Ismailov Amangeldy Dzhaksylykovich Development imaginative thinking junior schoolchildren
In arts and crafts classes
General characteristics of the studyRelevance of the problem. One of the central tasks set in the “Main Directions for the Reform of General Education and Vocational Schools” is a significant improvement in labor education, aesthetic development and art education of schoolchildren, which directs psychologists to study the conditions and methods of improving school education, including the fine arts. This task requires scientific psychology to conduct a special study of the patterns and mechanisms of the process of purposeful and controlled formation of developed imagination and imaginative thinking in children.
Imaginative thinking performs specific functions in various spheres of human activity: labor, artistic, design, scientific, etc. The ability to think in images, to operate with images is one way or another necessary for every person for the full implementation of his life activities, i.e. constitutes a condition for the successful development of the individual as a whole. The highest forms of this ability are most effectively developed by art classes (E.V. Ilyenkov).
The psychological features of the development of imaginative thinking in primary school age have been studied much less than in other age periods. And the current practice of teaching in primary school still does not sufficiently contribute to the development of children's imaginative thinking. It is believed that the thinking of a younger schoolchild is visual, concrete, therefore the “visibility principle” of teaching most often comes down to illustrativeness, which does not require the child to independently solve problems to construct certain images.
In addition, the significant predominance of verbal teaching methods leaves even less opportunity for the development of children's imaginative thinking. Reserves for the development of imaginative thinking in younger schoolchildren, hidden in classes with children different types visual arts, are clearly underused.
Psychological and pedagogical aspects of the development of imagination and imaginative thinking of primary schoolchildren were studied with our participation in 1979-81. a group of researchers led by Yu.A. Poluyanova (V.A. Guruzhapov, A.D. Ismailov, Yu.V. Kobelev). The results of these studies showed that at primary school age a form of figurative thinking can be developed in which the child includes in the process of constructing an image not only visual, but also “physically” non-visual, imaginary characteristics of its construction. The most important component of such an image construction is the relationship between the parts and elements of its components. The most significant influence on the development of this form of imaginative thinking in children is exerted by organized classes in various types of fine arts in a certain way. Forming in younger schoolchildren the ability to mentally build different types of relationships through thematic and natural tasks, although possible, is, however, difficult due to age-related capabilities visual arts children, and the multifactorial nature of such tasks, i.e. formation in this case will not be purposeful, and diagnosing the results of the development of imaginative thinking turns out to be subjective. Significantly greater opportunities, in this sense, are provided by the arts and crafts, one of the main foundations of which is the sense of symmetry and rhythm.
Subject of research features of the formation of a developed sense of symmetry in younger schoolchildren have emerged.
Hypothesis. We hypothesized that at primary school age, teaching arts and crafts, specifically aimed at developing a sense of symmetry, will actively influence the development of such aspects of children’s imaginative thinking that are associated with the construction of spatially structured images.
The purpose of our study was to identify the possibilities and psychological and pedagogical features of the development of imaginative thinking of primary schoolchildren in arts and crafts lessons.
In accordance with this goal, the following were decided tasks:
1. Consider the theoretical foundations for the development of children’s imaginative thinking and identify those indicators that indicate such development.
2. Work out and test the methodology for diagnosing the imaginative thinking of younger schoolchildren (the “Symmetrical Figures” method).
3. To identify the age-related dynamics of the development of the sense of symmetry in children aged 7-10 years.
4. To develop and experimentally test a series of arts and crafts activities that make it possible to purposefully develop a sense of symmetry in younger schoolchildren.
The main research method was a formative experiment, built on the basis of psychological theory educational activities(D.B. Elkonin, V.V. Davydov). The diagnostic technique "Symmetrical Figures", analysis of children's visual arts products, and the observation method were also used.
The study involved 347 students in grades 1-3 of schools No. 91, 554, 538 in Moscow. Of these, 65 people participated in the formative experiment - two 2nd grade classes from school No. 91 in Moscow. Training in experimental classes was conducted by teacher V.A. Mindarova.
The following provisions are submitted for defense:
1. The level of development of imaginative thinking in younger schoolchildren can be characterized by the structure of the image constructed in the process of solving a particular problem.
2. Characteristics of the level of development of imaginative thinking in younger children school age can be Various types spatial transformations and relationships between parts and elements of the image.
3. The level of development of imaginative thinking in primary school age is significantly related to the type of education.
Scientific novelty of the research. Components of figurative thinking have been identified that can be determined in younger schoolchildren based on an analysis of the products of their visual activity. It is shown how in arts and crafts classes you can purposefully form the imaginative thinking of children.
Theoretical and practical significance of the research. The psychological characteristics of that new form figurative thinking, which can be formed at primary school age, which allows you to approach the solution of a number of practical issues primary education. In particular, take a deeper look at one of the most important didactic principles - the principle of visibility in teaching. In modern primary education, this principle often comes down to illustrating what is given in a verbal definition or requires a verbal interpretation from the student. In the dissertation research, a number of techniques have been developed to enhance the creation of an image. A technique for diagnosing imaginative thinking has been tested, with the help of which it is possible to identify the levels of development of spatial transformations in children, features of building relationships and structuring images, provided that the subject
independently sets and implements the task of building an image, i.e. acts creatively. The materials of the work were used to prepare the program for the problem laboratory of the Psychological and Pedagogical Foundations of Four-Year Primary Education (director V.V. Davydov). Methodological recommendations for primary school teachers have been prepared and published.
