Methodology “Come up with a story. “Make a description Conclusions about the level of development

Target: teach children to describe an object, naming its characteristics, qualities, actions.

Describe the berry or fruit that you love most, and we will guess. (“It’s round, red, juicy, tasty - this is my favorite... tomato”; “It’s dark burgundy in color, and inside it has many, many different grains, sweet and ripe, this is my favorite fruit... pomegranate” .) Let us give an example of classes where all speech tasks are closely intertwined: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

"Make up a story"

Target: teach children to understand the figurative meaning of words and expressions, which change their meaning depending on phrases, and transfer them into a coherent statement.

Finish the sentence:

1. The pillow is soft, and the bench... (hard). Plasticine is soft, and stone... (hard).

2. The stream is shallow, and the river... (deep). Currant berries are small, and strawberries... (large).

3. The porridge is cooked thick, and the soup... (thin). The forest is dense, and sometimes... (sparse).

4. After rain, the ground is damp, but in sunny weather... (dry). We buy raw potatoes and eat... (boiled).

5. We bought fresh bread, but the next day it became... (stale). In summer we ate fresh cucumbers, and in winter... (salted). Now the collar is fresh, but tomorrow it will be... (dirty).

Explain how you understand these expressions: the rain was mischievous; the forest is dormant; the house is growing; streams are running; the song flows. - How to say it differently: evil winter (very cold); prickly wind (harsh); light breeze (cool); golden hands (they can do everything beautifully); golden hair (beautiful, shiny)? - Where have you come across the expression “evil winter”? (In fairy tales.) Who does the word “evil” refer to? (Evil stepmother, evil witch, evil Baba Yaga.) - Come up with a coherent ending to the phrases: “Little bear, where did you walk? (I was looking for honey on the tree.) Little bears, where have you been? (We walked through the raspberries into the forest, we wandered in the clearing.) The little bear was looking for honey (and lost his little brother).” - Come up with a story about two bear cubs, and I’ll write it down, then we’ll read it to dad (grandmother, sister).

"Tell me more precisely"

Target: develop accuracy of word use in coherent narrative stories.

Listen to what I have to say. Where I stay, you will help me: select words and compose sentences.

Once upon a time there were three brothers: the wind, the breeze and the wind. The wind says: “I am the most important!” What kind of wind could it be? (Strong, sharp, impetuous, cold...) Vetrishche did not agree with his brother: “No, I’m the most important, my name is Vetrishche!” What kind of wind? (Powerful, angry, harsh, icy.) Little Breeze listened to them and thought: “What am I?” (Light, gentle, pleasant, affectionate...) The brothers argued for a long time, but they never found out anything. They decided to measure their strength. Wind started to blow. What happened? (The trees swayed, the grass bent to the ground.) What did the wind do? (Blowed, rushed, hummed, grumbled.) The wind blew. What was he doing? (Blowed strongly, howled, howled, rushed rapidly.) What happened after that? (The branches of the trees broke, the grass died, clouds rolled in, birds and animals hid.) And then the breeze blew. What was he doing (blowing gently and tenderly, rustling leaves, playing mischief, swaying branches). What happened in nature? (The leaves rustled, the birds began to sing, it became cool and pleasant.)

Come up with a fairy tale about the wind, a breeze or a breeze. You can talk about all of them at once. Who could they be in a fairy tale? (Brothers, rivals, friends, comrades.) What can they do? (Make friends, measure strength, argue, talk.)

All these exercises, games, activities can be repeated so that children learn that words have meaning and can change. They sound different. If the child completes all the tasks correctly, it means that he has a high level of speech development and is well prepared for school.

The child is given the task to come up with a story about someone or something, spending only 1 minute on it, and then retell it within two minutes. This may not be a story, but, for example, some kind of story or fairy tale.

Evaluation of results

Child's imagination V This method is assessed based on the following criteria:

1. Speed of coming up with a story.

2. Unusuality and originality of the plot of the story.

3. Variety of images used in the story.

4. Elaboration and detail of the images presented in the story.

5. Impressionability, emotionality of the images in the story.

For each of these characteristics, a story can receive from 0 to 2 points, depending on how much it contains

one or another of the signs listed above is expressed. The following criteria are used to draw conclusions about this.

