Keyword: «creative imagination»

this article discusses the possibility of using TRIZ technology in the organization of work on development of creative imagination of the senior preschool children in preschool educational institutions. Called methods and techniques of TRIZ technologies adapted and effectively used in working with children of preschool age. TRIZ provides methods and algorithms that help the child in creative search.

Due to the increasing role of after-hour activity of younger schoolboys, there is a practical need for the de-velopment of its content and organization techniques. At the present time, even with the introduction of the federal state educational standards of the potential for extracurricular activities for the development of crea-tive imagination of pupils underutilized. This article presents a study of the impact of development of creative imagination in the two educational institutions.

The relevance of the topic lies in the need to develop the creative imagination of younger students by means of various techniques and technologies. The research works in this field were ascertaining in nature for a long time. The introduction of FSES for primary general education significantly stimulated the educational process and the development of individual abilities of children. However, the theory of solving inventive problems for the development of creative imagination in primary school has not been widely adopted. It was suggested that TRIZ technology on literary reading lessons can contribute to the development of creative imagination. Testing of work stages and sequential plot events, i.e. “storyboards" of events into individual frames, gives positive results.

the article deals with the problem of developing the creative imagination of children of older preschool age using non-traditional methods of drawing. The authors propose a set of exercises, a summary of classes using non-traditional methods of drawing in a pre-school educational organization.

The Federal State Educational Standard for Primary Education states that it is necessary to develop in children the ability for an artistic, imaginative, emotional, value-oriented perception of works of visual and musical art, to teach them express their aesthetic attitude to the world around them. This means that it is important to develop creative imaginations in children. The development of children's creative imagination is important because it is necessary in any child's activity. Artistic and design activity gives great opportunities for the development of the creative imagination of children. Such activities create favorable conditions for the development of imagination, intellect, emotions, experimentation with materials, which allows us to consider this type of activity as a powerful factor in the development of the creative abilities of primary school students. The purpose of the study is to identify the pedagogical conditions that ensure the development of the creative imagination of fourth-graders in the process of making stage-setting for theatrical performance in the theater workshop. The article presents the results of work on the development of the creative imagination of fourth-graders in the process of making stage-setting for theatrical performance. The practical significance of the study lies in the development and testing of classes and in determining their influence on the development of the creative imagination of fourth-graders in the process of making stage-setting for theatrical performance in a theater workshop.