Approbation of the study. The main content of the study was presented at a meeting of the laboratory of the Psychology of the Development of Cognitive Processes in Education (1986) and at an extended meeting of the complex laboratory of the Psychological and Pedagogical Foundations of Four-Year Primary Education. (1987) Research Institute of General and Pedagogical Psychology of the USSR Academy of Pedagogical Sciences.
Structure and scope of work. The dissertation consists of an introduction, three chapters, a conclusion, a list of references, and also contains 17 tables and 9 figures.
MAIN CONTENT OF THE DISSERTATIONIn the introduction the relevance is substantiated, the subject, hypothesis, purpose and objectives of the research are determined, the problem of the dissertation is formulated, the scientific novelty, theoretical and practical significance of the work, as well as the methodology and organization of the research are revealed.
In the first chapter - "Issues of the development of imaginative thinking in ontogenesis" is analyzed current state problems of the development of imaginative thinking in primary school age, the role of image in cognitive activity is revealed, and characteristics of imaginative thinking are given.
Imaginative thinking usually refers to the ability to create images and operate with them. Special literature contains instructions on important role imaginative thinking in the mental development of children (R. Arnheim, B.I. Bespalov, L.A. Wenger, L.L. Gurova, V.P. Zinchenko, N.N. Poddyakov, S.L. Rubinshtein, I.S. Yakimanskaya). An independent line of development of imaginative thinking is noted, and it is indicated that imaginative thinking enters into complex relationships with other types of thinking: visual-effective and conceptual. It is emphasized that figurative thinking has its own, unique features, namely the reproduction of the diversity of aspects of the subject in factual rather than logical connections; the ability to display in a sensory form movement and interaction of several objects at once; representation not of individual isolated signs of the properties of an object, but of an integral part of reality, including this object, the spatial arrangement of objects and their parts.
Some “core” characteristics of figurative thinking are also highlighted, such as the creation and operation of images, the structure of the image, as well as the fact that the development and functioning of figurative thinking are based on special means of mental activity - models (“visual basis”, “operator standards”, “ image-manipulator", "iconic" and "conditionally graphic"). Based on the identified characteristics, different levels of development of imaginative thinking are considered.
Since the main function of imaginative thinking is to create and operate with images, the problems of this area of psychology are closely related to the problem of image.
The concept of image in psychology is multifaceted and covers a wide class psychic phenomena. By image, a number of authors understand mental reflection in general (A.N. Leontyev, V.V. Petukhov, S.D. Smirnov) or only perceptual forms of cognition of reality (L.A. Wenger, V.P. Zinchenko, Ya.A. Ponomarev, N.N. Poddyakov, J. Piaget, etc.).
Currently, many studies have been conducted on the features of the development of imaginative thinking in childhood (R. Arnheim. D. Bruner, L. A. Wenger, A. V. Zaporozhets, J. Piaget, N. N. Poddyakov, I. S. Yakimanskaya and etc.).They note that when solving practical problems, imaginative thinking manifests itself as the ability to make spatial transformations and establish spatial relationships. These skills begin to develop in preschool age in children in object-manipulative, play activities, in the process of drawing, design.
During primary school age, children develop the ability to understand images of space in drawings, to operate with shape and size in images (M.G. Bodnar, I.P. Glinskaya, M. Cole and J. Scribner, R. France, etc.). However, it is often noted that at the beginning adolescence The level of development of these skills in many students turns out to be insufficient to successfully solve problems related to the use of diagrams, drawings, models (I.Ya. Kaplunovich, V.S. Stoletnev, I.S. Yakimanskaya). Consequently, by the end of primary school age, many children do not have the appropriate prerequisites for the development of these skills.
In a number of studies conducted in the laboratory of the Psychology of Education and Education of Junior Schoolchildren of the Research Institute of Educational Education of the Academy of Pedagogical Sciences of the USSR, it was shown that when building education on the basis of meaningful generalization, it is possible to achieve a higher level of children’s thinking than what happens when training according to generally accepted programs (V.V. Davydov , G.G. Mikulina, Yu.A. Poluyanov, V.V. Repkin, etc.). In particular, this applies to the lessons of the aesthetic cycle (G.N. Kudina, Z.N. Novlyanskaya, Yu.A. Poluyanov). It is advisable to develop the abilities of younger schoolchildren to mentally make spatial transformations and establish spatial and semantic relationships between parts and elements of objects and phenomena in the visual activities familiar to children of this age (according to preschool experience), within which we have highlighted the teaching of decorative and applied arts.
Chapter two "Methodology for studying children's imaginative thinking" contains short description existing methods for diagnosing imaginative thinking, a model for studying the imaginative thinking of children, theoretical and experimental justification for the “Symmetrical Figures” technique.