According to the first sign, the story receives 2 points if the child managed to come up with this story in no more than 30 seconds. 1 point A story is scored when it took from 30 seconds to 1 minute to come up with it. 0 points According to this criterion, a story is awarded if in a minute the child could not come up with anything.

The unusualness and originality of the story's plot (the second sign) is assessed as follows. If a child simply mechanically retells what he once saw or heard, then his story according to this criterion receives 0 points. If the child brings something new from himself to what he saw or heard, then the story receives 1 point. Finally, if the plot of the story is completely invented by the child himself, is unusual and original, then he receives 2 points.

According to the criterion “diversity of images used in the story” (third criterion), the story receives 0 points if from beginning to end it invariably talks about the same thing, for example, only about a single character (events, things), and with very poor characteristics of this character. IN 1 point Based on the variety of images used, a story is assessed if it contains two or three different characters (things, events), and all of them are characterized from different angles. Finally, the assessment in 2 points a story can only be achieved when it has four or more characters (things, events), which, in turn, are characterized by the narrator from different sides.

The assessment of the elaboration and detail of the images in the story (the fourth sign) is carried out in the following way. If the characters (events, things, etc.) in the story are only called a child and are not further characterized in any way, then according to this criterion the story is rated at 0 points. If, in addition to the title, one or two more features are indicated, then the story is given a score of 1 point. If the objects mentioned in the story are characterized by three or more characteristics, then it receives a score of 2 points.

The impressionability and emotionality of the images in the story (the fifth sign) is assessed as follows. If the images of the story are not about

_____ Chapter 3, Methods of psychodiagnostics of preschool children _

make no impression on the listener and are not accompanied by any emotions on the part of the narrator himself, then the story is assessed at 0 points. If the narrator himself has barely expressed emotions, and the listeners also react weakly emotionally to the story, then he receives i point. Finally, if both the story itself and its delivery by the narrator are sufficiently emotional and expressive and, in addition, the listener is clearly charged with these emotions, then the story receives the highest rating - 2 points.

Conclusions about the level of development

10 points- very tall.

8-9 points- high.

4-7 points- average.

2-3 points- short.

0-1 point- very low.

Method 9. “Draw something”

The child is given a sheet of paper, a set of felt-tip pens and is asked to come up with and draw something unusual. You have 4 minutes to complete the task. Next, the quality of the drawing is assessed according to the criteria given below, and based on this assessment, a conclusion is drawn about the characteristics of the child’s imagination.

Evaluation of results

The child’s drawing is assessed in points according to the following criteria:

10 points- the child, within the allotted time, came up with and drew something original, unusual, clearly indicating an extraordinary imagination, a rich imagination. The drawing makes a great impression on the viewer; its images and details are carefully worked out.

Part I. Psychological diagnostics

8-9 points- the child came up with and drew something quite original, imaginative, emotional and colorful, although the image is not completely new. The details of the picture are worked out well.

5-7 points- the child came up with and drew something that, in general, is not new, but carries obvious elements of creative imagination and has a certain emotional impression on the viewer. The details and images of the drawing are worked out moderately.

3-4 points- the child drew something very simple, unoriginal, and the drawing shows little imagination and the details are not very well worked out.

0-2 points- in the allotted time, the child was unable to come up with anything and drew only individual strokes and lines.

Conclusions about the level of development

10 points- very tall.

8-9 points- high.

5-7 points- average.

3-4 points- short.

0-2 points- very low.

Method 10. “Create a game”

The child is given the task to come up with a game in 5 minutes and talk about it in detail, answering the following questions from the experimenter;

1. What is the name of the game?

2. What does it consist of?

3. How many people are needed to play?

4. What roles do the participants play in the game?

5. How will the game play?

6. What are the rules of the game?

7. How will the game end?

8. How will the results of the game and the success of individual participants be assessed?

Evaluation of results

The child’s answers should not be assessed by speech, but by the content of the invented game. In this regard, when asking a child, it is necessary to help him - constantly ask leading questions, which, however, should not suggest an answer.

