Games for the development of imagination in younger students. The development of creative imagination in children of primary school age
Development of the imagination of younger students.
Imagination and fantasy are the most important aspects of our life. Imagine for a moment that a person would not have fantasy or imagination. We would lose almost all scientific discoveries and works of art. Children would not hear fairy tales and would not be able to play many games. And how would children be able to learn the school curriculum without imagination? Simply put - deprive a person of imagination and progress will stop! This means that the development of imagination in younger students is one of the most important tasks of the teacher, since imagination develops especially intensively at the age of 5 to 12 years.
What is imagination?
Imagination- this is inherent only to man, the ability to create new images (representations) by processing previous experience. Imagination is often called fantasy. Imagination is the highest mental function and reflects reality. With the help of imagination, we form an image of an object, situation, conditions that has never existed or does not exist at the moment.
When solving any mental problem, we use some kind of information. But there are situations when the available information is not enough for an unambiguous decision. Thinking in this case is almost powerless without the active work of the imagination. Imagination provides knowledge when the uncertainty of the situation is great. This is the general meaning of the function of imagination in children, and in adults.
Senior and junior school age characterized by the activation of the function of the imagination. First, recreating (allowing you to imagine fabulous images), and then creative (due to which a fundamentally new image is created).
junior schoolchildren most of their vigorous activity is carried out with the help of imagination. Their games are the fruit of wild imagination. They are passionate about creative activities. The psychological basis of the latter is also imagination. When in the process of learning children are faced with the need to comprehend abstract material and they need analogies, support with a general lack of life experience, the child also comes to the aid of imagination.
Imagination is characterized by activity, efficiency. The anticipatory reflection of reality occurs in the imagination in the form of vivid representations, images. For a more complete picture of the types and methods of imagination, you can use the diagram.
Scheme of imagination, its types and methods.
Imagination can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of materials, in accordance with the plan). The creation of images of the imagination is carried out using several methods. As a rule, they are used by a person (and a child especially) unconsciously. The first such way is agglutination, i.e. "gluing" various parts that are not connected in everyday life. An example is the classic character of fairy tales man-beast or man-bird (Centaur, Phoenix). The second way is hyperbolization. This is a paradoxical increase or decrease in an object or its individual parts. The following fairy-tale characters can serve as an example: Dwarf Nose, Gulliver or Boy with a finger. The third way to create fantasy images is schematization. In this case, individual representations merge, the differences are smoothed out. The main similarities are clearly worked out. This is any schematic drawing. The fourth way is typing. It is characterized by highlighting the essential, repeating in some respects homogeneous facts and embodying them in a specific image. For example, there are professional images of a worker, a doctor, an engineer, etc. The fifth way is emphasis. In the created image, some part, a detail stands out, is especially emphasized. A classic example is a cartoon, a caricature.
The basis for creating any images of fantasy is synthesis and analogy. Analogy can be close, immediate and distant, stepped. For example, the appearance of an aircraft resembles a soaring bird. This is a close analogy. A spaceship is a distant analogy with a sea ship.
Fantasy, like any form of mental reflection, must have a positive direction of development. It should contribute to a better knowledge of the world around us, self-improvement of the individual, and not develop into passive daydreaming, replacing real life with dreams. Fantasizing significantly enriches the child's experience, introduces him in an imaginary form into situations and spheres that he does not encounter in real life. This provokes the emergence of fundamentally new interests in him. With the help of fantasy, the child gets into such situations and tries such activities that in reality are inaccessible to him. This gives him additional experience and knowledge in the everyday and professional sphere, in the scientific and moral, determines for him the significance of this or that object of life. Ultimately, he develops diverse interests. Fantasy not only develops interests in breadth, ensuring their versatility, but also deepens the already formed interest.
Key to successful learning.
Any learning is associated with the need to imagine something, to imagine, to operate with abstract images and concepts. All this cannot be done without imagination or fantasy. For example, children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete and free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world. They contribute to the development of abstract-logical memory and thinking, enrich his individual life experience.
Everyone knows that one of the most difficult forms of schooling is writing essays on literature. It is also well known that schoolchildren with a rich imagination write them easier and better. However, often these children are distinguished by good results in other subjects. The influence of a well-developed imagination on these successes is not so noticeable at first glance. At the same time, psychological research convincingly proves that it is the imagination that comes to the fore and characterizes all the mental activity of the child. In particular, L. S. Vygodsky held precisely this point of view.
Imagination provides the following activities for the child:
Building an image of the final result of his activity;
Creation of a program of behavior in a situation of uncertainty;
Creation of images that replace activities;
Creation of images of described objects.
Imagination and fantasy are inherent in every person, but people differ in the direction of this fantasy, its strength and brightness.
The attenuation of the function of imagination with age is a negative aspect of personality. At the same time, imagination can not only facilitate the learning process, but also develop itself with the appropriate organization of educational activities. One of the essential methods of training the imagination, and with it thinking, attention, memory, and other related mental functions that support learning activities, are games and tasks of the "open type", i.e., having more than one solution. No less important is the training of the ability to connect abstract or figurative, in a figurative sense, meanings with specific objects and phenomena. Below are a number of tasks that allow you to train the process of imagination of younger students.
Development of the imagination of younger students.
Imagination is closely connected with personality and its development. The personality of the child is constantly formed under the influence of all the circumstances of life. However, there is a special area of a child's life that provides specific opportunities for personal development - this is a game. The main mental function that provides the game is precisely imagination, fantasy. Imagining game situations and realizing them, the child forms a number of personal properties, such as justice, courage, honesty, and a sense of humor. Through the work of the imagination, there is a compensation for the still insufficient real opportunities of the child to overcome life's difficulties, conflicts, and solve problems of social interaction.
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DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF SHAKHTERSK
MINING EDUCATIONAL SCHOOL I-III STAGES № 14
"Training
cognitive abilities
younger students"
(a collection of exercises for the development of cognitive processes)
Compiled
Kostyuchenko L. L.,
elementary teacher
classes
Shakhtersk-2015
INTRODUCTION
“Pupils can only learn successfully
when they can observe, think,
V. A. Sukhomlinsky
Since 2012, I, Kostyuchenko L.L., in my teaching activities have been working on the problem of developing the cognitive qualities of younger students through the use of exercises to develop cognitive abilities. aimThis work is the systematization of forms and methods of development of cognitive qualities and abilities of younger students in the learning process.
