If you ask parents what a child should be able to do when entering school, many will answer: read, write, draw. And few of them will think about such a necessary skill as orientation in space, which has great importance for successful learning. Experts note: children who have poorly developed spatial representations experience difficulties in learning to write and mathematics. What can parents do to develop spatial thinking in a child in a timely manner? A special technique comes to the rescue, helping to prepare the future first-grader for study.

What do parents need to know about spatial thinking?

Spatial thinking is based on ideas about the shapes and sizes of objects, their location, interaction and movement in space. Before starting homework on the development of spatial representations, parents need to clearly understand what skills the child needs and how the technique helps to form them.

Advice! The development of spatial thinking proceeds in stages, each age period having its own characteristics. Therefore, it is not necessary to immediately load the child with a large amount of knowledge; spatial representations should accumulate gradually.

For proper organization At home, it is important for parents to know that for preschool children orientation in space involves the development of skills such as:

• freely navigate in relation to oneself and opposite the person located (left and right side);
• determine the movements forward - backward, up - down, right - left.
• indicate the sides of the horizon: north, south, west, east;
• simulate the position of objects in space;
• understand a given direction in order to move in accordance with it;
• navigate in two-dimensional space (a plane with length and width);
• graphically reproduce different directions.

Phased formation of spatial representations

It often seems to parents that there is nothing easier than teaching a baby to navigate in space. However, the development of spatial representations in children preschool age follows certain rules:

• knowledge - by age;
• the quality of perception of knowledge depends on learning.

The methodology determines the range of knowledge about spatial representations in each age group:

• The main content of homework for kids is knowledge about the left - right side of the body. There is an acquaintance with the concepts of right - left, front - back, up - down.
• In the classroom with children 4-5 years old, the ability to navigate in space is consolidated. Learning is added to the ability to navigate relative to other objects, move in accordance with given direction, in two-dimensional space.
• In older preschoolers, all the way to school further development spatial thinking based on existing knowledge and the acquisition of new spatial representations: graphic representation, modeling of objects, knowledge about the sides of the horizon.

Advice! Experts have calculated that 5-10 minutes a day for classes with a child is enough to get good results. The main thing is that knowledge is consolidated in Everyday life: when washing, eating, while walking.

What games and exercises will help to master the ability to navigate in space?

The development of spatial thinking occurs intensively in school age, for which the game is the leading activity. Therefore, the technique involves reliance on game tasks and exercises, which will bring a greater effect than just memorizing special terms. The methodology has accumulated a lot word games, exercises with movements, games with objects. The main task for a given age will serve as the basis for all actions of an adult and a child.

Toddler games

Developing tasks for kids should be aimed at the perception of their own body (left and right side), determining the position of the object above and below. Given the desire of children of this age for great physical activity, the technique offers outdoor games, exercises with objects.

"If you like it, then do it"

• It is interesting to perform habitual movements to consolidate the concepts of top-bottom, left-right to the well-known song "If you like it, then do it ...". It is not necessary to immediately start with complex exercises, let them be simple, for example, at the command of an adult, the child raises his hands up - down, to the sides, alternately left - right. Movements can be taken from the complex of morning exercises, so as not to cause difficulties for the kids when they are performed to the melody.

Advice! At first, the baby will need a mirror image of the movements, as he is still learning spatial representations of his body.

• Similarly, movements for the legs are performed: “Put the leg to the left (right), stand on one leg (right, left)”.
• As a complicated option, after mastering simple movements, suggest jumping on two legs forward - backward, left - right.

ball games

Tasks with the ball help children easily navigate in space. For example, you can offer to throw the ball up and down or alternately with your left, right hand, push the ball with your left or right foot. The adult clearly names the arm or leg that the movement is made with.

Toys - helpers

Toys are widely used to help consolidate spatial representations: “The car went to the left, and the ball rolled to the right”, “Take the rope in the left handle, and the spatula in the right”, “What toy is missing on the right side? »

Poems and nursery rhymes in learning

Poems and jokes - jokes that can accompany exercises will bring great benefit and pleasure to little children. An adult reads a poem, and a child performs movements.

