, the school director, at that time.

The meaning of the exercise

The exercise teaches the way to search for an alternative view of events and phenomena by mentally putting oneself in the place of its various participants, promotes the development of empathy skills (intuitive understanding of the state of other people, “feeling” into it). In addition, this exercise usually introduces an extremely common error of interpersonal perception, which consists in the fact that when explaining the reasons for the behavior of another person, we overestimate the importance of his personal qualities, but underestimate the impact of the situation in which he finds himself. It is advisable to draw the attention of the participants to this fact and recall that, as the results of psychological research show, a person’s behavior is actually predetermined by the qualities of his personality, on average, only 30%, and the remaining 70% - by the characteristics of the situation in which he is.

Discussion

What options for interpreting events seem the most unusual, original? In what life situations is it important to be able to look at events from a new angle, mentally putting yourself in the place of their other participants? What was paid more attention to when interpreting events - the personality traits of the one who got into them, or the influence of the situation in which he found himself? And how do we tend to explain the reasons for the behavior of other people in real life situations?

LIVE NUMBERS

Description of the exercise

The facilitator calls out various numbers, and each participant demonstrates them with his body. After all the numbers have been shown, the participants unite in triplets and begin to show the three-digit numbers called by the leader (5 - 7 attempts). It makes sense to shoot the resulting "numbers" on an electronic photo or video camera, demonstrate to the participants, collectively choose the one who managed to demonstrate them best, and symbolically reward him with applause.

The meaning of the exercise

Warm-up, development of expressiveness, generation of ideas about ways to convey information with a lack of available means for this.

Discussion

It is enough to exchange emotions and feelings that arose during the exercise.

INCREDIBLE SITUATION

Description of the exercise

Participants are asked to reflect on an imaginary situation that is unlikely or highly unlikely to occur. Their task is to imagine that such a situation did happen, and to offer as many consequences for humanity as possible, to which it can lead. The exercise is performed in subgroups of 3 - 5 people, the time of work is given at the rate of 5 - 6 minutes per situation. Here are some examples of sports-related improbable situations for this exercise:

The Olympic Games will be held like in ancient Greece: women will no longer be allowed to participate, and athletes will compete naked.

Doping controls will be waived at all competitions.

The highest sports achievements will not grow, but, on the contrary, will decrease.

All people decide to become professional athletes.

Football banned in Russia

Sports will disappear from people's lives altogether.

There are various options for this exercise. For example, several subgroups may be asked to discuss the same situation. Then the presentation of the results is organized as follows: each of the subgroups in turn gets the floor in order to voice one of the options for the consequences, it is impossible to repeat. If the original ideas of the subgroup have been exhausted, it leaves the game; the team that stays in the game the longest wins. If the subgroups are offered different situations for discussion, then such a competition is not held, instead, representatives of each of the subgroups voice 3-5 ideas that seemed the most original.

The meaning of the exercise

Training the ability to generate unusual ideas in relation to situations that go beyond ordinary ideas.

Discussion

Which of the proposed ideas are most vividly remembered, seem to be the most creative? Why are these ideas interesting? What contributed to the implementation of this exercise, and what hindered? In what real-life situations is the ability to think about “impossible situations” useful? Can you give examples from your life experience when a seemingly impossible situation becomes real?

GUESS THE CELEBRITY

Description of the exercise

The driver thinks of some famous person (for example, an athlete), who is known to all or the vast majority of participants. It does not have to be a living character, it can be a historical figure. The task of the participants is to guess it. To do this, you can ask the host questions about the hidden person that only mean “Yes” or “No” answers (the answer options are also “I don’t know” or, if the question is unclear or not applicable to the hidden character, “Difficult to answer”). Participants in a circle ask the leader such questions, and when one of them has a version of who is hidden, he can voice it. If the answer is correct, he himself becomes the leader and guesses the next celebrity, if incorrect, he is out of the game until the end of the round. The game usually includes 3 - 4 rounds, but may, if the participants wish, continue longer.

The meaning of the exercise

Teaching the ability to understand information with a lack of initial information, purposefully ask questions to obtain the missing information.

Discussion

What questions turned out to be the most effective for determining the hidden characters? Is it possible to identify any general strategies for guessing these characters?

OPPOSITES

Description of the exercise

Participants are given brief descriptions of several situations and are asked to come up with situations that could be seen as the opposite of those proposed. The exercise is performed in subgroups of 3-4 people, the time of work is determined based on the calculation of 2-3 minutes per situation. Then the representatives of each of the subgroups alternately voice the invented options and argue why they can be considered as opposite to the proposed situations.

For work, you can offer, for example, such situations:

Boxer enters the ring.

The girl goes down the hill on roller skates.

The photojournalist sends pictures from the competition to the editorial office.

Of course, other situations can be proposed, but one should avoid too simple options in which the opposite situations are obvious (for example, “Team A won the match” / “Team B lost it”), and choose those where the opposites are not so obvious or, according to at least they can be distinguished on the basis of different features.

The meaning of the exercise

Training of thinking "from the contrary" - a way of finding solutions to problems, in which, for a more complete understanding of their essence, their opposite is presented. Development of flexibility in the perception of life situations.

Discussion

What meaning did we put into the concept of “opposite” by doing this exercise? In what situations was it easier to come up with opposite options, and in what situations it was more difficult, what is the reason for this? Give examples of real-life situations where the opposite approach to problem solving can be useful.

SHOW WITH MOVEMENTS

Description of the exercise

Participants are divided into four subgroups, who receive

one word from each list:

Time of day (morning, afternoon, evening, night).

Season (winter, vesta, summer, autumn).

Elements (water, earth, fire, air).

Emotion (fear, anger, interest, resentment).

Age (child, teenager, adult, senior).

Profession (driver, doctor, cook, teacher).