Learning is a pedagogical interaction between a student and a teacher, during which the cognitive qualities of the student develop. In the process of education, the student acquires knowledge about the objects and objects of the surrounding world, creates a subjectively new or objectively new product.
Cognitive qualities include:
Physical and physiological qualities: the ability to see, hear, touch, feel the object under study with the help of smell, taste; developed working capacity, energy;
Intellectual qualities: curiosity, erudition, thoughtfulness, ingenuity, logic, "intelligence quotient", meaningfulness, validity, reasoning, ability to analyze and synthesize, the ability to find analogies, use various forms of evidence.
The cognitive development of a child is directly related to the development of his cognitive abilities.In the psychological and pedagogical literature there is no unity in the understanding of "cognitive abilities", and, consequently, there is no unity in terminology. In different sources, synonyms are the concepts of "cognitive abilities" - "general abilities" - "mental abilities" - "mental abilities" - "cognitive abilities", depending on what kind of content the authors put into the concept of "cognitive abilities". Either way, cognitive ability refers to general ability. The successful mastering of any kind of activity, including learning, depends on cognitive abilities. They cover sensory, intellectual, creative abilities. Cognitive abilities are used and developed in the process of mastering knowledge in various sections of educational programs. The formation of cognitive abilities is included in the formation of figurative forms of cognition of reality: perception, figurative memory, visual-figurative thinking, imagination, i.e., in the creation of the imaginative foundation of the intellect. Thus, by developing and training the cognitive processes of younger students in the learning process, we, teachers, develop the cognitive abilities of students: the ability to see, imagine, remember, think. For the development of cognitive qualities and abilities in my work I use: didactic games, intellectual games and exercises for the development of cognitive abilities.
In this manual, I systematized exercises aimed at developing and training the cognitive processes of younger students: perception, thinking, memory, imagination. The textbook can be used during classes as a didactic material, as well as after school hours for home independent work.
Imagination Exercises
1. Exercise "Perform a drawing"
Children are given a sheet with the image of simple geometric shapes: a square, a circle, a triangle, a rhombus, etc. - and lines of various shapes: straight lines, broken lines, in the form of an arrow, zigzags, etc. It is proposed to supplement each figure or line in such a way to get meaningful images. You can draw outside, inside the contour of the figure, you can turn the sheet in any direction.
2. Exercise "Wizards" (drawing emotions, feelings)
The student is invited to draw a torso for each pictogram, color the clothes of a little man with pencils, the color of which (according to the child) matches the emotional state of this pictogram.
3. Exercise "Fold the picture"
4. Exercise "Associations"
The teacher invites the student to find specific visual images that can be associated with each of the words below, for example, love-heart, winter-snow, happiness-mother, etc.
The teacher offers three different words to make one sentence. Word examples: apple, giraffe, book; rain, TV, girl, etc.
The teacher offers the children a few words that are logically unrelated:Book Flower Sausage Soap. Invites them to try to find associations that would connect these words and make sentences. The result should be a short story.
The teacher proposes to combine in the imagination two objects that have nothing in common with each other, i.e. not connected by natural associations: "Try to create in your mind an image of each object. Now mentally combine both objects in one clear picture."
Approximate pairs of words: grass - pen, tree - sky, nail - hat, etc.
5. Exercise "Composing a fairy tale"
The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.). Children are invited to come up with a fairy tale from the pictures, following their sequence.
The teacher invites the children to change and compose their own end of familiar fairy tales.
"Kolobok did not sit on the fox's tongue, but rolled on and met ...".
“The wolf failed to eat the goats because…” and so on.
The teacher suggests changing either the hero or the fairy-tale object, spell, etc. in a certain fairy tale. For example:
Fairy tale "Sister Alyonushka and brother Ivanushka" - think up a fairy tale spell, with the help of which brother Ivanushka, turned into a kid, will take on a human form. The fairy tale “Ivan Tsarevich and the Gray Wolf” - imagine that the wolf fell ill and could not help Ivan Tsarevich, think of a fabulous type of transport that Ivan Tsarevich would use.
Exercises for the development of perception and observation
Overlay Image Exercise
The student is presented with 3-5 contour images of objects superimposed on each other. All images must be named.
The student needs to name which letters are hidden in the picture.
Exercise "Hidden Images"
The student is invited to find in the picture all the animals that hid
Exercise "Unfinished Images"
The student is presented with images on which only a part of the object (or its characteristic detail) is drawn, it is required to restore the entire image.
The student needs to complete the letters, numbers
Bitmaps exercise
The student is presented with images of objects, geometric shapes, letters, numbers, made in the form of dots. You need to name them.
Exercise "Inverted Images"
The student is presented with schematic images of objects, letters, numbers, rotated by 180 °. Need to name them
Exercise "Paired Images"
The student is presented with two subject images, outwardly very similar to each other, but having up to 5-7 minor differences. It is required to find these differences.
The student is offered to consider paired plot pictures with distinctive features and find these signs of difference, similarity.
Sliced Image Exercise
The student is presented with parts of 2-3 images (for example, vegetables of different colors or different sizes, etc.). It is required to assemble whole images from these parts.
Options: they offer pictures with images of various objects, cut in different ways (vertically, horizontally, diagonally into 4, 6, 7 parts, curved lines).
Exercise "Geometric shapes"
The student is offered cards with drawings consisting of geometric shapes. You need to determine how many triangles, squares, circles, rhombuses, rectangles, etc. are on the cards.
The student needs to determine the number of triangles
9. Table exercises
The student is offered a table with geometric shapes. You need to count: how many times a circle, a rectangle, etc. occurs.
The student is offered a Schulte table in which you need to show and name the numbers in order.
The student is given a table with letters. Task examples:
Say all the letters in the column as quickly as possible. (Knowledge of letters is fixed)
Name and show all the letters on the 1st line, on the 2nd line. (In addition to knowing the letters, the concept of “line” or “column” is fixed)
Name and show all the letters below the letter M. (In addition to knowing the letters, the ability to navigate on a sheet of paper is fixed)
Name and show all vowels or all consonants, all voiced consonants or voiceless consonants. (Knowledge of vowels and consonants is consolidated)
The student is invited to show a certain letter in the table and count its number (you can cross out the letters)
The student is invited to think about how the right and left tables are connected, and decipher the phrase.