Currently, there are a number of methods for diagnosing the level of development of imaginative thinking. These are the tests of Amthauer, Wechsler, Raven, the Piaget scale, etc. These techniques mainly measure the ability to establish spatial transformations such as rotation, rotation, translation, and in some cases, in an unclear and undifferentiated form, they require the subject to establish spatial relationships of various nature. However, firstly, in all these techniques the experimenter sets the task, and not the subject himself; secondly, to solve this problem, the subject must act with the samples given by the experimenter, and not compose or choose them independently; and finally, thirdly, main indicator Most of these methods depend on the speed of mental processes, which is a decisive factor in determining the level of development of imaginative thinking, which does not allow for a qualitative analysis of the process of solving a problem.
For our research, it was important to find a methodology that would allow, based on the final results, productive creative activity the child to reconstruct those imaginary actions that the subject performed. This condition is satisfied by the “Symmetrical Figures” technique (Yu.A. Poluyanov), aimed at identifying such characteristics of figurative thinking as types of structuring, types of spatial transformations and typical relations of constructing images that children of primary school age are able to demonstrate when creatively solving problems of creating and depicting symmetrical figures. figures. The development of the procedure and indicators of this technique was carried out with our participation.
The experiment can be carried out either individually or with a group of children. The adaptation part of the experiment consists in the fact that children identify differences between images and objects, some of which are organized proportionately and harmoniously, others contain violations of the consistency of parts and elements. In the control part of the experiment, subjects are asked to come up with and depict at least 4 (more are stimulated) beautifully organized figures that are not repeated among themselves and are not similar to those that the children have seen before (in the experiment, at school, at home, etc.). d.). Original ideas are encouraged, repetitions (direct and from memory) are encouraged to be remade.
When processing the results of the experiment, those imaginary (mental) methods of action that the subject performed while thinking about creating an image of a symmetrical figure are reconstructed. For this purpose, the provisions of the general theory of symmetry in aesthetics (A.F. Losev), in art (N.N. Volkov, Yu.A. Lotman, B.A. Uspensky), in philosophy (N.F. Ovchinnikov, Yu. A. Urmantsev), in mathematics (M.I. Voitsekhovsky, G. Weil, A.V. Shubnikov), in biology (I.I. Shafranskii). An analysis of these works shows that the concept of symmetry reflects the general ability of a person to see in the surrounding world, behind the variety of accidents, the patterns of structure and formation of regular forms. Naturally, these patterns are not available to children in their entirety. But they can perceive and reproduce the laws of ornamental symmetry in their activities. These skills constitute psychological basis sense of symmetry.
The initial processing of the experimental results is limited to the analysis of which symmetry patterns the figure depicted by the subject meets. Therefore, image analysis indicators are defined here in terms of symmetry theory.
Namely:
- Spatial transformations. Characterize the ability of the subject to perform imaginary actions when constructing an image of a figure: (P - mirror symmetry) rotation around the vertical or horizontal by 180°; (P2 - rotation symmetry) rotation around a point at a fixed angle of rotation; (P3 - symmetry of movement) oriented directional movement (or parallel) at a fixed step size. Each of these types of actions for the spatial transformation of an image is common to operations for solving a wide class of problems addressed to human spatial thinking, and in its totality different combinations they represent all or almost all the general characteristics of mental spatial transformations.
- Equivalence relations. They characterize the ability of the subject to establish in an imaginary form the relationship between the parts and elements of the image according to sensory and semantic characteristics, as well as conceivable (invisible) objective and subjective properties of the objects that he creates or perceives. The technique allows us to identify the characteristics of four types of relationships: (a-identity) complete equality on all grounds; (a2 - similarity) a similar change in one or two characteristics (for example, size, shape...) with the others being equal; (a3 - contrast) the opposite of one characteristic (for example, direction or shape) with all others being equal; (a4 - variations) modification of some characteristics while maintaining the most general and main characteristic. Each of these types of relations is common for solving a wide class of cognitive problems, and almost all conceivable relations are located between identity and contrast.
- Structuring the image. Characterizes the subject’s ability to imagine the holistic construction of an object, using in its construction a larger or smaller set of specific ways of structuring the image, regardless of the parts and elements of its components. The method of structuring the image is an integral characteristic, i.e. indicates the ability of the subject to introduce one or another type of organization into the created object or perceived phenomena and images (drawings, drawings, diagrams, etc.). Structuring includes transformations and relationships, but is not the sum of these actions, but acts as the initial integrity (plan) that determines the choice of one or another type of these actions. IN general view- this is the ability to create or perceive in an object a conceivable structure visible in reality or imagination, which is the principle (method) of the formation of this object. .The methodology allows us to identify 12 types of structuring, which we denote as follows: P a; P a2; P a3; Р a4; P2 a; P2 a3; P2 a4; P3 a; P3 a2; P3 a3; P3 a4; P2 a2.
Individual testing of the methodology revealed that these indicators reflect the test subjects’ ability to construct an image when solving problems on practical (subject) activity, on the perception of objects, diagrams and images. Testing the methodology on a large sample of subjects showed fairly stable results and sensitivity to the influence of the type of training on the development of imaginative thinking in younger schoolchildren.