The criteria for assessing the content of a game invented by a child in this method are as follows:

1. Originality and novelty.

2. Reasonable conditions.

3. The presence of different roles in the game for different participants.

4. The presence of certain rules in the game.

5. Accuracy of criteria for assessing the success of the game. For each of these criteria, the game invented by the child

can be scored from 0 to 2 points. Rating in 0 points means the complete absence of any of the five signs listed above in the game (the game is scored separately for each of them). 1 point- presence, but weak expression of this feature in the game. 2 points- presence and distinct expression of the corresponding feature in the game.

Based on all these criteria and characteristics, a game invented by a child can receive a total score from 0 to 10 points. And based on the total number of points received, a conclusion is made about the level of fantasy development.

Conclusions about the level of development

10 points- very tall.

8-9 points- high.

6-7 points- average.

4-5 points- short.

0-3 points- very low.

Part I. Psychological diagnostics

MEMORY DIAGNOSTICS METHODS

Human memory is diverse. All its types and features are difficult to evaluate at the same time, especially if not only memory is diagnosed, but also other psychological characteristics of a person. In this regard, in practical psychodiagnostics of memory we have to limit ourselves to only some of its types. In our case, among them is recognition, reproduction And memorization, in particular, the volume of short-term visual and auditory memory (vision and hearing are the main human senses), as well as the dynamics of the learning process. The four particular methods described below are intended for psychodiagnostics of these characteristics of human memory.

Method 11. “Recognize the shapes”

This technique is for recognition. This type of memory appears and develops in children one of the first in ontogenesis. The development of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type.

In the method, children are presented with the pictures shown in Fig. 12, accompanied by the following instructions:

“You have 5 pictures in front of you, arranged in rows. The picture on the left is separated from the others by a double vertical line and looks like one of the four pictures arranged in a row to the right of it. It is necessary to find and point to a similar picture as quickly as possible.”

First, as a test, the child is asked to solve this problem on the pictures shown in the row numbered 0, then, after the experimenter is convinced that the child understood everything correctly, they are given the opportunity to solve this problem on the pictures numbered 1 to 10.

The experiment is carried out until the child solves all 10 problems, but no more than 1.5 minutes, even if the child has not completed all the problems by this time.

Rice. 12. (Continued).

Evaluation of results

10 points- the child completed all the tasks in less than 45 seconds.

8-9 points- the child completed all the tasks in 45 to 50 seconds.

6-7 points- the child completed all the proposed tasks within a period of time from 50 to 60 seconds.

4-5 points- the child completed all the tasks in 60 to 70 seconds.

2-3 points- the child solved all the problems in 70 to 80 seconds.

0-1 point- the child solved all the problems, spending more than 80 seconds on it.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Chapter 3. Methods of psychodiagnostics of preschool children

Coming up with a fairy tale is a creative task that develops children's speech, imagination, fantasy, and creative thinking. These tasks help the child create a fairy-tale world where he is the main character, developing in the child such qualities as kindness, courage, boldness, and patriotism.

By composing independently, the child develops these qualities. Our children really like to invent fairy tales themselves, it brings them joy and pleasure. Fairy tales invented by children are very interesting, they help to understand the inner world of your children, there are a lot of emotions, the invented characters seem to have come to us from another world, the world of childhood. The drawings for these essays look very funny. The page presents short fairy tales that schoolchildren came up with for a literary reading lesson in 3rd grade. If the children cannot write a fairy tale themselves, then invite them to come up with the beginning, end or continuation of the fairy tale on their own.

A fairy tale should have:

introduction (starter)
main action
denouement + epilogue (preferably)
a fairy tale should teach something good

The presence of these components will give your creative work the correct finished look. Please note that in the examples presented below, these components are not always present, and this serves as a basis for lowering the ratings.

Fight against an alien

In a certain city, in a certain country, there lived a president and a first lady. They had three sons - triplets: Vasya, Vanya and Roma. They were smart, brave and courageous, only Vasya and Vanya were irresponsible. One day, the city was attacked by an alien. And not a single army could cope. This alien destroyed houses at night. The brothers came up with an invisible drone. Vasya and Vanya were supposed to be on duty, but fell asleep. But Roma couldn’t sleep. And when the alien appeared, he began to fight it. It turned out to be not so simple. The plane was shot down. Roma woke up the brothers, and they helped him control the smoking drone. And together they defeated the alien. (Kamenkov Makar)

How the ladybug got dots.