10. Exercise "Messed up lines"
The student is invited to trace each line with his eyes from left to right and put its number at the end.
The student is asked to determine the road, path, line from one object to another.
Without moving your hand along the lines, but only tracing them with your eyes, you need to find the letters corresponding to the numbers, write them out in order and read the words.
Exercise "Puzzles"
The student is asked to put the whole picture together.
You need to add a picture of strips with numbers in order
Exercises for the development of thinking
Exercise "Exclusion of excess"
The teacher offers a series of words that are united in meaning. The student, after reading the row, must determine what common feature unites most of the words, and find one extra. Then he must explain his choice.
Word options:
Pot, frying pan, ball, plate.
Pen, doll, notebook, ruler.
Shirt, shoes, dress, sweater.
Chair, sofa, stool, wardrobe.
Cheerful, bold, joyful, happy.
Red, green, dark, blue, orange.
Bus, wheel, trolleybus, tram, bicycle.
The teacher offers a number of words that are not united by meaning, but by formal features (for example, they start with one letter, with a vowel, there is the same prefix, the same number of syllables, one part of speech, etc.). When compiling such a series, you need to make sure that only one sign matches.
Word options:
Phone, fog, port, tourist. (Three words begin with the letter "T".)
April, performance, teacher, snow, rain. (Four words end in "b".)
Wall, paste, notebook, legs, arrows. (In four words, the stress falls on the first syllable.)
Drawing, power, wind, life, minute. (In four words, the second letter is "I".)
Dog, tomato, sun, plate. (The dog is not round)
2. Exercise "Establishing connections"
The student is asked to choose a logical pair for each word:
feather - ..... (chicken, pillow, etc.)
leaf - ... (tree, book, etc.)
spoon - ... (fork, plate, etc.)
The student needs to identify the fourth word. There is a certain connection between the first two, and the same between the third and fourth. Having established this logical connection, we can name the fourth word.
Tasks:
Monday - Tuesday, March - ? Light - darkness, cold - ?
Rose - flower, closet - ? The term is the sum, the multiplier is ?
Grief - tears, heat -? Age - century, food -?
Eye - sight, ear -? North - south, precipitation - ?
Possible student responses: April, hot, furniture, work, thirst, food, hearing, drought.
The student is called an object or phenomenon, for example, a “helicopter”. It is necessary to write out as many analogues as possible, i.e. other objects similar to it in various essential features. It is also necessary to systematize these analogues into groups, depending on what property of a given object they were selected for. For example, in this case, they can be called: “bird”, “butterfly” (they fly and sit down); “bus”, “train” (vehicles); “corkscrew” (important parts rotate), etc.
3. Exercise "Invisible words"
The teacher asks to restore the order of letters in words:
Dubrzha, kluka, balnok, leon, gona, sug.
Selnots, imza, chenite, tarm, myase.
Pmisyo, kroilk, bubaksha, stovefor, bomeget.
Kovora, kirutsa, shakok, sakob.
The teacher suggests finding another in one word by rearranging the letters.
1. Find the invisible animals by swapping the letters in the words.
Strength, salt, jar, peony.
2. Find the invisible game in the word.
Cone.
3. Find an invisible tree in the word.
Pump.
4. Find an item of invisible clothing in the word.
Bast shoes.
5. Find the invisible flower in the word.
Midge.
The teacher asks to find as many invisible words as possible in the words:pillow, keyboard, rocket, shop, gift, parents.
The teacher offers to make a word, excluding one letter.
Word options:
PLOW -
SCARF -
FEED -
MOLE -
WINDOW -
DYE -
COLLECTION -
4. Exercise "Another letter"
The teacher suggests replacing one letter in a word to make a new word. The number of letters in words cannot be changed. For example:oak - tooth, sleep - catfish, steam - feast.
Words with one missing letter are given. It is necessary to form as many words as possible, substituting one letter for the gap, as in the sample. Sample: ... ol - role, salt, mole, pain, zero.
Word options:
Ro... -
...glasses -
Ba... -
...ar -
...ara -
...aika -
... day -
...om -
The teacher gives the task: get from one word another through a chain of words by replacing one letter at each stage. For example, how to get the word "goal" from the word "smoke"? It is necessary to make several transformations: smoke - house - com - count - goal. Only nouns can be used in the chain, only one letter changes each time. Task options: get the word “steam” from the word “moment”, the word “mouth” from the word “cheese”, the word “ball” from the word “house”, the word “hour” from the word “moment”.
5. Exercise "Addition and subtraction"
The teacher offers fascinating examples of addition and subtraction, which use not the numbers familiar to the student, but words. With them, you need to perform mathematical operations, after guessing the original word and writing the answers in brackets.
A sample solution for such an addition example:
Given: boo + shade = unopened flower
Solution: bu + tone = bud
A sample solution for such an example for subtraction:
Given: mode of transport - o = unit of measurement Solution: metro - o = meter
Addition task options:
b + food = bad luck
k + insect = girl's hairstyle
y + bad weather with rain = danger
y + country house = success
o + opponent = long hole
y + child-girl = angler's tackle
o + tool = edge of the forest
c + animal hair = distributed during fun
y + one = done to the patient
m + fish soup = insect
y + ball in goal = in triangle
for + country house = needs a decision
ka + reward = whim
o + settlement = piece of land
av + tomato = weapon
ba + shade = white bread
ob + for scooping up food = on a notebook and on a book
ku + for nails \u003d hand with fingers pressed to the palms
ko + played by actor = monarch
by + misfortune = success in battle
at + pine forest = apparatus
at + battle = waves near the shore
Answers: misfortune, scythe, threat, luck, ravine, fishing rod, edge, laughter, prick, fly, angle, task, whim, vegetable garden, automatic machine, loaf, cover, fist, king, victory, device, surf.
Subtraction options:
vessel - a \u003d money is stored there
moralizing poem - nya = deep voice
underwear - s = afraid of everything
tomato - at = separate book
shallow place in the river - b \u003d they are written on the blackboard
strong fear - great master = snake
bird - pronoun = criminal
military unit - k \u003d we walk on it at home
facial hair of a man - solemn verse = pine forest
bird - eye = garbage
flower - with = game
fantasy - ta = knight's weapon
you can cook in it - ate = pet
on the neck in winter - f = geometric figure
young plant - oc = human height
the goalkeeper is standing in them - a = on clothes around the neck
sport - c = body has right and left
Answers: bank, bass, coward, volume, chalk, already, thief, floor, boron, rubbish, lotto, sword, cat, ball, growth, gate, side.