Sports (field hockey, water polo, trampolining, mountain biking).

The easiest way is to distribute the words between the subgroups by drawing lots: write them on small pieces of paper, turn them over and ask the representatives of each of the subgroups to draw out one piece of paper out of every four. The extended leaflets are not shown to other subgroups and are not read out. When the words are distributed, each of the subgroups receives the task: to prepare small dramatic sketches, depicting each of the words they got with the help of movements. 6 - 8 minutes are given for preparation, then the teams alternately demonstrate their sketches, it is impossible to speak at the same time. Representatives of other subgroups, acting as spectators, guess what kind of words they are talking about.

The meaning of the exercise

The development of expressiveness, the ability to convey information with limited available means and perceive it in conditions of deliberately incomplete data for this, team building.

Discussion

What was easier - demonstrating or guessing the words?

Which sets of words were easier or harder to work with?

What is it connected with? Has there been a distribution of roles in teams in the process of work (generators of ideas, performers, facilitators, etc.); if so, to what extent does the choice of roles reflect the general life position of those who played them? What real life situations can be likened to such an exercise?

PROFESSION SHOW

Description of the exercise

Participants, united in subgroups of 3 - 4 people, are offered lists of several professions. Their task is to prepare small dramatic sketches that would allow the audience to guess what professions they are. Sketches should not include speech or demonstration of well-known attributes of professional activity (like a white hat with a red cross on the doctor's head); professions are shown through facial expressions, movements, interactions of participants with each other. Time for preparation is 12 - 20 minutes, for performances - 1 - 2 minutes for a profession. Each of the subgroups in turn presents their sketches, and representatives of other subgroups, acting at this time as spectators, guess which professions are represented.

Here are examples of job lists for this exercise:

Subgroup 1 Subgroup 2 Subgroup 3 Subgroup 4

Doctor Teacher Salesman Security Guard

Police officer Military officer Judge Lawyer

Pilot Driver Programmer Train driver

Editor Journalist Accountant Governess

Another option is to demonstrate not professions, but various sports.

The meaning of the exercise

The development of artistry, the ability to express information with a lack of funds for this and understand such an expression from other people, team building. In addition, the exercise gives reason to think about what is the content of the work of representatives of various specialties, to what extent we are guided by real knowledge about their activities, and to what extent - by common stereotypes.

Discussion

What did the sketches reflect to a greater extent: the real content of the work of representatives of the respective professions, or some common stereotypes, purely external impressions about them? Give examples of life situations when people confuse one with the other: for example, they themselves choose a profession based on the external impression of it, without thinking about what the representatives of these professions actually spend most of their working time on.

SPORTS TEAM LOGO

Description of the exercise

The participants, united in subgroups of 4 - 5 people, are offered to come up with and depict the logo of the team performing in the sport chosen by the participants. Working time 15 - 20 min. Participants are invited to follow the stages of the creative process: spend the first 5-7 minutes on putting forward ideas and fixing them (in the form of verbal descriptions or sketches) without critical evaluation, then spend time evaluating the ideas put forward and choosing the most interesting of them, and then - detailing the chosen idea and its embodiment in the form of a full-size image (on an A3 sheet). After that, each of the teams gives a presentation of their logo.

The meaning of the exercise

Demonstration of the specifics of work at various stages of the creative process, development of teamwork skills at each of these stages.

Discussion

Did you manage to maintain such a sequence of stages of the creative process in the course of work? If so, how did this contribute to its effectiveness?

What conditions are most important for productive creativity at each stage? If not, what hindered it? Is it expedient to subordinate any team creativity to the rules, or is it sometimes more useful to let this process "take its own course"?

(NOT) ATHLETIC PERSON

Description of the exercise

Participants take a sheet of paper and receive the following instructions:

“Please lay your sheet horizontally, and divide it in half with a vertical line. And now on the left half of the sheet draw a sports person, and on the right - unsportsmanlike: the way you imagine them. The artistic qualities of the drawing do not matter, the main thing is to express with its help how, from your point of view, sports and non-sports people differ.

6 - 8 minutes are given for drawing, then the drawings are laid out one under the other (in such a way that a series of images of a sports person is obtained, and in parallel - a series of images of an unsportsmanlike one) and the participants alternately comment on which qualities of these characters are reflected in their drawings. The facilitator fixes the named qualities and then, summarizing, once again pronounces those of them that were mentioned most often.

The meaning of the exercise

Awareness by the participants of the stereotypes that exist in their minds about which people are inclined and which are not inclined to sports, and how sports change a person. Demonstration that in the public mind, sportiness is usually perceived in a positive way (beauty, physical health, etc.), and unsportsmanship - in a negative way.

Discussion

What new things did each of the participants learn during this exercise? How, in their opinion, is possible in other words, without using

particle "not", to express the meaning of the phrase "unsportsmanlike person"?

MY REFLECTION

Description of the exercise

Each participant leans back against the wall, where a panel of light-colored wallpaper or 2-3 glued sheets of whatman paper, as high as his height, hangs, and assumes a pose that, in his opinion, reflects his typical emotional state. The partner draws the outline of his body on the sheet with a pencil, after which the participants change roles. When the contours of the body of each participant are outlined, the resulting drawings are painted and, if desired, supplemented with real jewelry and details of the clothing of the practitioners. Working time 30 - 40 min, when painting contours

body it is advisable to use watercolor or gouache. At the end of the drawing, each participant is asked to come up with a free-form presentation of their "reflection on the wallpaper" and demonstrate it (2 - 3 minutes per person).

The meaning of the exercise

The development of expressiveness, awareness of one's bodily "clamps" - areas of increased muscle tension associated both with the inability to relax, and with insufficiently expressed emotions, unfulfilled desires, etc. In addition, the exercise contributes to the adoption of one's bodily appearance.

Discussion

What emotions and feelings arose during this exercise?