Third Eye - “Psychological and pedagogical conditions for the development of imaginative thinking in younger schoolchildren” contains data on the age dynamics of the development of the sense of symmetry in children 7-10 years old, on the methodology, organization, content and results of the formative experiment, as well as a comparative analysis of the development of imaginative thinking in students of experimental and control classes .
To identify the age dynamics of the development of the sense of symmetry, 287 students of 1st - 3rd grades who studied in the generally accepted “Fine Arts” program were examined, as a result of which more than 1150 images were processed.
The experimental data showed that already at the very beginning of learning, the vast majority of children have a simple form of the sense of symmetry. When constructing a symmetrical figure, they, as a rule, use the actions of spatial rotation and at the same time establish relations of identity between its parts and elements. Actions of directional movement and even less rotation are used much less frequently. Statistical testing of the significance of differences in results using the X² criterion showed that differences by age for all indicators are not significant (p > 0.1). Average data for children of primary school age show that spatial rotation transformations are demonstrated by 99% of children, rotation transformations by 36% of children, and directional translation transformations by 59% of children. Relations of identity were used by 100% of children, variations - 3.7% of children, similarity and contrast - 1.7%.
By the number of ways to structure an image that children know different ages, there are no significant differences throughout primary education
(p > 0.1). Averaged data show that 19% of students have one way of structuring an image, 56% have two, 22.3% have three, and 0.7% have four.
These data show that there are no significant changes in the development of such components of figurative thinking as “spatial transformations, equivalence relations, image structuring” in children of 1st, 3rd and 3rd grades. At the same time,
A large individual variation in the level of development of this ability is revealed, which can be explained by many factors, including conditions and preschool education. Thus, the above “failure” in the development of imaginative thinking in adolescents can be determined not so much age characteristics adolescents themselves, but because during primary school age these components of imaginative thinking do not develop in children. Naturally, the task arises to check whether it is possible to achieve a significant shift in the development of imaginative thinking in the process of initial training.
The formative experiment was aimed at achieving significant changes in the development of children's sense of symmetry through specially developed content and methods of teaching arts and crafts.
The experimental classes consisted of students of two 2nd grades (65 people) of 91 schools in Moscow, with whom arts and crafts classes were conducted according to a specially developed program. Control classes were selected in different schools No. 538 and No. 554 in Moscow, one 2nd grade in each (45 students in total), with whom classes in decorative and applied arts were also conducted, provided for by the generally accepted program th"Art". According to a survey conducted before the start of the 2nd grade, the level of development of the sense of symmetry in children in the experimental and control classes was quite equal (students of 91 schools in the first grade were not taught according to the generally accepted program).
The experimental training included 12 lessons, divided into 4 cycles: the first cycle - two lessons aimed at developing a sense of rhythm in children; the second cycle - two lessons in which children mastered actions that introduced symmetry into the general method of formation; third cycle - three lessons on building the opposition of the “contrast-analogy” relationship; fourth cycle - three lessons introducing the relationships “identity-variation” and “identity-similarity” (two lessons 7th and 12th were testing).
The experimental program “Fine Arts”, developed by Yu.A., was used in the methodology and organization of training. Poluyanov. Since its main provisions are known, we will only note what was supplemented with our participation and constituted the specifics of our experiment.
When forming a sense of symmetry, children in the process of joint practical (subject) actions with the teacher and other students, building models, analyzing works of art and, most importantly, in individual and collective creative work according to their own plans, they mastered general methods of mental spatial transformations, building relationships and structural organization of images. The simplest and very general knowledge about the geometric patterns of symmetry was introduced only after the children had mastered their aesthetic meaning and served for a year for control and evaluation in subsequent classes. Therefore, the sequence of mastering the training content was subordinated psychological characteristics children of primary school age.
In this regard, the main provisions of the formative experiment were as follows.
New properties of symmetry are initially given to children in a meaningful form, i.e. through feelings, meanings, ideas that are understandable to children of this age. Only after this is a dynamic characteristic introduced of this property, followed by structural and operational.
The formation of a sense of symmetry is effective provided that the child completes all stages of creating an image from the idea and the choice of means of its construction to implementation in an object or image independently, and not by repeating a sample assigned by the teacher.
Works of decorative and applied art, along with diagrams, served as analogues of models for demonstration general principle building a symmetrical figure.
Any new property of symmetry is revealed not through a definition, but through a learning situation in which children perform actions that are adequate to this property.
Any new property of symmetry is first included in a task that requires constructing an image based on a property that children already possess.
Forming the ability to build relationships is effective if each of them is assimilated in unity with the relationship of identity.
These and other provisions were included in guidelines for the teacher on which experimental lessons were conducted.
