Keyword: «play»

The article describes the age characteristics of the preschool period. We are talking about such a cognitive process as imagination. Imagination is one of the neoplasms of preschool age that should be studied and developed. The aim of the study is to identify the features of the development of imagination in play activities in preschool children. The relevance of the study lies in the need to develop the imagination, since cognitive processes develop together and unilateral development is not effective and dangerous.

The article examines the influence of collective creative activity on the formation of the child's personality, his socialization and behavior in the society of peers, as well as the identification of a more effective organization of various extracurricular activities to create a favorable environment where the student could show their individual qualities.

Currently, in connection with the modern needs of the society, there is a modernization of various fields of activity, including education. To achieve the set goals, it is necessary to improve the forms of organization of the educational process, as indicated by the new federal state educational standards and the national education project, and also to increase the motivation of schoolchildren to learn, introduce new technologies and teaching methods, change the position of the teacher and the student. The purpose of this article is to study active teaching methods taking into account the requirements of the Federal State Educational Standard, the specifics of the subject taught, the age characteristics of schoolchildren, the time frame of the school lesson and the possibility of their application in English lessons. In the course of the work, it was found that active teaching methods contribute to the formation of positive learning motivation, develop the creative abilities of students, actively involve students in the educational process, reveal the personal and individual capabilities of students, develop non-standard thinking, increase the cognitive activity of students, allow them to master great volume of material.

The changes taking place everywhere require the ability to have non-standard, creative thinking, the skill to solve complex problems quickly, as well as to adapt to rapidly changing conditions. In this regard, the society is forming a socio-economic demand for the formation of a creatively active imagination from an early age. In response to this highly relevant request, the influence of imagination on the development and formation of the child's personality, including his aggressiveness, is more and more discussed in the pedagogical literature. The purpose of the study: to identify the influence of imagination on the aggressiveness of older preschoolers and to substantiate the methods of its pedagogical correction. Research stages: search and preparation (the psychological and pedagogical literature on the research problem was studied; methods and techniques for further empirical study were selected); experiment (selection of an experimental site – educational institution Kindergarten No. 332, Chelyabinsk); selection of participants in the experiment and their preparation (n = 65); measures were worked out for conducting an ascertaining experiment; control and generalization - the results were interpreted according to P. Torrance's method of identifying the level of imagination "Draw a picture" and the method of diagnosing aggressive behavior by O. Ilenko; mathematical and statistical processing of the results was carried out using rs-coefficient of Spearman's rank correlation. As a result, it was found that 25% of preschoolers have a high level of imagination and 25% have a low level of aggressiveness in behavior; 60% have an average level of imagination and 60% - an average level of aggressiveness in behavior; 15% have a low level of imagination and 15% - a high level of aggressiveness in behavior. The calculation of the Spearman's coefficient confirmed a significant relationship between imagination and the level of aggressive behavior in older preschoolers. The novelty of the study can be seen in the original sample of preschoolers, in the time of their special development during the COVID-19 pandemic, in the selection of methods for studying the problem. In addition, there were no exceptions in the sample caused by childhood psychopathology and functional disorders, which are predicted by irritability of preschool age. The main conclusions are combined into two groups, and they are reflected in the selection of existing methodological recommendations for teachers and parents: firstly, this is a clarification of the conclusions about social interaction, and secondly, this is a clarification of the conclusions about preventive measures and pedagogical correction of aggressiveness in preschool age children. The provisions relating to the issues of correcting the imagination and aggressive behavior of preschoolers took a special place in the process of compiling recommendations.

The article presents an analysis of the methodology for the formation of motivation for physical activity in primary school children with a mild degree of intellectual impairment through physical education with elements of play.