How comfortable and natural is the pose shown in the picture?

What emotional state does she reflect that motivates her to accept?

What areas of the body turned out to be highlighted with brighter colors, what is the reason for this?

What new things did you learn about yourself and about other participants during this exercise?

WANT_CAN_SHOULD

Description of the exercise

Participants build collages - pictorial compositions, including clippings from colored newspapers and magazines, drawings, photographs, any small objects that were at hand from the participants. Collage theme: "My desires, opportunities and responsibilities." This reflects the personality structure according to E. Berne: "Child (desires) - Adult (opportunities) - Parent (should)".

Usually the facilitator first draws this personality diagram and briefly comments on it, and then invites the participants to make collages, either adhering to the traditional scheme (three circles one under the other: in the lower desire, in the middle of the opportunity, in the upper obligation), or by coming up with their own version. A simpler modification of the exercise, appropriate when working with younger teenagers, is to focus on one of these components, for example, make a collage on the theme “my dream”.

Working time 25 - 30 minutes, then a presentation is held - an excursion, during which the authors alternately act as guides, presenting their collages.

The meaning of the exercise

The exercise contributes to a more complete awareness of one's desires and capabilities, setting personal and professional goals, and increasing self-esteem.

Discussion

What conclusions did each participant make personally for himself when doing this exercise, what new things did he learn about himself, his desires and capabilities?

Quote in the subject: as the well-known Russian psychologist and psychotherapist M.E. Litvak says, “A person’s happiness lies in the fact that for him“ I want, I can and I must ”have the same content.” To what extent do you agree with this position? Give arguments for and against it.

UNUSUAL ACTIONS

Description of the exercise

Each of the participants is offered to remember some of their unusual, original action, a strange and not quite explicable from the standpoint of common sense, an act committed over the past one or two months (1 - 2 minutes are given for reflection). Participants are then asked to briefly describe it and also comment:

In what exactly do they see the unusualness of this action?

What, from their point of view, prompted him?

How do they evaluate this action "in hindsight" - what did it lead to, was it worth doing?

The meaning of the exercise

The exercise contributes to the transfer of knowledge and skills related to creativity to the consideration of one's own life, increasing the degree of openness to new life experiences.

Discussion

How do unusual actions affect our life - do they make it brighter, more interesting, more difficult, more dangerous, or change it in some other way? Have the participants recently had situations where they wanted to do something unusual, but something stopped them? If so, what exactly stopped them, and how is this assessed "in hindsight" - is it correct that the action was not taken, or would it still be better to do it? Whose unusual actions did the participants want to repeat?

APPLICATION OF SKILLS

Description of the exercise

The meaning of the exercise

The exercise teaches you how to generate ideas about how to put into practice the resources available to the participants, increases self-esteem, and increases motivation to develop new skills and improve existing ones.

Discussion

Participants share their impressions of the work and thoughts

about what angles of application of skills interested and aroused a desire to put them into practice, as well as what new skills they wanted to master during the exercise.

MAGIC Binoculars

Description of the exercise

The facilitator asks the participants to relax, take a comfortable position, close their eyes and begins to slowly, measuredly read out the instructions, pausing at the places indicated by dots: “Imagine that magic binoculars fell into your hands. Looking into it, you see what is happening in your future, in a few years. First you look one year ahead... Where are you, what are you doing, who surrounds you?.. Examine this picture in all its details. And now you are looking five years ahead... What do you see? What changes have taken place in your life?.. And now you are looking ten years ahead. What has your life become?.. Where are you, with whom, what are you doing? What changes have occurred during this time with you and around you? ... "

After that, participants are asked to open their eyes, take three sheets of paper, draw two partially overlapping circles on them (like the field of view of binoculars) and depict in them what they imagined in 1, 5 and 10 years (10 - 15 min). The exercise is performed individually.

The meaning of the exercise

This is a meditative plan technique that allows you to take a more meaningful look at your life prospects, dreams and goals, as well as move on to a conversation about what steps you need to take to realize them.

Discussion

Each participant demonstrates their drawings and comments on what is depicted on them. If the drawings are positive, reflect goals and dreams (most often this is the case), then the participant shares his thoughts on what he should do to make this future a reality, but if something negative is depicted, reflections on whether this can be avoided and if so, how.

CREATIVE LIFE

Description of the exercise

Participants, united in subgroups of 5 - 6 people, receive the task: Formulate a list of recommendations that will allow them to “make their own lives more creative” and write them down. The formulated recommendations should be realistically implemented by all participants, or at least by the majority of them (i.e., do not imply the presence of any rare abilities, too large material costs, etc.).

The meaning of the exercise

Transferring the consideration of creativity problems from the plane of specially modeled situations to the area of everyday, everyday life realities.

Discussion

Sheets on which the recommendations formulated by the teams are recorded are laid out or hung out for all participants to see. Representatives from each team take turns taking the floor to present their recommendations and briefly comment on how following each of them will make their own lives more creative. As an example and possible material for discussion in the group, a list of such recommendations compiled by specialists in the psychology of creativity is given (L. King, 2005, p. 12

Get regular exercise.

Make sure your diet is varied and balanced.

Master the technique of relaxation and meditation.

Improve your confidence.

Keep a diary, make sketches, write poems, short

stories and songs.

Read fiction that develops the imagination.

Think about alternative uses for objects you encounter in your daily life.

Think about the similarities of dissimilar things.

Take up painting or sculpture.

Visit inspiring places.

Get involved in things you wouldn't normally think about.

Try to be more spontaneous and sociable.

Watch comedies and try to develop your own humorous style.

Listen to classical music.

Try to fulfill your daily routine duties in different ways.

Make new friends and expand your social circle.

Think of yourself as a creative person.

Think of creativity as a way of being.

Emulate that famous creative person you admire.