The results of the formative experiment based on the final examination of students in experimental classes showed that significant changes occurred in all indicators. During the training, 36% of students mastered imaginary displacement, and 41% of students mastered rotation transformation, who had not used them freely (without a special assignment or teacher’s help) before the formative experiment. A strong “shift” has occurred in the development of the ability to establish relationships. Indicators of similarity relations increased in 60% of children, variation relations - in 59%. The least effective was the formation in children of the ability to establish “contrast” relationships when constructing an image. In control classes this indicator was not found in both surveys. In the experimental ones - during the initial examination for 1 student, at the final examination for 6 students, and only with the transformation of spatial rotation. But during the formative experiment, when the task was set by the teacher and under the condition of educational cooperation between the teacher and the students and the children with each other,
Almost all students in the experimental classes included the contrast relation in their independently conceived images and their images. In addition, each student several times built relationships on different modalities (shape, size, color, lightness, semantics).
According to the final examination, students in control classes remained at approximately the same level of development of the sense of symmetry as at the beginning of the year. Most children were able to make an imaginary 180° spatial rotation of identical elements when creating and perceiving objects and images. During their training according to the generally accepted program, these children mainly improved precisely this method of constructing the image of a mirror-symmetrical figure (the drawings became more complex and regular in shape). Some insignificant increase in the frequency of the displacement conversion indicator in a small part of the children is apparently explained by the influence of other factors, and not training; there were no changes in the frequency of use of rotation. There were also no significant changes in the development of skills to establish equivalence relations.
The data obtained on the “image structuring” indicator allow us to say that in the experimental classes there were significant shifts in mastering methods of image structuring. In the control classes, the differences before and after training were not significant for all methods of image structuring. There were minor changes in the ability to structure images combining spatial rotation with contrast relation and translation with contrast relation in children in the experimental classes. In the control classes, such changes did not occur even in the structure of spatial rotation with the contrast ratio. The main obstacle in the formation of such structures, apparently, is the inability of children to independently pose a problem, the solution of which requires agreement on the conditions of conflicting data. When such a task is posed by a teacher or its conditions are discussed by children together with an adult, then younger schoolchildren independently cope with its solution (in event drawings - almost the weight, in ornamental ones - two-thirds of the class). However, even after three or four lessons organized in this way, the ability to independently set the task of constructing contrast relations is formed only in a small part of the children (in our experiment, 10% of the subjects).
Data obtained on the number of types of symmetry that the student knows,
allow us to say the following. In the experimental classes, before training, the majority of children knew two ways of structuring an image, fewer - three, even fewer - one, and, as an exception, four (one student). After training, there was not a single student left who knew only one way of structuring an image; the number of children who knew only two methods decreased significantly, but the number of children who knew 4, 5, 6, 7 ways of structuring an image increased sharply. In the control classes, no such changes were noted.
These results of the formative experiment were correlated with data from observations of children’s actions in the classroom, as well as data from the analysis of children’s visual arts products created at different stages of experimental learning, which made it possible to supplement the conditions for the purposeful formation of imaginative thinking in younger schoolchildren. It revealed:
That the ability for spatial transformations is formed on the basis of the child’s practical action, in which the motor components are initially autonomous from visual control;
That the ability to build relationships (in figurative form) various types(identity, variation, similarity, contrast) is formed on the basis of children’s emotional and semantic ideas about differences in interactions between people (equality and equality; difference in similar or identical features; opposition, clash, etc.);
That the ability to construct (and perceive) objects as structured and organized in a certain way is formed on the basis of an arbitrarily set task (or goal) of one’s activity, which is initially expressed in the meaningful characteristics of what the child seeks to do (or see).
In conclusion, the following conclusions are made:
1. One of the indicators of the development of imaginative thinking may be the way of constructing an image, based on such spatial transformations as imaginary rotation, movement and rotation and the use of such spatial relationships as identity, similarity, contrast, variations. Various combinations spatial transformations and relationships give the structure of the image, which can be identified by the nature of children’s images of symmetrical figures. This structure can serve as an indicator of the development of imaginative thinking.
2. The data from our study show that with the current practice of teaching “Fine Arts” throughout primary school (from 7 to 10 years), there are no significant changes in the ways of constructing images.
3. At the same time, it is possible for younger schoolchildren to purposefully develop the ability to construct images using all specified types transformations and relationships, subject to appropriate restructuring of children's education in arts and crafts.
4. The experiment showed that with such training, children experience significant changes (compared to children who studied under the generally accepted “Fine Arts” program) in the development of abilities for spatial transformations, building relationships and structuring images. At the same time, an analysis of the dynamics of academic performance of students in experimental classes suggests that the ability to build relationships formed in arts and crafts classes different types contributes to the improvement of some children's performance in mathematics (significance according to the X² criterion at the P level< 0,05). Следовательно, предлагаемая методика обучения детей младшего школьного возраста декоративно-прикладному искусству позволяет активно влиять на развитие образного мышления детей.
The main content of the dissertation is reflected in the following publications of the author:
Changing methods of action among younger schoolchildren during the educational process
activities. - In the book: Psychology of educational activities of schoolchildren. Abstracts of reports of the II All-Union Conference on Educational Psychology / Tula, September 28-30, 1982 / - M., 1982, pp. 138-139.
2. Development of imaginative thinking of junior schoolchildren in arts and crafts classes. /Guidelines for teachers secondary schools/ - Tselinograd, 1987 - 20 p.