Once upon a time there lived an artist. And one day he came up with the idea of drawing a fairy-tale picture about the life of insects. He drew and drew, and suddenly he saw a ladybug. She didn't seem very beautiful to him. And he decided to change the color of the back, the ladybug looked strange. I changed the color of the head, it looked strange again. And when I painted spots on the back, it became beautiful. And he liked it so much that he drew 5-6 pieces at once. The artist’s painting was hung in the museum for everyone to admire. And ladybugs still have dots on their backs. When other insects ask: "Why do you have ladybugs dots on their backs?" They answer: “It was the artist who painted us” (Surzhikova Maria)

Fear has big eyes

There lived a grandmother and granddaughter. Every day they went for water. The grandmother had large bottles, the granddaughter had smaller ones. One day our water carriers went to fetch water. They got some water and are walking home through the area. They walk and see an apple tree, and under the apple tree there is a cat. The wind blew and the apple fell on the cat's forehead. The cat got scared and ran right under our water carriers’ feet. They got scared, threw the bottles and ran home. The grandmother fell on the bench, the granddaughter hid behind her grandmother. The cat ran scared and barely ran away. It’s true what they say: “Fear has big eyes—what they don’t have, they see.”

Snowflake

Once upon a time there lived a king, and he had a daughter. She was called Snowflake because she was made of snow and melted in the sun. But despite this, her heart was not very kind. The king did not have a wife and he said to the snowflake: “Now you will grow up and who will take care of me?” The snowflake saw the suffering of the king-father and offered to find him a wife. The king agreed. After some time, the king found himself a wife, her name was Rosella. She was angry and jealous of her stepdaughter. Snowflake was friends with all the animals, since people were allowed to see her, because the king was afraid that people might harm his beloved daughter.

Every day Snowflake grew and blossomed, and the stepmother figured out how to get rid of her. Rosella learned Snowflake’s secret and decided to destroy her at all costs. She called Snowflake to her and said: “My daughter, I am very sick and only the decoction that my sister cooks will help me, but she lives very far away.” Snowflake agreed to help her stepmother.

The girl set off in the evening, found where Rosella’s sister lived, took the broth from her and hurried on the way back. But dawn began and she turned into a puddle. Where the Snowflake melted, a beautiful flower grew. Rosella told the king that she sent Snowflake away to look into the world, but she never returned. The king was upset and waited days and nights for his daughter.

A girl was walking in the forest where a fairy flower grew. She took the flower home, began to look after it and talk to it. One spring day, a flower blossomed and a girl grew out of it. This girl turned out to be Snowflake. She went with her savior to the palace of the unfortunate king and told everything to the priest. The king became angry with Rosella and kicked her out. And he recognized his daughter’s savior as his second daughter. And they have lived together very happily ever since. (Veronica)

Magical forest

Once upon a time there lived a boy named Vova. One day he went into the forest. The forest turned out to be magical, like in a fairy tale. Dinosaurs lived there. Vova was walking and saw frogs in the clearing. They danced and sang. Suddenly a dinosaur came. He was clumsy and big, and he also began to dance. Vova laughed and so did the trees. That was the adventure with Vova. (Boltnova Victoria)

The Tale of the Good Hare

Once upon a time there lived a hare and a hare. They huddled in a small dilapidated hut on the edge of the forest. One day the hare went to pick mushrooms and berries. I collected a whole bag of mushrooms and a basket of berries.

He is walking home and meets a hedgehog. “What are you talking about, hare?” - asks the hedgehog. “Mushrooms and berries,” answers the hare. And he treated the hedgehog to mushrooms. He went further. A squirrel jumps towards me. The squirrel saw berries and said: “Give me a bunny of berries, I’ll give them to my squirrels.” The hare treated the squirrel and moved on. A bear is coming towards you. He gave the bear some mushrooms to taste and continued on his way.

A fox is coming. “Give me your harvest!” The hare grabbed a bag of mushrooms and a basket of berries and ran away from the fox. The fox was offended by the hare and decided to take revenge on him. She ran ahead of the hare to his hut and destroyed it.