Learn to ask yourself the question: “What if?”

Don't sit in front of the TV.

Let yourself dream.

Don't be afraid to be wrong or make a mistake.

Don't make hasty judgments.

Be interested in absolutely everything.

Expand your horizons of interests, etc. Warm-up exercise

Close your eyes and imagine a cube, try to turn it with another face, twist it. After you have succeeded in this, try turning the cube into a ball. Rotate the ball for a minute, then open your eyes and begin to perform the proposed exercises. This task will help you tune in to a creative wave, contribute to the birth of various ideas.

Exercise #1

Think of 10 ways to use an empty pen refill and write them down. It is advisable to come up with non-standard options (you can even crazy ones), this will increase the effectiveness of the exercise.

Exercise #2

Using only one square, try to draw a picture (or at least a drawing) that depicts some kind of plot.

Exercise #3

Write down the numbers from 0 to 9 in order and draw various elements to them so that in the end it would be impossible to determine what kind of number is written.

Exercise #4

Try to connect two different objects and write down what useful properties this object will have.

Exercise #5

Take any object, mentally divide it into several parts (3-5) and write down the new properties of each part.

The second set of exercises (imagination development).

To perform these exercises, you just need to close your eyes. If you do not rely on your memory or want to further improve your decisions, also take a piece of paper, a pen to write them down.

Warm-up exercise

Exercise #1

Close your eyes, try to imagine an autumn park. Watch the falling leaves. Do the exercise for 3-5 minutes.

Exercise #2

Close your eyes, try to imagine yourself sunbathing on the beach. Look around, make out the faces of people nearby (if it doesn’t work out, just watch the play of the waves or something else). Do the exercise for 5-10 minutes.

Exercise #3

If people stopped being able to walk and learned to fly. Imagine how life would change.

Exercise #4.1

Write the names of 10 any objects, close your eyes and begin to imagine their images. Hold each image for 5-7 seconds.

Exercise #4.2

Using the images from exercise #4.1, try to manipulate them. First one, then bringing it closer, then moving it away, then try using two, three, and so on all ten together.

to develop the ability to see problems:

≪Look at the world through someone else's eyes.

≪In the morning the sky was covered with black clouds and it began to snow. Large snow

flakes fell on houses, trees, sidewalks, lawns, roads…≫.

After reading the unfinished story, students need to continue

this story, but in several ways: from their own point of view; from the point of view of the pilot going to fly; from the point of view of a hare or a fox in the forest.

≪Make up a story using the given ending.

≪… and the kitten fell asleep peacefully in Masha's arms.

I use exercises aimed at developing the ability to conduct observations in order to identify the problem.

≪One theme, many stories.

It is necessary to come up with and draw as many stories on the same topic as possible. For example: ≪Forest≫, ≪Animals of the native land≫, ≪In the taiga≫, ≪Hunting for animals≫, etc.

≪Story on a given topic.

The theme of the game is announced by the student, going to the board, for example, "Winter". Children

name words related to the topic. The student writes the words on the blackboard and writes a story or fairy tale on an environmental theme.

I successfully apply in the 1st grade the method of constructing fairy tales (according to the method of I.V. Vachkov), which allows to form the communication skills of students for working in a group, which contributes to the development of a creative, extraordinary approach to solving a problem. For example, in a circle lesson "We are explorers" In class 1 I use group work. I explain to the children that at the next stage of work they will have to create a creative work - to compose a tale, but with well-known characters.

Why write and tell fairy tales?

What character traits are most often ridiculed in fairy tales? Why are there

characters punished?

- You need, after consulting with your comrades in the group, to choose one of the named negative character traits and use it in your fairy tale.

It may be easier for you to make your choice after you have drawn lots.

draw out cards with the image of fairy-tale characters.

The group has the right to introduce one of its literary heroes by doing

replacement in the proposed set of cards. When selecting, the following condition should be observed: the characters must be well known to children. Female characters: Baba Yaga, Frog Princess, Malvina, Little Red Riding Hood, Little Mermaid, etc., male characters: Santa Claus, Old Man Hottabych, Pinocchio, Karabas-Barabas, etc.

Work takes place in groups of five people. The cards must be shuffled, each group draws 5 cards at random, after 15-20 minutes they must present the name of the fairy tale and play it. After watching the presented fairy tale, it is discussed whether the actors managed to demonstrate the negative character trait of the character and teach him a lesson.

In the next lesson, to complicate the task, I suggest that students

make up a story about their life in the family or in the classroom. In a fairy tale, the student must imagine himself as the main character, depicted in any form, age, appearance. After the children listen to the fairy tale, they are given the opportunity to express their feelings: did they like this fairy tale or not, if so, then what moments, if not, why?__

These games will help develop your child's creative thinking.

Toothpick constructor

Inventory: toothpicks (or matches), plasticine (or clay)

◈ Take a few toothpicks, and some plasticine, which is used as a connecting material.

◈ Roll small balls from plasticine. Try building a house. Build a cube, then try to build a roof, etc.

◈ You can give the children a task so that they themselves come up with some kind of geometric design, and then explain to you what they managed to collect.

Fence

Inventory: sticks or matches (ordinary or shortened).

◈ You need to pick up five sticks from the table, one after the other, clamping their ends between the fingers of your right hand. Grab two sticks between your thumb and forefinger. Between the index and middle, middle and ring fingers, and between the ring and little fingers - grab one stick each.

◈ Now spread your fingers, drop the chopsticks on the table. Do the same with your left hand.

◈ Who, raising sticks, does not release a single one, he will win.

Hunters

Equipment: small sticks, matches.