3. Study of the development of imaginative thinking of junior schoolchildren in arts and crafts classes. - M., 1988 -19 p. The manuscript was deposited in ONE "School and Pedagogy" of the MP and the Academy of Sciences of the USSR on 03/05/85. No. 80-88.
MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS
EDUCATIONAL INSTITUTION
"BARANOVICHI STATE UNIVERSITY"
Faculty of PEDAGOGY AND PSYCHOLOGY
Department of PSYCHOLOGISTS
Date of registration of work in the dean's office _________
Date of registration of work at the department
Mark on admission to defense _________
Defense score _________
COURSE WORK
in the discipline GENERAL PSYCHOLOGY _____________________________________________________
Topic: “_DEVELOPMENT OF VISUAL-FIGURATORY THINKING IN PRIMARY SCHOOL AGE”
Executor:
STUDENT
KORSHUN S.N.
Supervisor:
STANISLAVCHIK L.I.
Baranovichi 2014
INTRODUCTION
Chapter 1 development of visual and figurative thinking in primary school age
1.1 Characteristics of thinking as a mental process
1.2 Features of development visual-figurative thinking junior schoolchildren
Chapter 2 characteristics of the results of the study of the level of visual-figurative thinking of junior schoolchildren
2.1 Stages and methods of research
2.2 Characteristics of the research results
CONCLUSION
BIBLIOGRAPHICAL LIST
APPLICATIONS
INTRODUCTION
Currently, the attention of many psychologists around the world is drawn to the problems of child development. This interest is far from accidental, since it is discovered that the period of life of a primary school student is a period of intensive and moral development, when the foundation of physical, mental and moral health is laid.
For a number of years, the main efforts of Soviet scientists studying the cognitive processes of children of primary school age were focused on studying two problems. One of them is the problem of the development of perception processes. The second problem is the problem of forming conceptual thinking. At the same time, the problem of developing visual-figurative thinking in schoolchildren has been much less developed. Important materials on this issue are contained in the works of A.V. Zaporozhets, A.A. Lyublinskaya, G.I. Minskoy and others.
However, the main features of the formation and functioning of visual-figurative thinking have not yet been sufficiently studied.
In the mental development of younger schoolchildren, visual-effective and visual-figurative thinking are important. The development of these forms of thinking largely determines the success of the transition to more complex, conceptual forms of thinking. In this regard, in modern psychological research, a significant place is occupied by the study of the basic functions of these more elementary forms, the determination of their role in general process mental development of the child. A number of studies have shown that the potential of these forms of thinking is extremely great and is not yet fully used.
With age, the content of schoolchildren's thinking changes significantly, their relationships with people around them become more complicated, various forms of productive activity arise, the implementation of which requires knowledge of new aspects and properties of objects. Such a change in the content of thinking also requires its more advanced forms, which provide the opportunity to transform the situation not only in terms of external material activity, but also in terms of what is represented.
A number of studies (B.G. Ananyev, O.I. Galkina, L.L. Gurova, A.A. Lyublinskaya, I.S. Yakimanskaya, etc.) convincingly show the important role of imaginative thinking when performing various types of activities, making decisions both practical and educational tasks. Various types of images were identified and their function in the implementation of mental processes was investigated.
The problem of figurative thinking was intensively developed by a number of foreign scientists (R. Arnheim, D. Brown, D. Hebb, G. Hein, R. Hold, etc.)
A number of domestic studies reveal the structure of visual-figurative thinking and characterize some of the features of its functioning (B.G. Ananyev, L.L. Gurova, V.P. Zinchenko, T.V. Kudryavtsev, F.N. Limyakin, I. S. Yakimanskaya and others).
Many authors (A.V. Zaporozhets, A.A. Lyublinskaya, J. Piaget, etc.) consider the emergence of visual-figurative thinking as a key point in mental development child. However, the conditions for the formation of visual thinking in younger schoolchildren and the mechanisms for its implementation have not been fully studied.
It should be noted that the ability to operate with ideas is not a direct result of the child’s acquisition of knowledge and skills. An analysis of a number of psychological studies gives reason to believe that this ability arises in the process of interaction between various lines of a child’s psychological development - the development of objective and instrumental actions, speech, imitation, play activities, etc.
An analysis of both domestic and foreign research shows that the development of visual-figurative thinking is a complex and lengthy process, a comprehensive and complete study of which requires a cycle of experimental and theoretical work.
Purpose: to study the features of the development of visual-figurative thinking in children of primary school age.
Characterize thinking as a mental process
Consider the features of the development of visual-figurative thinking of younger schoolchildren
Diagnose the development of visual-figurative thinking in primary school age
Describe the results of the study
Object of study: imaginative thinking of children of primary school age.
Subject of research: development of visual-figurative thinking in children of primary school age.
Research methods: In the study we used theoretical and experimental methods: analysis of psychological and pedagogical literature, methods of “Composing a whole from parts”, “Sequential pictures”, “Excluding inappropriate pictures”.
Research base: the study took place on the basis of secondary school No. 7 in Novogrudok with 20 students aged 6-7 years.