Poems by E. Blaginina:

I can dress
If I want to.
me and little brother
I will teach you how to dress.
Here are the boots.
This one is from the left leg,(child shows legs and boots)
This one is from the right leg.
If it rains,
Let's put on boots.(Explain that galoshes are very low boots, show with your hand on a children's boot)
This one is from the right leg,
This one is from the left leg.
That's how good!

Poem by I. Tokmakova:

(adult reads) Stork, long-legged stork,
Show me the way home.
(Child performs leg movement) Stomp with your right foot
Stomp with your left foot.
Again, right foot
Again, left foot
After - with the right foot,
After - with the left foot.
That's when you come home!

"Graphic Dictation"

Parents can use ready-made exercise books for dictation. But children are much more interested in doing exercises that their parents themselves came up with, for example, images of objects or animals drawn in cells. The child is invited to circle the cells on a piece of paper in accordance with the instructions: “four cells straight, three cells down, one cell to the right, etc. (until the image of the object is obtained)». Then the image can be colored. In addition, graphic dictations are an excellent tool needed when learning to write.

Advice! For the development of spatial representations, which are necessary when teaching writing and mathematics, it is necessary to fix in graphic dictations the ability to find parts, corners, the center of the sheet.

Board games

Classics in the technique are board games for orientation in space.

An important place is occupied by games in a limited space: a chessboard, a table, a magazine. For example, "Knight's move", "Columbus egg", "Cut pictures", "Fold the pattern", puzzles are popular.

Game "Controller"

• The field for such a game can be made together with the child. A road is drawn, going in different directions to a certain building (toy store, zoo), cars are selected. The leader (adult or child) points the way to the “driver”: straight to the traffic light, to the right, etc.
• Similarly, a game is played on the playing field “Walk down the street, cross the road” with small toys.

"Labyrinth"

• The task is aimed at the perception and finding of an object in two-dimensional space. Just like in previous games, a field is made with a drawn labyrinth, inside of which there is a toy. The player must draw the correct path with comments.
• Alternatively, you can complicate the task: "Find the shortest path."

"Mirror in reverse"

The players sit opposite each other, the host explains that all the movements that he shows must be done the other way around. For example, he touches his right cheek with his left hand, the player must repeat the opposite; raises his left hand, the child raises his right.

word games

In order for a preschooler to actively use indicative concepts, they must be entered into his active dictionary. For this, word games are offered:

• “Say the opposite: up-..., left-..., north-...” (as an option, a ball game is played),
• “I start, and you continue” (an adult begins a sentence with a spatial relationship, a preschooler continues, for example, polar bears live in the north ...).

The methodology for the development of spatial thinking presents many tasks that parents can successfully use for homework. The most valuable will be games invented by adults together with preschoolers, since the best thing to remember is what was invented on their own.

Irina Dzagoeva
How to develop spatial thinking in preschool children?

Formation thinking of man and his main species occurs in preschool and primary school age. This is due to the phase of active intellectual development and in this period of time, learning is much easier and more efficient.

Great importance in age 3-8 years old acquires spatial thinking. This is especially true in modern times, when increased role of schematic, graphic images, symbols.

Spatial thinking is the base, on which most of the educational and subsequently labor activity of a person is built, therefore development and the formation of this type of mental activity is very important for the professional success of the individual. In the structure of the human psyche, it is responsible for orientation in space, creating images in the human mind space and use them in the process of solving various problems.

Distinctive feature spatial thinking is the fact that its unit of measurement is an image that contains specific characteristics space: size, shape, relationship between its parts, location in space, etc.. P.

As soon as the child begins to understand the principles of building figures, his ability to perform arithmetic operations improves dramatically. Without this kind thinking the process of memorization becomes impossible, since we remember nothing but images.

One of the main directions of the organization of mathematical preschool child development is purposeful development of constructive thinking.

The concept of "constructive thinking"consists of the concept thinking and its definitions are constructive. In everyday life, before embarking on any activity, we clearly imagine the result, sorting out all the details. Otherwise, the output may turn out not at all what was intended.