◈ The left hand should be placed on the table, bending it at the elbow. Put four fingers together, take your thumb away - this is the “bear den”. Place one stick at the entrance to the "den", slightly resting one end of it on the base of the index finger. This is a bear". Measure from the bear a distance equal to the length of six sticks. At this distance, place four sticks on the table, with the ends to the lair. The little finger, ring, middle and index fingers of the right hand are four “hunters”, four sticks are “bullets”. By clicking each of these fingers on the sticks, try to “kill” the bear with bullets (knock down the stick).

◈ Whose four "hunters" kill the bear with fewer "shots", he wins.

Spillikins

Number of players: 1-6 people.

Inventory: 20 matches, and preferably unsharpened pencils.

◈ Put the sticks in a mess in a pile on the table. Alternately, one at a time, take ten sticks from the pile so as not to move the others.

◈ Whoever succeeds, wins.

Herbarium

Equipment: small flowers or leaves, blotters or other paper, heavy objects, cardboard, glue, cellophane.

◈ The game starts with a walk through the autumn forest. Invite the child to choose the leaves and flowers they like.

◈ Returning home, put them between the pages of books. In order not to stain the book, it is best to put a blotting paper on both sides of each flower. Then put the book under the press.

◈ Dried flowers can be used to decorate homemade greeting cards.

◈ You can decorate boxes with flowers by applying a thin transparent cellophane film or varnishing them.

quick fingers

Number of players: 2-6 people.

Equipment: ribbons.

◈ To the rails of the gymnastic wall, to racks or gymnastic sticks, fixed horizontally, ten narrow ribbons of the same length are tied.

◈ Two players compete. On a signal, they must tie bows on all ribbons. Whoever does it first wins.

paper dolls

Inventory: paper, cardboard, pencils, paints, scissors.

◈ Ask the child to draw on paper the body of a person up to the waist. Carefully cut this drawing along the contour and give it to the child - let him color it, finish drawing everything that is needed.

◈ After that, you need to make two small holes in the bottom, where your two fingers can easily enter - index and middle. By moving your fingers, you make the toy walk, move.

◈ It should, of course, take into account the size of such figures while drawing.

◈ Fingertips can be "shod" in shoes. To do this, you can use paper, nutshells, plasticine or paint.

Personal copier

Inventory: paper, wax crayons, paper clips, pencil.

◈ Ask your child to color one of the pages evenly over the entire surface with chalk.

◈ Then this page is turned over and superimposed on the second, absolutely clean. It is best to fasten them together so that they do not slip.

◈ Now everything that will be written or drawn on the back of the first page will be printed on the second thanks to a pre-applied layer of colored wax. Here's a photocopy for you.

Collage

Inventory: newspapers, magazines, paper, glue, scissors.

◈ Select several newspapers and magazines with food advertisements for various foods, fruits, vegetables, etc.

◈ Having collected a fairly extensive collection, invite the child to put together, for example, a person's face. Try with him. For the contour of the face, you can use a plate, tray, pan.

Artist's foot

Equipment: pencil, paper.

◈ Spread paper on the floor. Invite your child to pick up a pencil with their toes and try to draw something. It is very funny.

Groats drawing

Inventory: cereals (millet, rice, buckwheat, oatmeal), glue, drawing supplies.

◈ Prepare some glue, pour it into a saucer or cup. Your child can make mosaic appliqués by gluing grains or oatmeal flakes to a sheet of paper.

◈ You can draw an outline or a fragment of a drawing, and the child will continue. The grain will make beautiful animal fur, a tile roof of a house, fish scales, etc.

◈ Stale cereals are perfect for this game.

paper plates

Inventory: paper plates (or paper circles), drawing supplies.

◈ Give your child plenty of paper plates and cups to help prepare dinner in peace. Let him paint them, and if it is difficult for him to come up with ornaments, copy those that he sees on the wallpaper or any other objects.

◈ If you don't have paper plates, you can cut out circles from a piece of paper and color them in.

◈ Be sure to hang a few of these in your kitchen to show how proud you are of your little one's creativity.

The development of creative thinking in children. Development of creative abilities in children. Educational games. Educational games for children's holidays. Exercises for the development of creative thinking.

In modern psychology, the tasks to which this section is devoted are usually called divergent, and the thinking that they activate is divergent thinking.

The specificity of divergent tasks is that one question posed may have not one, but several or even many correct answers. Naturally, it is the divergent type of thinking that usually qualifies as creative. This kind of thinking is closely related to imagination.

Divergent-type assignments are rarely used in traditional schooling. Orthodox education usually does not aim to develop the skills of non-standard thinking in a person, in connection with which divergent tasks acquire a special value: creative activity in any field requires, first of all, divergent thinking.

Consider, as an example, some types of tasks commonly used in the practice of working with children.

Take plastic, wooden (or make your own cardboard) multi-colored geometric shapes and invite the child to make as many different stylized images as possible (Fig. 1).

Rice. 1. Examples of images that can be folded from simple geometric shapes

The next task is in many ways similar to the previous one: use paper cones, cylinders and other elements to try to glue as many figures of people and animals as possible. Examples of this task are shown in fig. 2.

Rice. 2. Design and create paper figures of people and animals

Stock up on old illustrated magazines and bright pieces of fabric. Together with your child, cut out figures of different shapes from the illustrations contained in the magazines and pieces of fabric. Now we paste the resulting figures on a sheet of cardboard and get a collage. Examples are shown in fig. 3. All this is creative work, but the main task is: "Find as many analogies with real objects as possible." The collage can be rotated as you like.

Rice. 3. Examples of collages from different materials

A very interesting, and therefore very popular task was proposed by the psychologist J. Gilford: to find as many different, original applications as possible for a well-known subject. As such an object, you can use brick, chalk, newspaper and much more.

This task usually takes five to six minutes to complete. In the course of the analysis of the results, all answers are taken into account, except for those that do not correspond to the task, are repeated or may be considered ridiculous. This task can be offered to both older preschoolers and adults.