The student needs to come up with words - overlays to make a funny or original word, explaining why he thinks so.
Task options:
mosquito + brand = mosquito;
zebra + shell = zebrafish;
tree + crow = tree-crow, etc.
6. Exercise "Patterns"
The student needs to find a pattern within a series of numbers and continue it following the same logic:
3, 5, 7, 9 ... . (Row of odd numbers, next number 11.)
16, 22, 28, 34 ... . (Each next number is 6 more than the previous one, the next number is 40.)
55, 48, 41, 34 ... . (Each next number is less than the previous one by 7, the next number is 27.)
12, 21, 16, 61, 25 .... (In each pair of numbers, the numbers are reversed, the next number is 52.)
The student needs to determine the pattern of repetition of the sequence and draw this sequence: tree, bush, flower, tree, bush, flower ...
The student needs to find a pattern and complete the missing items:
7. Exercise "Definitions"
The student needs to come up with as many definitions as possible that characterize objects or phenomena.
Snow - cold, fluffy, light, white, lacy, iridescent, thick, beautiful, etc.
River -
Firework -
Clouds -
Kitty -
Rainbow -
The student is invited to think over the listed definitions and guess the object or phenomenon that they characterize.Gusty, hurricane, warm, piercing - wind.
Dark, quiet, moonlit, black - ... (night).
Long, asphalt, forest, broken - ... (road).
Kind, caring, beloved, beautiful - ... (mother).
Short, long, cut, shiny - ... (hair).
Magical, interesting, folk, kind - ... (fairy tale).
Strong, fragrant, sweet, hot - ... (tea).
Hot, cheerful, long-awaited, sunny - ... (summer).
Loyal, shaggy, noisy, beloved - ... (dog).
Round, bright, yellow, hot - ... (sun).
8. Exercise "Confusion"
The teacher gives the student a task: due to unforeseen circumstances, one word disappeared from the sentence, and its place was taken by an inappropriate, random word. Put things in order in each sentence: delete a random word and return the correct word.
I overslept this morning, I was in a hurry, but, unfortunately, I came to school earlier. (with delay)
I bought a loaf, showed it to the conductor and got on the train, (ticket)
It was hot outside, so Masha put on a fur coat. (sundress)
On the roof of my grandmother's house there was a stick from which smoke came out when the stove was heated. (pipe)
When dawn broke, we began to look into the night sky, looking at the stars and the moon. (it got dark)
I like to swim on the beach and roll on the pavement. (sand)
The teacher gives the student a task: in these sentences, the words have changed places, and it has become very difficult to understand what is being said. Restore the correct word order in the sentences.
My friends on the children's playground were playing.
I got a five in the Russian language in a lesson.
Aquarium fish are interesting to watch life.
All for the gifts I made to relatives.
It was quiet on the street after fresh and thunderstorms.
You can see stars in the falling night sky in August.
9. Exercise "Classification"
The student is asked to divide these words into groups according to the number of syllables:pencil case, vase, lamp, lampshade, feather, pencil, pumpkin, desk, ruler, notebook, table, floor, pen, hammer, root . How many groups did you get?
The student needs to enter these words in the appropriate columns of the table: doll, shoes, pencil case, felt boots, ball, briefcase, pen, slippers, bear, shoes, notebook, top, pencil, sneakers, gun.
10. Exercise "Comparison"
The student is offered logical tasks for comparison:
1. Sasha is sadder than Tolik. Tolik is sadder than Alik. Who is the funniest of all?
2. Ira is neater than Lisa. Lisa is neater than Natasha. Who is the most careful?
3. Misha is stronger than Oleg. Misha is weaker than Vova. Who is the strongest?
4. Katya is older than Seryozha. Katya is younger than Tanya. Who is the youngest?
5. A fox is slower than a turtle. The fox is faster than the deer. Who is the fastest?
6. The hare is weaker than the dragonfly. The hare is stronger than the bear. Who is the weakest?
7. Sasha is 10 years younger than Igor. Igor is 2 years older than Lesha. Who is the youngest?
8. Ira is 3 cm lower than Klava. Klava is 12 cm taller than Lyuba. Who is the highest?
9. Tolik is much lighter than Seryozha. Tolik is a little heavier than Valera. Who is the lightest?
10. Vera is a little darker than Luda. Vera is much lighter than Katya. Who is the brightest?
11. Lyosha is weaker than Sasha. Andrey is stronger than Lesha. Who is stronger?
12. Natasha is more fun than Larisa. Nadia is sadder than Natasha. Who is the saddest?
13. Sveta is older than Ira and lower than Marina. Sveta is younger than Marina and taller than Ira. Who is the youngest and who is the shortest?
14. Kostya is stronger than Edik and slower than Alik. Kostya is weaker than Alik and faster than Edik. Who is the strongest and who is the slowest?
15. Olya is darker than Tonya. Tonya is lower than Asya. Asya is older than Olya. Olya is taller than Asya. Asya is lighter than Tonya. Tonya is younger than Olya. Who is the darkest, lowest and oldest?
16. Kolya is heavier than Petya. Petya is sadder than Pasha. Pasha is weaker than Kolya. Kolya is more fun than Pasha. Pasha is lighter than Petya. Petya is stronger than Kolya. Who is the lightest, who is the most fun of all, who is the strongest?
11. Exercise "Composing figures from sticks"
The student is asked to change the shape by removing the specified number of sticks.
Task options:
1. Given a figure of 6 squares. It is necessary to remove 2 sticks so that 4 squares remain.
2. In a figure of 5 squares, remove 4 sticks so that 2 unequal squares remain.
3. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.
4. In a figure of 5 squares, remove 4 sticks so that 3 squares remain.
5. In a figure consisting of 9 squares, remove 4 sticks so that 5 squares remain.
The student needs to make a figure from the specified number of sticks.
Task options:
1. Make 2 equal triangles of 5 sticks.
2. Make 2 equal squares of 7 sticks.
3. Make 3 equal triangles from 7 sticks.
4. Make 4 equal triangles from 9 sticks.
5. Make 3 equal squares of 10 sticks.
6. From 5 sticks, make a square and 2 equal triangles.
7. From 9 sticks, make a square and 4 triangles.
8. From 10 sticks, make 2 squares: large and small (a small square is made up of 2 sticks inside a large one).
9. From 9 sticks, make 5 triangles (4 small triangles obtained as a result of attachment form 1 large one).
10. From 9 sticks, make 2 squares and 4 equal triangles (out of 7 sticks make 2 squares and divide into triangles with 2 sticks).