The hare comes home, but there is no hut. Only the hare sits and cries bitter tears. The local animals learned about the hare's misfortune and came to help him build a new home. And the house turned out a hundred times better than before. And then they got bunnies. And they began to live their lives and receive forest friends as guests.

Magic wand

Once upon a time there lived three brothers. Two strong and a weak one. The strong ones were lazy, and the third was hardworking. They went into the forest to pick mushrooms and got lost. The brothers saw the palace all made of gold, went inside, and there were untold riches. The first brother took a sword made of gold. The second brother took an iron club. The third took a magic wand. The Serpent Gorynych appeared out of nowhere. One with a sword, the other with a club, but Zmey Gorynych doesn’t take anything. Only the third brother waved his wand, and instead of the kite there was a boar, which ran away. The brothers returned home and have been helping their weak brother ever since.

Bunny

Once upon a time there lived a little bunny. And one day a fox stole him and carried him far away, far away. She put him in prison and locked him. The poor bunny sits and thinks: “How to escape?” And suddenly he sees stars falling from the small window, and a little fairy squirrel appears. And she told him to wait until the fox fell asleep and get the key. The fairy gave him a package and told him to open it only at night.

Night has come. The bunny untied the package and saw a fishing rod. He took it, stuck it through the window, and swung it. The hook hit the key. The bunny pulled and took the key. He opened the door and ran home. And the fox looked for him and looked for him, but never found him.

Tale about the king

In a certain kingdom, in a certain state, there lived a king and a queen. And they had three sons: Vanya, Vasya and Peter. One fine day the brothers were walking in the garden. In the evening they came home. The king and queen meet them at the gate and say: “Robbers have attacked our land. Take the troops and drive them out of our land.” And the brothers went and began to look for the robbers.

For three days and three nights they rode without rest. On the fourth day, a heated battle is seen near one village. The brothers galloped to the rescue. There was a battle from early morning until late evening. Many people died on the battlefield, but the brothers won.

They returned home. The king and queen rejoiced at the victory, the king was proud of his sons and threw a feast for the whole world. And I was there, and I drank honey. It flowed down my mustache, but didn’t get into my mouth.

Magic fish

Once upon a time there lived a boy, Petya. Once he went fishing. The first time he cast his fishing rod, he caught nothing. The second time he cast his fishing rod and again did not catch anything. The third time he cast his fishing rod and caught a goldfish. Petya brought it home and put it in a jar. I began to make imaginary fairy-tale wishes:

Fish - fish I want to learn mathematics.

Okay, Petya, I'll do the math for you.

Rybka - Rybka I want to learn Russian.

Okay, Petya, I'll do Russian for you.

And the boy made a third wish:

I want to become a scientist

The fish said nothing, just splashed its tail in the water and disappeared into the waves forever.

If you don’t study and don’t work, you can’t become a scientist.

Magical girl

Once upon a time there lived a girl - the Sun. And she was called the Sun because she smiled. The sun began to travel across Africa. She felt thirsty. When she said these words, a large bucket of cool water suddenly appeared. The girl drank some water, and the water was golden. And the Sun became strong, healthy and happy. And when things were difficult for her in life, those difficulties went away. And the girl realized about her magic. She wished for toys, but it did not come true. The Sun began to act up and the magic disappeared. It is true what they say: “If you want a lot, you will get little.”

Tale about kittens

Once upon a time there lived a cat and a cat, and they had three kittens. The eldest was called Barsik, the middle one was Murzik, and the youngest was Ryzhik. One day they went for a walk and saw a frog. The kittens chased after her. The frog jumped into the bushes and disappeared. Ryzhik asked Barsik:

Who is it?

“I don’t know,” Barsik answered.

Let's catch him, Murzik suggested.

And the kittens climbed into the bushes, but the frog was no longer there. They went home to tell their mother about it. The mother cat listened to them and said that it was a frog. So the kittens found out what kind of animal it was.

“Come up with a story” technique

Evaluation of results

By speed of invention

By criterion "diversity of images

Grade

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

“Draw something” technique

Evaluation of results

The child’s drawing is assessed in points according to the following criteria:

10 points - the child, within the allotted time, came up with and drew something original, unusual, clearly indicating an extraordinary imagination, a rich imagination. The drawing makes a great impression on the viewer; its images and details are carefully worked out.