In this case, the productivity and originality of thinking are evaluated. The more ideas, the more unusual among them, the more points the participant receives.

Another task: pick up adjectives and nouns that contain the concepts of light and darkness (heat and cold, spring and winter, morning and evening, etc.). Let's give examples of answers.

Light - bright, gentle, lively;
Sun - ...
morning - ...
lamp - ...
bonfire - ...
candle - ...

Darkness - closed, night;
night - ...
evening - ...
cave - ...

Find as many common features as possible for dissimilar items.

Well - parquet;
log - box;
cloud - door;
doll - snow.

Divergent tasks include tasks to find the causes of events. Here are a few situations that you need to determine the causes of their occurrence:

1. In the morning Dima woke up earlier than usual.
2. The sun has not yet gone beyond the horizon, but it has already become dark.
3. The dog sitting at the feet of the owner growled menacingly at the little kitten.

Another version of the task described above: think up and tell what happened to each of the characters.

The child must understand the emotional state of each of the boys and tell what happened to them.

The third option for the task: think about what could happen if ...

"... it will rain without ceasing."
"... people will learn to fly like birds."
"...dogs will start talking with a human voice."
"... all fairy-tale heroes will come to life."
"... orange juice will come out of the faucet."

It is good if the child was able to come up with an interesting answer to each of the proposed phrases.

Another type of task for the development of creative thinking in children: inventing stories, stories or fairy tales using a given set of words, for example:

Traffic light, boy, sled.

The second option for this type of task: look at the pictures and come up with a fairy tale in which all these characters would participate.

The next type of tasks: "Mystery Clouds". The child needs to determine what the clouds depicted in the drawings (ink spots) look like. It's good if he can see at least one character in each cloud.

Another option for this task: try to draw something interesting using these shapes.

Another exercise: draw and color the sorceresses so that one becomes good and the other evil.

Divergent, creative tasks can be developed on any material. A good task of this type can be the creation of various figures from the details of a building designer. Indeed, not only palaces, bridges and other architectural structures can be built from the details of a building designer. Let's try to look at the construction designer from the other side. Its parts are suitable, for example, for the manufacture of technical models of a steamship, steam locomotive, car, aircraft. From them you can make schematic images of animals and people, and even voluminous plot compositions. Let us give examples of possible solutions (Fig. 4).

All parents want to raise their children smart, quick-witted, so they are often interested in at what age it is possible to offer a child games for the development of thinking. In search of an answer, they turn to various sources and sometimes close a good page just because they stumbled over an incomprehensible word. Do not leave the site if something seems difficult for you to understand. In this article, all complex terms will be explained in an accessible language.

What is thinking?

It is not necessary to assume that if a child recites long verses by heart or knows almost all the letters at the age of one and a half, then his thinking is perfectly developed. These actions speak only of good memory. Thinking activity should be reflected in the correct understanding of the surrounding reality, the ability to grasp the connections between various phenomena. A person with a well-formed mind when solving various life problems uses ingenuity, finds non-standard moves.

It seems to an ignorant person that it is very difficult to understand the processes of thinking formation and this knowledge is available only to specialists. Of course, the science of brain activity requires a long time to master, but every mother will be able to understand the basic concepts and methods of their application when raising a preschooler.

There are 5 main operations in thought processes.

Analysis - the ability to disassemble an object or phenomenon “by the bones”, to highlight the constituent parts and signs. For example, upon hearing the word "watermelon", a person immediately imagines a large round fruit with a green rind and delicious red flesh.
Synthesis is an operation opposite to analysis, which makes it possible to understand, according to individual definitions, what is at stake. For example, an animal that meows, loves milk and catches mice is a cat.
Comparison is the ability to find similarities and differences between objects or phenomena. Winter and summer are seasons, but summer is warm and winter is cold.
Generalization - the ability to understand the relationship between several terms and call them in one word: plate, cup, saucer - dishes.
Classification - the ability to group objects according to one attribute: material, color, shape.

All these stages go one after another, but in order for the thought processes to develop correctly, the child needs to be engaged. It is advisable to select tasks in advance, gradually complicating them. Sometimes the baby "gets stuck" at some stage of development. Do not panic - most likely, in a few days he will learn an incomprehensible lesson and be able to move on. You need to worry if about a month has passed, but there are no achievements. In this case, you should definitely consult with a child psychologist.

How is thinking related to other cognitive processes?

From birth, every person has a craving for knowledge of the world around him. Cognitive psychology deals with the processes of studying and researching reality. This branch studies attention, memory, emotions, thinking - that is, the internal mental activity of a person.

Imagine the situation: a diplomat listened to unpleasant statements that greatly affected his feelings. By virtue of his profession, he is obliged to be polite, portray friendliness and not show a negative reaction to the attacks of opponents. External manifestations are behavioral reactions. Everything inside a person is in full swing, he is almost ready to rush at the offender with his fists, but the mind tells you to restrain yourself, the brain looks for acceptable answers, remembers the experience of similar situations and analyzes the consequences of each word. These processes, invisible to the eye, belong to the cognitive sphere.

Thinking is one of the types of cognitive activity. It is inextricably linked with other components of the inner mental sphere. If we remove the rest of the processes, a person becomes like a perfect computer that can solve complex problems: the latest devices can learn and build multi-way logical connections, but they cannot be called intelligent beings.

A person has access to a whole range of cognitive processes that make him a person:

perception;
memory;
thinking;
emotions;
the ability to communicate;
attention.

When practicing the development of thinking, you need to use all these processes, otherwise you will not be able to get the desired result. If a child begins to solve problems indifferently, without emotions, he will immediately get bored with this process, and the kid will run to look for a more interesting thing. Lack of attention will cause the student to miss important data in the problem statement and the solution will turn out to be wrong. The ability to communicate is necessary for the exchange of information and interaction when working together to resolve the issue. Turn off the rest of the components - and the brain will be in a vacuum, mental activity will become impossible.