The student needs to shift the sticks to get another figure.
Task options:
1. In the figure, shift 3 sticks so that 4 equal triangles are obtained.
2. In a figure consisting of 4 squares, shift 3 sticks so that 3 of the same squares are obtained.
3. Make a house of 6 sticks, and then shift 2 sticks so that you get a flag.
4. Move 6 sticks so that the ship turns into a tank.
5. Move 2 sticks so that the cow-like figure looks the other way.
12. Exercise "Puzzles"
The student is invited to decipher puzzles with letters:
The student is asked to decipher puzzles with numbers:
The student is asked to decipher the puzzles with pictures:
The student is asked to decipher the puzzles-proverbs:
An old friend is better than two new ones.
Business before pleasure.
Hurry up and make people laugh.
A person is known by his actions.
Memory exercises
Exercise "10 words"
For example:
- book, moon, ringing, honey, window, ice, day, thunder, water, brother;
- cheerful, kind, white, bold, slow, tall, snowy, papery, deep, clean;
- draws, is silent, writes, dances, decorates, reads, does, sings, speaks, listens.
The student is given words written in a column. After 10-15 seconds, these words are removed and a second column of words is offered. The student must find the words that he memorized.
For example:
garden puddle
puddle of soap
river hare
window ball
bow snow
hare bow
flag water
moon forest
snow window
thunderstorm house
The student is asked to memorize 10 logically unrelated words. These words must be connected in a story.
For example:tree, table, river, basket, comb, soap, hedgehog, gum, book, sun.
First, have the children try to imagine the teacher's story:
"Imagine a green beautiful
WOOD
. A board begins to grow from it to the side, a leg descends from the board, it turns out
TABLE
. We bring our gaze closer to the table and see a puddle on it, which flows down, turning into a whole
RIVER
. A funnel forms in the middle of the river, which turns into
BASKET
. The basket flies out of the river onto the shore. You come up, break off one edge - it turns out
HAIRBRUSH
. You take it and start combing your hair and then washing it
SOAP
. Soap runs off and hair sticks out
Hedgehog
. You are very uncomfortable and you take
GUM
and tie your hair with it. The rubber band does not hold up and bursts. When it falls down, it turns in a straight line and turns into
BOOK
. You open the book, and from it shines brightly into your eyes
SUN
".
Then the children come up with their own story (other words are used) and share it with each other. At the final stage, the teacher dictates words to them, and they, imagining on their own, memorize them.
The teacher gives the children 10 words, they must be regrouped, combined according to some feature, in order to facilitate memorization; and then come up with a story that would bring them together.
For example:bear, cart, bee, bell, camomile, air, vase, cat, sun, water.
15-20 cards with the image are laid out in front of the student.
individual objects (for example, an apple, a trolleybus, a kettle, an airplane, a pen, a shirt, a car, a horse, a flag, a rooster, etc.). They say to the student: "I will now tell you a few words. Look at these pictures, choose from them the one that will help you remember every word, and put it aside." Then the first word is read. After the child puts the picture aside, the second word is read, and so on. Next, he must reproduce the presented words. To do this, he takes the pictures put aside in turn and with their help recalls the words that were called to him.
An example set of words:fire, plant, cow, chair, water, father, kissel, sit, mistake, kindness.
The exercise can be done in two stages. At the 1st stage, it is necessary to use a graphic representation of the concept. The teacher tells the children: "Try to make a drawing for each of the words I have named." A visual image that directly corresponds to a concept arises easily, almost automatically, while in the case of an indirect correspondence, efforts of the imagination are needed.
An approximate list of possible series:
Series #1
Truck Smart Cat
Anger Coward Boy
Fun game Naughty child
tree good weather
Punishment Interesting tale
Series #2
Merry holiday Joy
Dark Forest Disease
Despair Fast Man
Courage Sadness
Deaf old woman Warm wind
Series #3
Doubt Envy
Willpower Day
Success Fear
Speed Strong character
Justice good friend
2nd stage - the presentation of words or phrases in the mind, without fixation on paper.
Exercise "Remember pairs of words"
Pick up 8-10 pairs of words related in meaning. The student needs to read these pairs of words and remember. Then the teacher reads the first word, and the student says the second. Can be recorded.
For example:
apple orchard
chicken chick
Vacuum cleaner
Cow-milk, etc.
The student needs to combine in his imagination two objects that have nothing in common with each other, i.e. unrelated by natural associations. Let, for example, the words "hair" and "water" be given; why not imagine hair getting wet in the rain, or hair being washed?
Sample pairs for training:
Pot - corridor Sun - finger
Carpet - coffee Yard - scissors
Ring - lamp Cutlet - sand
Nail - book Monkey - coat
Beetle - chair Dentist - toilet
First, let the children practice out loud, telling each other their pictures, then work on their own. In the next lesson, dictate to them one word from each pair - they must remember and write down the second. Draw their attention to the result.
Exercise "Remember and draw"
For a student to memorize for 15-20 seconds. any symbols or geometric shapes are offered. For example:
Then they are closed, and the child draws what he remembers. At the end, you can compare the results.
For a student to memorize for 15-20 seconds. a sheet with written letters is offered (from 3 to 7). For example:
Then the teacher closes the letters, the student writes them down from memory on his piece of paper.
For a student to memorize for 15-20 seconds. a sheet with written numbers (from 3 to 7) is offered. For example:
Then the teacher closes the numbers, the student writes them down from memory on his piece of paper.
The teacher gives the student a card, warning that he must carefully consider and remember the combinations of all the figures. 30 seconds are allotted for memorization, then he returns the card. Next, the student must close his eyes and mentally restore the drawing. Then he must draw on the sheet everything that he remembered. After the work is completed, the student's drawing is compared with the sample, the errors are discussed. The number of elements drawn from memory, their shape, size and location relative to each other are checked.