8-9 points - the child came up with and drew something sufficient

original, imaginative, emotional and colorful, although the image is not completely new. The details of the picture are worked out well.

5-7 points - the child came up with and drew something that, in general, is not new, but carries obvious elements of creative imagination and has a certain emotional impression on the viewer. The details and images of the drawing are worked out moderately.

3-4 points - the child drew something very simple, unoriginal, and the drawing shows little imagination and the details are not very well worked out.

0-2 points - in the allotted time, the child was unable to come up with anything and drew only individual strokes and lines.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

5-7 points - average.

3-4 points - low.

0-2 points - very low.

“Invent a game” technique

The child is given the task to come up with a game in 5 minutes and talk about it in detail, answering the following questions from the experimenter:

1. What is the name of the game?

2. What does it consist of?

3. How many people are needed to play?

4. What roles do the participants play in the game?

5. How will the game play?

6. What are the rules of the game?

7. How will the game end?

8. How will the results of the game and the success of individual participants be assessed?

Evaluation of results

Criteria for evaluation The contents of the game invented by the child in this technique are as follows:

1. Originality and novelty.

2. Reasonable conditions.

3. The presence of different roles in the game for different participants.

4. The presence of certain rules in the game.

5. Accuracy of criteria for assessing the success of the game.

For each of these criteria, a game invented by a child can be scored from 0 to 2 points. A score of 0 points means the complete absence of any of the five signs listed above in the game (the game is scored separately for each of them). 1 point - presence, but weak expression of this feature in the game. 2 points - presence and distinct expression of the corresponding feature in the game.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

6-7 points - average.

4-5 points - low.

0-3 points - very low.

Table. Scheme of the protocol for the “Verbal Fantasy” method

Estimated parameters

child's imagination

As the child’s story progresses, the child’s fantasy ratings in points are marked with a cross in the required column of this table.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Method "Drawing"

In this technique, the child is offered a standard sheet of paper and markers (at least six different colors). The child is given the task to come up with and draw a picture. 5 minutes are allotted for this.

Analysis of the picture and assessment of the child’s imagination in points is carried out in the same way as the analysis of oral creativity in the previous method, according to the same parameters and using the same protocol.

Methodology "Sculpture"

The child is offered a set of plasticine and a task: in 5 minutes, make some kind of craft, sculpting it from plasticine. The child’s imagination is assessed according to approximately the same parameters as in previous methods, from 0 to 10 points.

A 0-1 point is given to a child if, in the time allotted for completing the task (5 minutes), he was unable to come up with anything or do anything with his hands.

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

A child earns 4-5 points if he has made a relatively simple craft that contains a small number of ordinary parts, no more than two or three.

A child is given 6-7 points if he has come up with something unusual, but at the same time not distinguished by the richness of his imagination.

A child receives 8-9 points when the thing he has invented is quite original, but not worked out in detail.

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

Comments on the technique psychodiagnostics of imagination. The methods of assessing the development of imagination of a child of primary school age through his stories, drawings, and crafts were not chosen by chance. This choice corresponds to the three main types of thinking that a child of this age has: visually-effective, visually-figurative and verbally-logical.

Conclusions about the level of development

A score of 10 points indicates that the child has the inclinations for that type of activity for which the development of the corresponding type of imagination is essential. Such a child is certainly ready for school based on the criteria being tested.

A score ranging from 8 to 9 points indicates that the child is quite ready for school.

A score in the range of 6 to 7 points is a sign that, in general, the child is satisfactorily prepared for school.

A score of 4-5 points indicates that the child’s readiness for school is insufficient.

A score of 3 or less most often acts as a sign of a child’s unpreparedness for learning in primary school.

Research procedure

This study is carried out both with one subject and with a group. But it is better that the group is small, up to 15 people. In the latter case, the experimenter needs to ensure that none of the subjects speak or show their drawings to others until the end of testing.

Testing is carried out in three stages. At the first stage, the subject is given a piece of paper with the outline of a circle depicted on it, at the second - a triangle, and at the third - a square. Each stage of the study is preceded by repeated instructions.