The cognitive sphere is the sphere of human psychology associated with his cognitive processes and consciousness, which includes a person’s knowledge about the world and about himself.
Cognitive processes are a set of processes that ensure the transformation of sensory information from the moment a stimulus impacts the receptor surfaces to the receipt of a response in the form of knowledge.
At primary school age, a child experiences many positive changes and transformations. This is a sensitive period for the formation of a cognitive attitude to the world, learning skills, organization and self-regulation.
The main feature of the development of the cognitive sphere of children of primary school age is the transition of the child’s mental cognitive processes to more high level. This is primarily expressed in the more arbitrary nature of the course of most mental processes (perception, attention, memory, ideas), as well as in the formation of abstract-logical forms of thinking in the child and teaching him written speech.
At first, visual and effective thinking predominates (grades 1 and 2), then abstract and logical thinking is formed (grades 3 and 4).
The main type of memory in a child becomes voluntary memory, the structure of mnemonic processes changes.
The age of 7-11 years in its psychological content is a turning point in the intellectual development of a child. Logical thinking develops. The child’s mental operations become more developed—he is already able to form various concepts himself, including abstract ones.
In progress schooling All areas of the child’s development are qualitatively changed and restructured. Thinking becomes the dominant function at primary school age. The transition from visual-figurative to verbal-logical thinking, which began in preschool age, is ending. J. Piaget called the operations characteristic of primary school age concrete, since they can only be used on concrete, visual material.
Development of imaginative thinking in younger schoolchildren
The development of imaginative thinking means a person’s transition to a higher level of intellectual development compared to the level at which he was previously.
One of the most famous theories of the development of human thinking is the theory developed by J. Piaget.
The development of imaginative thinking can represent processes of two kinds. First of all, these are natural processes of emergence and progressive change in imaginative thinking that occur in ordinary, everyday conditions of life. It could also be artificial process, taking place in conditions of specially organized training. This occurs when, for one reason or another, imaginative thinking is not formed at the proper level.
If a child lags behind his peers in terms of the level of development of imaginative thinking, it is necessary to specially develop it.
There are different types of developmental education. One of the training systems developed by D.B. Elkonin and V.V. Davydov provides a significant developmental effect. In elementary school, children receive knowledge that reflects the natural relationships of objects and phenomena; the ability to independently obtain such knowledge and use it in solving a variety of specific problems; skills that manifest themselves in the wide transfer of mastered actions to different practical situations. As a result, visual-figurative thinking and, consequently, verbal-logical thinking in their initial forms take shape a year earlier than during training in traditional programs.
Special studies by G.I. Minskaya showed that the experience accumulated by a child in solving visually effective problems (formation of orientation mechanisms in the conditions of the task and activation speech forms communication), can have a decisive influence on the transition to visual, figurative and verbal thinking. In other words, for the development of a child’s thinking, the organization of attention, the formation of speech, etc. are important.
The famous psychologist J. Piaget identifies four stages in the development of a child’s intelligence. At the stage of sensorimotor, or practical thinking (from birth to 2 years), the child learns the world as a result of their actions, movements, manipulations with objects (visual-effective thinking). With the advent of speech, the stage of pre-operational thinking begins (lasting from 2 to 7 years), during which speech develops and the ability to mentally (internally) imagine external objective actions (visual-figurative and verbal-logical thinking) is formed.
Of greatest interest to us is the stage of pre-operational thinking, namely visual-figurative thinking.
One of the important signs of the development of visual-figurative thinking is how different the new image is from the initial data on the basis of which it was built.
The degree of difference between the new image being formed and the initial images reflecting the conditions of the task characterizes the depth and radicality of the mental transformations of these initial images.
The development of figurative reflection of reality in younger schoolchildren proceeds mainly along two main lines: a) improving and complicating the structure of individual images, providing a generalized reflection of objects and phenomena; b) the formation of a system of specific ideas about a particular subject. The individual representations included in this system have a specific character. However, when combined into a system, these ideas allow the child to carry out a generalized reflection of surrounding objects and phenomena.
The main line of development of visual-figurative thinking is the formation of the ability to operate with images of objects or their parts. The basis for such operation is the ability of children to voluntarily actualize these images. Such skills arise in children in the course of mastering two closely interrelated systems of action. First, a system of analyzing actions is formed, during which the child is taught to sequentially identify the main and then derivative parts of the subject, that is, they are taught to go from the general to the specific.
Then, in productive activity, a system of reproducing actions is formed, during which the child is taught to recreate first the main parts of objects, and then derivatives. The logic of reproduction corresponds to the logic of the analysis of the subject and develops from the general to the specific.
In the course of such training, children develop the ability to voluntarily update the idea of a perceived object and then embody this idea in a design or drawing.
An essential point in the development of visual-figurative thinking is the formation in children of a certain technique for operating with images. The basis of this operation is the use by children of a special group of means of mental activity, with the help of which various types of mental movements of objects in space are carried out.