For this exercise you will need a piece of paper and pencils. The figure below shows 12 images. Children are invited to consider the drawings of the first line, covering the rest with a sheet of paper so that they do not distract attention. After 30 seconds, ask them to cover the entire page and draw from memory the items in the first row. Then invite them to compare how their drawings match those of the sample. Then move on to the next line. You can work with the last two lines at the same time.
The student is asked to look closely at the picture. It contains the names of animals. You need to imagine these animals in the places where their names are placed, and invent a story that connects them with each other.
Then the drawing is closed, and the student must reproduce the names of the animals in their places on a piece of paper.
The student is given blanks with figures for memorization and reproduction. He looks at the 1st form and tries to remember the proposed pairs of images (figures and sign). Then the form is removed and he is offered the 2nd form - for reproduction, on which he must draw in the empty cells in front of each figure the pair corresponding to it.
Exercise "What has changed"
7-10 pictures or objects are laid out in front of the student, they are given time to memorize, then the student is asked to turn away and 1-2 pictures (objects) are removed. The student must name what has changed.
7-10 pictures or objects are laid out in front of the student, they are given time to memorize, then the student is asked to turn away and swap 2-3 pictures (objects). The student must name what has changed.
Exercise "Remember and find"
The student is offered to memorize the objects shown in 3-4 pictures and name them from memory. Then he must look for their image in 10-12 similar pictures, but randomly scattered. The same exercise can be used to recognize letters or numbers using specially made cards or a cash register of letters and numbers. Gradually, the number of memorized pictures can be increased.
For the lesson, you will need 6 cards, each of which shows a combination of geometric shapes. All 6 combinations have a visual similarity to each other, but, nevertheless, differ from each other. The student is given one of the cards for memorization for 10 seconds. After careful study, he returns it and, with his eyes closed, mentally restores the drawing. At this time, the teacher lays out all 6 cards in front of him in random order and offers to find among the similar ones the one he memorized. It is necessary to ensure that the cards with figures are not turned upside down when presented again, otherwise the appearance of the figure may change. The saturation and complexity of the combinations of geometric shapes on the cards depends on the age of the student, his abilities and the duration of the lessons on the development of visual memory.
Prepare tables depicting objects, geometric shapes. Show the student for 4-5 seconds. a card with the image of objects and offer to remember them, in order to then find them among others at the bottom of the table. The same is with geometric shapes.
The game "Amazing Square"
Target: development of attention, thinking, imagination.
Description. Each student receives an envelope containing a sample square cut out of cardboard, as well as a square of the same size, cut into several parts along arbitrary lines.
Task: fold a square from the details, identical to the sample. In case of difficulty, students are encouraged to overlay the details on the sample square. The game can be continued if the students exchange envelopes with assignments.
The game "Wondermaker Ruler"
Target: development of creative imagination.
Description. Children are invited to draw and decorate a fantasy flower with the help of some elements of the officer's ruler (circle, oval, rhombus, triangle, etc.). For a few seconds, the teacher demonstrates the samples, then removes them.
Samples.
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Game "Little Gnome"
Target: development of creative imagination.
Description. Children are invited to listen to S. Silverstein's poem "Little Gnome", then everyone tries to imagine himself as a little gnome and tell what stories could happen to him.
If I were a little, little dwarf,
I would wash myself with a drop of one rain,
I would ride a ladybug
The fishing rod was hidden in the hole from the nail.
I would easily pass under the doors,
A mosquito would look like a big eagle to me,
Saucer - a big lake, if I were ...
If I were a little, little dwarf.
I could not hug my father or mother,
Is the little finger, and then - not for sure.
I would have shied away from under my feet in fright
Even a month and a half puppy.
If you gave me a candy "Flight"
An aunt who loves me very much
I would eat this candy for a whole year,
Fantik alone would unfold half a day.
To write a short word "hello"
I would turn with an eternal pen for a week ...
(I wrote these poems for fourteen years,
I am a little, little dwarf.)
The game "What color is the snow?"
Target: development of attention, logical thinking, imagination.
Description. The teacher reads the work of V. Biryukov “What color is the snow?”, offering to come up with an answer for the hare that would not anger either the wolf or the bear.
WHAT COLOR SNOW?
A bear and a wolf argued about the color of the snow.
White, white, the wolf repeated for the tenth time.
No, grey, grey, - repeated the bear.
We argued for a long time. It almost came to a fight. Suddenly, a hare darted out from behind the bushes. I saw the animals and froze in place.
Hey, bunny, - the bear called. - Go here. We had a dispute here: what color is the snow?
The hare glanced at the wolf:
And what do you think?
I say grey-black, said the bear.
No, said the wolf. - He's white.
The hare looked at Potapych's huge paws, looked at the wolf fangs and blurted out:
Bunny answer:“And he is white-gray-black!”.
The game "Where is the summer hiding?"
Target: development of attention, creative imagination.
Description. Children listen to B. Sergunenkov’s work “Where is summer hiding?”, Then they answer the teacher’s question: “Where can summer hide in order to return again with the onset of heat?”.
WHERE IS SUMMER HIDING?
Once upon a time there was no winter on earth, but only one summer. What a wonderful time it was: the earth was soft as fluff, the water in the river was warm, the trees grew all year round, the leaves did not shed and were forever green!
This went on until one day the winter took offense.
What is it, - he says, - all summer and summer, it's time to know your conscience.
Winter began to crowd summer. And where should I fly?
Summer rushed to the ground, and frost bound the earth. It rushed into the river - the river was covered with ice.
I'm dying, - he says, - I have nowhere to go. Winter will kill me...
Children answer the question of the teacher, then he reads the author's ending of the text.
Here the buds on the trees say to the fly:
Come to us, we will hide you.
Summer hid in the buds of trees, sheltered from the cold winter. The winter is gone. The sun shone, the streams murmured. The buds on the trees swelled and opened - burst out, summer rolled out into the wild. Summer has come to earth.
Since then, summer has been hiding from winter in the buds of trees. And spring will come, new leaves will appear on the trees, people say - summer has come!
Game for the development of imagination and fantasy
Target: development of attention, imagination, fantasy.
Description. After reading V. Inber's poem "Pillow", the teacher invites the children to list the dreams of the pillow, draw one of her dreams, then comment on it.
Late at night by the pillow
When everyone is tired
Little ears grow
To listen to dreams.
Dreams are different. A lot of them:
Dreams of miracles
Dreaming of adventure, road,
rivers and forests,
Dreaming of skis, snow slides,
sunny lawn,
School notebook, where all the "fives".