Instructions to the subject: “Using the contour of the geometric figure shown on this sheet, draw a picture. The quality of the drawing does not matter. Use the method of using the contour at your discretion. At the “Stop!” signal, stop drawing.”

The experimenter determines the drawing time at each stage using a stopwatch. In each case it should be equal to 60 seconds.

At the end of the test, the subject is asked to give a self-report and for this they are asked: “Did you like the task? What feelings did you experience when completing it?”

Processing the results

Processing the results and determining the levels of imagination development, the degree of fixedness of ideas, flexibility or rigidity, as well as originality or stereotyping is carried out by comparing the content and analyzing all three drawings of the subject.

Analysis of results

It is important to compare the results obtained with the characteristics of the subject’s involvement in the research process and his attitudes. Self-report data is used for this purpose.

First of all, you need to pay attention to subjects with rigid imagination. It may be a consequence of experienced stress and affect. Very often, although not always, people who place all their drawings only within the contours of geometric shapes have some mental illness. The drawings of such subjects are not discussed in the group. The teacher-psychologist registers such persons and recommends that they first contact the psychological service of the university for a special psychodiagnostic study. But at the same time, you need to use some excuse so as not to traumatize the student’s psyche with the alleged diagnosis.

Subjects with the fifth level of imagination complexity, lack of stereotyping and high-quality execution of drawings are usually capable of artistic activity (graphics, painting, sculpture, etc.). Those who are inclined towards technical sciences, drawing or logic and philosophy can depict some abstractions or geometric figures. In contrast, people with a humanitarian orientation love subjects related to human activity, drawing people, their faces or anthropomorphic objects.

When discussing test results and making recommendations, it is necessary to establish conditions that help overcome stereotyping, develop creativity, and outline tasks for training the flexibility of the imagination process.

“Come up with a story” technique

The child is given the task of coming up with a story about someone or something, spending only 1 minute on it, and then retelling it within two minutes. This may not be a story, but, for example, some kind of story or fairy tale.

Evaluation of results

The child’s imagination in this technique is assessed according to the following criteria:

1. Speed of coming up with a story.

2. Unusuality and originality of the plot of the story.

3. Variety of images used in the story.

4. Elaboration and detail of the images presented in the story.

5. Impressionability, emotionality of the images in the story.

For each of these characteristics, a story can receive from 0 to 2 points, depending on how expressed one or another of the characteristics listed above is in it.

By speed of invention a story receives 2 points if the child managed to come up with this story in no more than 30 seconds. A story is given 1 point when it took from 30 seconds to 1 minute to come up with it. A story receives 0 points for this criterion if the child was unable to come up with anything within a minute.

Unusuality, originality of the plot story (second sign) is assessed as follows. If a child simply mechanically retells what he once saw or heard, then his story receives 0 points on this basis. If the child brings something new from himself to what he saw or heard, then the story receives 1 point. Finally, if the plot of the story is completely invented by the child himself, is unusual and original, then it receives 2 points.

By criterion "diversity of images used in the story" (third sign) the story receives 0 points if it invariably talks about the same thing from beginning to end, for example, only about a single character (events, things), and with very poor characteristics of this character. A story is scored 1 point for the variety of images used if it contains two or three different characters (things, events), and all of them are characterized from different angles. Finally, a story can receive a score of 2 points only when it contains four or more characters (things, events), which, in turn, are characterized by the narrator from different sides.

Grade elaboration and detail of images in the story (the fourth sign) is produced in the following way. If the characters (events, things, etc.) in the story are only called a child and are not further characterized in any way, then the story is scored 0 points for this criterion. If, in addition to the title, one or two more features are indicated, then the story is given a score of 1 point. If the objects mentioned in the story are characterized by three or more characteristics, then it receives a score of 2 points.

Impressiveness and emotionality of images in the story (the fifth sign) is assessed as follows. If the images of the story do not make any impression on the listener and are not accompanied by any emotions on the part of the narrator himself, then the story is scored 0 points. If the narrator’s emotions are barely expressed, and the listeners also have a weak emotional reaction to the story, then he receives 1 point. Finally, if both the story itself and its delivery by the narrator are sufficiently emotional and expressive and, in addition, the listener is clearly charged with these emotions, then the story receives the highest rating - 2 points.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.