Stages of development of thinking

As soon as the baby was born, a lot of new information began to flow into his brain. At first, complete chaos reigns in the small head, but gradually everything that the baby sees, hears and feels comes into a certain system, connections arise between various information. Mom picks up, unbuttons her bathrobe, the baby smells a familiar smell - which means you can suck on delicious milk.

The development of thinking can begin now. Take the baby's hand, press the button - and the light will turn on in the room. Do not be silent during this action, explain: you need to press the switch to make it light. The cognitive system will send this information to long-term memory, a causal relationship is formed. You don’t need to tell the baby the theory of electromechanics, he still won’t understand anything, but the “switch-light bulb” interaction will remember.

Approximately before school, thought processes will develop only on the basis of the knowledge that comes through the senses. Now it is useless for a child to explain what space, electromagnetic waves, infinity are - he cannot see, touch, move it. Abstract concepts will become available no earlier than 5 years.

There are several stages in the development of thinking:

visual-effective - from a year to 3 years;
visual-figurative - from 3 to 7 years;
abstract-logical - begins at school age.

It is believed that visual-effective thinking develops after a year, but already a baby can be shown that a person’s actions lead to some kind of result. The glass was empty, the two of you poured water from a bottle into it - the vessel was filled, you can drink. For an adult, the outcome of such actions is understandable, but for a baby this is a real discovery. Teach him to fill toy containers with sand, liquids, cereals. But what happens if you put snow in a bucket and bring it into a warm apartment? You know, for a baby, this is real magic.

After 3 years, the child can no longer be surprised by turning on the light or melting snow; visual-figurative thinking begins to form in him. Children consider Santa Claus or the Tooth Fairy to be real creatures that participate in people's lives. The kid is happy to look at pictures in books, photographs, recognizes native people and familiar objects on them. Gradually, he begins to understand that the dog is not only Ginger, who lives in his apartment, but also many other animals found on the street and in pictures.

At about 5-7 years old, the child begins to understand symbols, icons, numbers. Concepts break away from images - he knows what "air" is, although he can neither see nor touch it. Based on 2-3 facts, a preschooler can draw a conclusion, predict further events. A preschool child knows that in inclement weather, his mother makes him wear boots. It's raining today, so running out into the street in sneakers will not work. A new stage is being formed - abstract-logical thinking.

Activities with young children

In a one-year-old baby, the development of brain activity is in full swing. He learns the world around him through actions: if the object cannot be grabbed, broken, put into his mouth, the thing rarely becomes interesting to the child. Children strive to get into any corner of the apartment, open any door. They're pulling things out of closets, tasting their mother's lipstick. Do not interfere with children's research, just put all dangerous objects in an inaccessible place.

Teach your child not only to break, but also to create. Numerous games for preschoolers to develop thinking give a huge scope for the creative process. You can do without expensive didactic material. Build towers from cubes, make snowmen. In the summer, take a bucket, a scoop and a set of molds for a walk. Even the most restless baby can be kept in one place for some time if he plays with sand.

Do not walk all the time on the same playground, go to different places. The same environment does not give new impressions, which are important food for the development of thinking.

At this age, developing centers, mobiles, all kinds of caskets and boxes where you can put a small object will greatly help the formation of a child's brain. Buy your child pyramids, cubes, toys that can be assembled and disassembled. The fine motor skills necessary for these actions stimulate the development of the brain and prepare the baby well for the transition to the formation of the next, visual-figurative type of thinking.

If the kid does not want to deal with the designer or cubes, show a trick. Try to assemble it yourself, pretend that nothing works, and ask for help.

Games for the development of visual-figurative thinking
When the baby is 3 years old, you need to develop his visual-figurative thinking. In no case should parents interfere with this process. On a walk, the baby pulls dad to a tree to show that he has eyes and a mouth. Aspiring to put as much scientific knowledge as possible into the head of a child, a man says that a large hole is a hollow, and round dots are traces of fallen branches. The magic is gone, the fabulous oak with a kind face has turned into an ordinary plant - and the desire to find something new in familiar objects begins to fade. When communicating with a child, forget about your age, look at the surrounding objects through the eyes of a little man and, together with your child, figure out what they look like.
At about three years of age, children sometimes reject expensive, smartly dressed dolls and play with a sliver, a wooden spoon, or an old baby doll, on which the face is no longer visible. One can only rejoice at such a phenomenon: the young dreamer is not interested in toys, where everything is clear and nothing can be invented. But in a dry branch, he saw such a doll or little animal that he needs. Do not swear that the kid brings home from the street either a stone or a piece of a board - together think about what it is and how this item can be used.
Some children from the cradle begin to notice similar signs in completely different objects, in others this ability needs to be developed. There are several games that will help the child learn to build figurative associations. In stores, you can buy puzzles, where you need to add various shapes from several elements. At home, you can use everything that comes to hand and come up with many games and competitions.
Take a picture, cube, or other object and offer to come up with as many images as possible of what it looks like.
Draw half of a butterfly, snowflake, or other symmetrical image. The kid has to finish the picture.
Make a geometric figure out of matches and ask them to shift 2-3 sticks to get a different image (a flag from a house, a tank from a ship).
In a 3x3 grid, draw 3 different balls or houses. Leave 2 cells empty and ask them to fill in so that there are different objects in each row and column.