Oh, magical dream!
Dreams flow now more clearly, then more muffled,
Like a stream, exactly the same.
And a pillow with pricked ears
Listens all night.
But during the day, tired to the point of falling,
Longing for silence
She's sleeping - no need to wake her up -
Sleeping and dreaming.
Game "Illustrate a poem"
Target: development of attention, imagination.
Description. The teacher asks the children to concentrate and imagine the picture described by the author in the poem, then make an illustration for the poem.
POEMS ABOUT THE SUN
The little blue bell rang for the insect:
“You tell me, dear, what is that daisy
Grew up above the cloud, so yellow,
Bright, radiant, very big?
“This, baby, is not a flower,” she laughs in response, “
This is a large luminary called the Sun.
T. Marshalova
I will plant a sprout in a pot,
I'll put it on the window.
Hurry, sprout, open the flower -
He really needs me.
The winds blow outside the window
With snowy winter
But it will get higher every day
Grow my flower.
When is the calendar
Spring time will come
On the eighth of March I will give
I am my mother's flower!
V. Shugraeva
Santa Claus sent us a Christmas tree,
He lit the fires on her.
And the needles shine on it,
And on the branches - snow!
V. Petrova
FATHER FROST PAPER
Santa Claus paper -
He is gray-haired and important,
With a beard and a bag
With wooden stick...
A whole year on the mezzanine
He lay in the dust in captivity,
And now he's standing on a chair
He is under the tree on guard -
Waiting for the New Year.
Quiet! Do you hear?.. It's coming!!!
S. Wheat
Frowning eyebrows autumn day,
Without an umbrella - quite an abyss.
Slows down the leaf whirling,
As if looking for where to fall ...
E. Nemenko
LIKE OUR GRANDMA
Like our grandmother
Good pancakes!
We sat side by side
Water them with honey
We drink milk.
T. Boyko
Everywhere, like an all-terrain vehicle,
The tank will pass on tracks.
Gun barrel ahead
Dangerous, enemy, stay away!
The tank is heavily armored
And will be able to meet the fight!
N. Ivanova
FIRST-GRADER
Early in the morning the whole big street
He looks out the windows from the houses - he admires the boy.
Who is this handsome man walking down the street?
Who is carrying a backpack so proudly?
Who is happy, with white flowers,
Steps very carefully with new shoes?
Who has that white shirt?
The street admires - this is a first-grader
Various games and exercises can be used to develop imagination. Without a developed capacity for imagination, there can be no real creativity. It follows that the imagination must be developed.
Exercise number 1 "Fantastic image" L.Yu. Subbotina Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.
Purpose: used to develop imagination, thinking.
Age: Suggested for all ages.
Stimulus material: cards with depicted elements.
The course of the exercise:
The child is offered cards with the image of individual elements. Instruction: “Your task is to build a fantastic image (creature, object) from these elements. Then describe what properties it has and how it can be used.
The more elements the created image includes, the more original it is, the brighter the child's imagination functions.
Exercise number 2 "Unfinished stories" L.Yu. Subbotina Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.
Purpose: This exercise develops creative imagination.
Age: Recommended for children from 5 to 11 years old.
Stimulus material: text "Tricks of the squirrel"
Time: 10-15 minutes.
The course of the exercise behavior:
Instruction: “Now I will read you a very interesting story, but it will not have an ending. You must complete the story you started. The story is called "Squirrel Tricks".
Two girlfriends went into the forest and picked a basket full of nuts. They walk through the forest, and around the flowers, apparently - invisibly.
“Let's hang a basket on a tree, and pick flowers ourselves,” says one friend. " Okay!" - answers the other.
A basket is hanging on a tree, and the girls are picking flowers. She looked out of the hollow of a squirrel and saw a basket of nuts. Here, he thinks…”
The child must not only bring the plot to the end, but also take into account the title of the story.
Game No. 3 "Pantomime" L.Yu. Subbotina Subbotina L.Yu. We learn by playing. Educational games for children 5-10 years old.
Purpose: used to develop the imagination.
Age: 5 to 11 years old.
Time: 10-15 minutes.
Game progress:
A group of children become in a circle.
Instruction: “Children, now in turn, each of you will go to the middle of the circle and, with the help of pantomime, will show some action.
For example, imagine picking imaginary pears from a tree and putting them in a basket. At the same time, it is impossible to speak, everything is depicted only by movements.
The winners are determined by those children who most correctly depicted the pantomimic picture.
Game No. 4 "Internal cartoon" M.I. Bityanova Bityanova M.I. Workshop on psychological games with children and adolescents.
Stimulus material: the text of the story.
Running time: 10 minutes.
Game progress:
Instruction: “Now I will tell you a story, you listen carefully and imagine that you are watching a cartoon. When I stop, you will continue the story. Then you will stop and I will continue again. Summer. Morning. We are at the cottage. We left the house and went to the river. The sun is shining brightly, a pleasant light breeze is blowing"
Game number 5 "Draw the mood" M.I. Bityanova Bityanova M.I. Workshop on psychological games with children and adolescents.
Purpose: used to develop creative imagination.
Stimulus material: landscape sheet, watercolors, brushes.
Running time: 20 minutes.
Progress:
Instruction: “In front of you is paper and paints, draw your mood. Think about how sad or vice versa it is funny, or maybe something else? Draw it on paper in any way you like."
Game No. 6 "Tale in reverse" I.V. Vachkov Vachkov I.V. Psychology of training work. M.
Purpose: used to develop creative imagination.
Age: Used for children from 5 to 11 years old.
Stimulus material: heroes of favorite fairy tales.
Time: 10-15 minutes.
Progress:
Instructions: “Remember what is your favorite fairy tale? Tell it so that everything in it was “on the contrary”. The good hero became evil, and the evil hero became good-natured. The little one turned into a giant, and the giant into a dwarf."
Game number 7 "Combine the sentences" I.V. Vachkov Vachkov I.V. Psychology of training work. M.
Age: Used for children from 5 to 11 years old.
Stimulus material: unfinished sentences.
Time: 15-20 minutes.
Progress:
The child is offered three tasks in turn, in which it is necessary to combine two sentences into a coherent story.
Instruction: “Listen to two sentences, they need to be combined into a story. “There was a volcanic eruption far away on the island…” - “…that's why our cat was hungry today.”