Our analysis of both domestic and foreign research shows that the development of visual-figurative thinking is a complex and lengthy process. N.N. Poddyakov showed that the development of the internal plan in children of preschool and primary school age goes through the following stages:
1st stage. The child cannot yet act in his mind, but is already capable of manipulating things in a visually-effective manner, transforming the objective situation directly perceived by him with the help of practical actions. At this stage, the development of thinking consists in the fact that at first the situation is given to the child clearly, in all its essential features, and then some of them are excluded, and the emphasis is placed on the child’s memory. Initially, the development of intelligence occurs through the development of recall of what they have previously seen, heard, felt, and done, through the transfer of once found solutions to a problem to new conditions and situations.
2nd stage. Here speech is already included in the statement of the problem. The task itself can be solved by the child only on the external plane, through direct manipulation of material objects or by trial and error. Some modification of a previously found solution is allowed when it is transferred to new conditions and situations. The discovered solution can be expressed in verbal form by the child, so at this stage it is important to get him to understand the verbal instructions, wording and explanation in words of the solution found.
3rd stage. The problem is solved in a visual-figurative way by manipulating images-representations of objects. The child is required to understand the methods of action aimed at solving the problem, their division into practical ones - transformation of the objective situation and theoretical ones - awareness of the way the requirement is made.
4th stage. This - The final stage, in which the problem, after its visually effective and figurative solution has been found, is reproduced and implemented in an internally presented plan. Here, the development of intelligence comes down to developing in a child the ability to independently develop a solution to a problem and consciously follow it. Thanks to this learning, a transition occurs from an external to an internal plan of action.
So, visual-figurative thinking acquires the main importance in primary schoolchildren’s knowledge of the world around them. It gives the child the opportunity to acquire generalized knowledge about objects and phenomena of reality, and becomes a source of children's creativity.
To find out how developed visual and imaginative thinking is in younger schoolchildren, it is necessary to conduct an examination, that is, diagnose it, so that, if necessary, provide timely assistance.
Primary school age is characterized by intensive intellectual development. During this period, all mental processes are intellectualized and the child becomes aware of his own changes that occur during educational activities. Most significant changes occur, as L.S. believed. Vygotsky, in the sphere of thinking. The development of thinking becomes the dominant function in the development of the personality of younger schoolchildren, determining the work of all other functions of consciousness.
The uniqueness of the imaginative thinking of a junior schoolchild is its visually effective nature. Forming the imaginative thinking of students means cultivating the need for knowledge, enriching children with a system of knowledge, skills and abilities, in modern ways knowledge of the surrounding world. Now, more than ever, our country needs people who can think imaginatively. Monotonous, patterned repetition of the same actions turns the train away from learning. Children are deprived of the joy of discovery and may gradually lose the ability to be creative. The main goal is to develop in the child the ability to manage creative processes: fantasizing, understanding patterns, and solving complex problem situations.
Discharge individual elements images allow the child to combine details of different images, invent new, fantastic objects or ideas.
As a result, “thinking-serving” functions are intellectualized and become arbitrary. The thinking of a primary school student is characterized by an active search for connections and relationships between different events, phenomena, things, objects. It is noticeably different from the thinking of preschoolers. Preschoolers are characterized by involuntary behavior, low controllability, and they often think about what interests them.
And younger schoolchildren, who as a result of schooling need to regularly complete tasks, are given the opportunity to learn to control their thinking, to think when they need to, and not when they like it. When studying in primary school, children develop awareness and critical thinking. This happens due to the fact that in the class ways to solve problems are discussed, solution options are considered, children learn to justify, prove, and communicate their opinions.
In the elementary grades, a child can already mentally compare individual facts and combine them into complete picture and even form abstract knowledge for yourself, remote from direct sources.
Younger schoolchildren are regularly placed in situations where they need to reason and compare different conclusions, hence the third type of thinking - verbal-logical, higher than the visual-effective and visual-figurative thinking of preschool children.
J. Piaget established that the thinking of a child at six or seven years old is characterized by “centring” or perception of the world of things and their properties from the only possible position for the child, the position he actually occupies. It is difficult for a child to imagine that his vision of the world does not coincide with how other people perceive this world. So, if you ask a child to look at a model that shows three mountains of different heights, obscuring each other, and then ask him to find a drawing in which the mountains are depicted as the child sees them, then he will cope with this task quite easily. But if you ask a child to choose a drawing that depicts mountains the way a person looking from the opposite point sees them, then the child chooses a drawing that reflects his own vision. At this age, it is difficult for a child to imagine that there may be a different point of view, that one can see in different ways.
In elementary school, such methods of logical thinking are formed as comparison, associated with the identification of common and different, analysis, associated with the identification and verbal designation of different properties and characteristics, generalization, associated with abstraction from unimportant features and unification based on essential ones. As children study at school, their thinking becomes more arbitrary, more programmable, i.e. verbal-logical.
The most important condition for the formation of imaginative thinking in primary school children is the visibility of learning (layouts, illustrations, drawings, technical means).
Taking into account the peculiarities of students’ thinking is an important prerequisite for a successful organization educational process at all stages of school education, in particular when working with younger students. After all, the student’s next development usually depends on how optimally their thinking develops. This is how imaginative thinking, creative imagination, development of intelligence and logical thinking of younger schoolchildren are formed.