Development of abstract-logical thinking
Without developed abstract-logical thinking, it is impossible to acquire new knowledge, solve problems, and conduct research. Even an animal can be taught to press the handle to open the door. But what if it doesn't open? It is this type of brain activity that will force a thinking person to examine the entire opening, turn the handles on the locks, check the latches and figure out the cause of the problem.
Preschoolers can solve simple math problems: add 2 to 3 apples and count how many came out. At school, children will have to do complex calculations, where formulas, equations, and later integrals are no longer enough. If a child does not have developed abstract-logical thinking, study will turn into torture for him. There is no need to blame hereditary lack of ability - the brain, like muscles, needs to be trained.
To lay the foundations of logical thinking, engage in games with your child in which you need to highlight similar and different features of objects. Scatter the buttons in front of him and ask him to sort them into several piles, in each of which the objects will be somewhat similar. If the baby is at a loss, give him a task yourself, for example: red separately, black separately, green separately. Perhaps he will divide the buttons into groups himself, but you will not be able to understand what system this is done on. Do not immediately say that it is so wrong, figure out what the child saw in these objects. He could separate the beautiful from the ugly, or the ones he had seen from the unfamiliar. This classification is also acceptable.
While waiting for the bus or in line, the child becomes bored, whining or indulging. Do not get annoyed - now is the most convenient time to start developing games. There are a lot of options.
Edible - inedible. You name any object, and the child must determine whether it is suitable for food. Over time, the game can be complicated, for example, by naming raw meat or a gingerbread doll.
Find the excess. You name 5 words, for example: cat, dog, chair, cow, goat. The child must say what is superfluous here and why.
Finish the sentence. Start the sentence, and let the child finish it, giving the reason: we left the house in raincoats, because ... (it's raining).
Call it in one word. You name several objects, and the baby must name them in one word: table, chair, sofa - furniture; soup, porridge, bread - food.

There are many games that develop abstract-logical thinking. Start playing checkers with a preschooler, then you can master chess and backgammon. You are not just moving the pieces - the brain at this time analyzes the situation, anticipates the possible moves of the opponent and looks for the best response to them. Do not swear if the child is fond of solitaire, puzzles, Rubik's cube assembly. He does not waste time in vain, but learns to calculate the situation several moves ahead, look for the right solution among many combinations, develops reason and logic.
In the thinking abilities of a person, not everything depends on heredity. Scientists observed twins raised in different families, and determined that children, whose development is seriously involved, become smarter and smarter than brothers and sisters, who were paid little attention. No need to overwhelm the kid with puzzles and educational games so that he does not interfere with adults doing their own thing. Joint activities that develop thinking and speech will bring much more benefits.

Creativity is rightly considered a manifestation of real talent. If a child is smart, he learns well and quickly and applies his knowledge in everyday situations. But the creation of something new, extraordinary, unlike anything else - this is real talent. People appreciate and admire the ability to create something extraordinary, be it an original work of art, a non-trivial story or an invention that makes life easier for many people.

How can we teach our children to think creatively? How can we instill in them the habit of thinking outside the box? Here are some simple and fun ways to help your child develop a valuable creative thinking skill in a playful way. (Depending on his age and skills, some minor adjustments to the games offered may be necessary.)

Game one. Someone starts telling a story and stops after a few sentences, and the next player continues the story. There are no restrictions on the number of players. The story can be recorded on a tape recorder or on paper in order to subsequently distribute it among the participants in the game. This is a very fun game that teaches the child to think creatively (and if you are also participating in this game, then you too).

Game two. Prepare a series of images that can be taken from a book (rephotographed), several books, newspapers, or the Internet and printed on a home printer. Place the pictures next to each other and have your child tell the story the pictures tell. You can take turns developing the plot. The game can have several options: place the images face down and then flip them one by one to continue the story. Gradually increase the speed of opening the images so that the narrator comes up with a story faster and faster. Once you've worked through the initial set of pictures, simply rearrange them and see if your child can come up with a different story.

Modification of the second game for words. Prepare a series of words written on the cards and play the second game using them. You can use all the same game options as described above.

Game three. Play a piece of classical music and have your child tell you what mood the piece of music creates and what story it wants to tell its listeners.

Game four. Play a piece of classical music and have your child draw a picture to illustrate the mood they are conveying or the story they are telling.

Game modifications. When your child is telling a story while playing one of these games, ask them to change the story in a way that will change its mood. For example, if the story is sad, can he change it so that it becomes happy? Can he change her so that she becomes full of secrets and mysteries? Can he turn it into a comedy?

Open-ended questions stimulate creative thinking. When reading a book with your child, always ask open-ended questions (suggesting a long-winded response, not a one-word answer), which could include things like, “How would you handle this situation?”, “What could the character do differently?” , "How do you think the main character felt?".

Game five. Print some photos on A4 paper. Cut each one into nine pieces (or more if you want to make the game more difficult). Now invite the child to fold the photos from the fragments into their original form. After he completes this task, you can mix the fragments so that the child can create new paintings by combining fragments of different photos (it is better to choose the original photos with this in mind from the very beginning). Start by shuffling parts of the two photos and work your way up to more original images. Start with large chunks that make up ¼ of the original image, gradually moving on to using smaller chunks. Gradually move on to more complex images that include finer details.

Game six. Encourage and take part in games in which the child pretends to be a character or phenomenon, and use role-playing games to simulate different situations with your child. As you read the story, ask your child to step into character and impersonate their favorite character.

Game seven. When your child's friends come to visit, invite them to learn the roles and make a performance of a favorite fairy tale, such as The Three Little Pigs, for example, and show it to their parents. This is a very fun and entertaining game that will help kids have fun and stay busy.

Game eight. Ask your child to draw an object and color it in the appropriate colors. For example, ask your child to draw some fruits. Then ask him to change the color of all fruits. Let the banana turn red and the apple blue, and so on.

Game nine. Choose one day of the week when all family members, including the child, will perform their normal activities differently. For example, brush your teeth not with your right, but with your left hand, and at the same time not in the usual way. Choose a different path to school. Sing all day instead of talking. Get up early and play a new game. Walk backwards in a safe place... Be creative and encourage your child to be creative with everything.

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