"A truck drove down the street ..." - "... so Santa Claus had a green beard."
"Mom bought fish in the store ..." - "... so I had to light candles in the evening."
Game number 8 "Transformations" I.V. Vachkov Vachkov I.V. Psychology of training work. M
Purpose: used to develop a recreative imagination.
Age: Used for children from 5 to 13 years old.
Stimulus material: game images.
Time: 10-15 minutes.
Progress:
Children are invited to depict game images in motion.
Instructions: “Imagine that you have become a tiger wading through the jungle. Picture it in motion." After completing the task, the following is given: "robot", "eagle", "queen", "boiling pot".
Enough methods and techniques have been developed for the study of imagination. For each age, a certain set of psychological and diagnostic methods is used. To study the imagination of children of primary school age, you can use such techniques as: "Finishing figures", "Deriving consequences", "As many names as possible", etc.
Imagination can be developed using specially selected exercises and games: “Pantomime”, “Unfinished stories”, “Fantastic image” by L.Yu. Subbotina; "Inner Cartoon", "Draw the Mood", "What Does It Look Like?" M.I. Bityanova; “Tales on the contrary”, “Combine the sentences” by I.V. Vachkov.
Correct, harmonious contributes to its rapid socialization. Children who connect easily, who are able to express their thoughts correctly, excel in their studies. Important in the early stages are games for the development of the imagination, which stimulate thinking and speech.
What is Imagination - Definition
Imagination is a form of mental activity that involves the creation of mental situations and ideas that are not perceived in reality. This type of activity is based on the child's sensory experience. Imagination actively develops in the period from 3 to 10 years. After this activity passes into a passive form. According to the existing classification, imagination can be:
- active;
- passive;
- productive;
- reproductive.
The objects created by the imagination are based on the images that are in the memory and the images of real perceptions. Without creative activity is impossible. All talented and brilliant people who made extraordinary discoveries and inventions were distinguished by a high activity of the imagination. Most of the activity of the child occurs with the continuous work of the imagination. It is the basis for the formation of personality, successful study of children.
How to develop imagination in a child?
It is necessary to develop the child's imagination in a playful way. At the same time, it should be borne in mind that imagination and thinking are directly related, therefore, they must be developed in parallel. To do this, you need to read books to children more often, tell, acquaint the child with the outside world. You can start the process of developing imagination from the moment when the baby speaks. At the age of 3, many children are already actively fantasizing and imagining. This age is considered to be ideal for the development of children's imagination.
The role of play in the development of imagination
It must be borne in mind that the child's imagination is a type of mental activity, and all the actions performed by the kids are continuously connected with the game. This form of interaction with a child fully satisfies the need of a small organism for knowledge of the surrounding world. For the first time, the child's imagination begins to manifest itself when he actively uses substitutes for objects that exist in reality, takes on social roles.
Games for the rapid development of the imagination involve the attention of the baby by 100%. The child perceives information easier when playing, remembers faster. As a result, in the future it will not be difficult for him to reproduce what he saw earlier on his own. In preschoolers, with a well-developed imagination, substitute objects gradually fade into the background, and they begin to play pretend. At this stage, the transition of the imagination from the recreative form to the creative one takes place.
Games for the development of imagination in preschoolers
Games for the development of the imagination of preschool children have a role-based orientation. Children aged 4–5 like to imagine themselves as another person, “try on” various professions, imagining who they would like to become in the future. Classes should not exceed 20-30 minutes, so as not to discourage interest in such games. A simple game can be an excellent assistant in developing the imagination of preschoolers. "Imagine you...".
Such classes contribute to the parallel development of acting skills. To the child, the father thinks of a word, an object that he must depict. Mom's task is to guess the correct answer. Do not rush to answer, pretending that you can’t figure it out. After the answer, be sure to praise the child and change roles. Gradually, all household members can be involved in games for the development of creative imagination among preschoolers. Guessing the word shows the following.
Games for the development of imagination in younger students
Talking about how to develop fantasy and imagination in a child who is already studying at school, teachers note the important role of parents in this process. By the age of 7–8, children acquire a sufficient store of knowledge and skills that they skillfully operate with. The child already owns several images, so the task of adults is to teach them the correct combination. At the same time, children must understand how it happens in reality, and how it does not. The game helps to cope with such tasks. "Wonder Forest".
On a piece of paper prepared in advance, several trees are depicted, surrounded by a large number of dots, lines and shapes. The child is tasked with turning this into a forest. After the picture is finished, you can continue to work on it - ask the child to tell what is shown, write a short story. It can be both realistic and fictional (specified in advance).
Games for the development of imagination in schoolchildren
Before developing the imagination of a child of school age, parents must clearly know his hobbies. This will help to interest him in such games, to quickly establish contact with him. For classes with children in grades 3-5, you can use the following games to develop the imagination:
- "Non-Existing Animals" If there is a saw fish, then the existence of an ax fish is also not excluded. The child is offered to imagine and describe what this creature could look like, what it eats.
- "Make up a story." Consider several pictures in the book with your child and ask him to compose his own interesting story, new events. Parents should be actively involved in this.
- "Continue the picture." Parents depict a simple figure, a number that must be turned into one of the parts of a complex drawing. From the circle depict a face, a ball, a car wheel. Options are offered in order.
Imagination games for kids
The development of a child's imagination is a long process that involves frequent changes in activities. If the kid stayed too long, looking at the book, drawing, you need to offer to play something moving with him. This will relieve stress, and physical activity will contribute to memorization. After the break, you can continue classes.
Board games for the development of imagination
The imagination is widely represented in the trading network. However, it is not necessary to purchase anything. You can come up with a game yourself, using improvised means:
- Construction. Children love to build. The material can be a constructor, sand, tree twigs.
- Modeling. Parents together with their children can glue a typewriter out of paper according to their own sketch, make a paper dress for a doll.
Mobile games for the development of imagination
Folk games in the development of the child's imagination are of great importance. The well-known "The sea is worried ..." is passed down from generation to generation and does not lose its popularity. Among other outdoor games:
- "Hear your name." Children stand in a circle with their backs to each other, the leader throws the ball, calling the name of the participant. The child must turn around and catch the ball.
- "Kangaroo". The players line up in one line and pinch the ball between their legs. On a signal, they begin to jump to the finish line, which is set at a distance of 20–30 m. If the ball falls out, they pick it up and continue moving.