When reading fiction, a whole movie is created in the imagination, reviving the events of the book. This allows for a deep analysis of the work, and, of course, the reading process becomes more interesting.

A 2-3-year-old kid should not be forbidden to climb under a table or in a closet, build a pyramid from his father's books and paint himself, depicting an Indian. Your child is unconsciously trying develop in itself the makings of a genius-mathematician, the ability to logic. Age from 2 to 3 years is a period of active acquaintance with the outside world, mastery of speech, objective actions, productive activity and creativity. Construction from building material allows you to create simple buildings: paths, houses, turrets, etc., developing coordination of movements, enriching vocabulary.

IN at the age of 3-4 years, the child increases cognitive activity, forcing him to ask numerous questions to get new information; there is a conscious control of their behavior; everyone is improving mental processes. Peers for a child are already partners in practical activities. Developing the main function of speech is the function of communication and social connection. When constructing, the baby likes to comment on his actions. He enters into business and verbal communication with peers and adults; tries to plan his activities, influence the partner's actions, distribute roles in the game.

Construction already appears as an activity, but it is still closely connected with the game. For this age characteristically active development practical experimentation. Children love to compare building details and geometric figures, sort them, combine, select, while discovering their physical and structural properties, inventing their own design techniques. Actively develop children's fantasy and imagination.

IN 4-5 year old preschoolers they have an idea about the basics of design in classes with cubes, a plastic designer, they folded houses from plasticine logs and attached a roof of sticks to them - there it is, constructive activity. Construction from building material and constructors is fully in line with the interests children, their abilities and opportunities, since it is exclusively a children's activity.

Thanks to this activity, skills and abilities, mental and aesthetic child development. At children with well developed design skills faster speech develops, since the fine motor skills of the hands are associated with the centers of speech. Dexterous, precise hand movements give the child the opportunity to quickly and better master the technique of writing.

The child is a born constructor, inventor and explorer. These inclinations laid down by nature are especially quickly realized and improved in design, because the child has an unlimited opportunity to invent and create his own buildings, structures, showing curiosity, ingenuity, ingenuity and creativity.

At children 5-6 years of interest in design, building games increases. Children willingly build a group, make toys. They can already do a lot on their own. Games children the older group become more interesting, more diverse. They reflect a wider range of knowledge that they acquire from direct observations of the world around them, from extensive information on radio, television, from books and adult stories. Reality in games children reflected much better. In defining the intent and development the plot becomes more independent. Children like that the teacher demands much more from them in work than from kids. They have elements self-control: they notice their mistakes, inaccuracies in the image and try to correct them, understand what they have not yet learned, what they have not mastered. They design with great interest when they are given a specific task that requires mental effort. They are particularly satisfied and happy when they complete a task successfully. Success in activities is also achieved by the fact that children can remember and tell how they are going to act, although they still do not succeed so easily. Development speech leads to the fact that communication children becomes more free. They willingly share their experience with their comrades, they are able to answer correctly and explain what they are doing, they are able to agree on what they will design together.

Cognitive processes at the age of 6-7 undergo qualitative changes; develops arbitrariness of actions. Along with visual thinking elements of the verbal-logical thinking. Continue develop generalization and reasoning skills, but they are still largely limited to visual signs of the situation. Continues develop imagination, but it is often necessary to state a decrease development of the imagination at this age compared to senior group. This can be explained by various influences, including the media, leading to the stereotype of children's images. Attention becomes arbitrary, in some activities, the time of arbitrary concentration reaches 30 minutes. At children there is a particular interest in printed word, mathematical relations. They recognize letters, master sound analysis words, counting and recounting individual items. By the age of 7, children have largely mastered the construction of building materials. They are fluent in generalized ways of analyzing both images and buildings. Free buildings become symmetrical and proportional. Children accurately imagine the sequence in which the construction will be carried out. In that age children can already master complex forms of addition from a sheet of paper and come up with their own.

Games on development of spatial thinking

A game "Place the cat"

Invite the child to imagine an animal (cat, elephant, cockroach)- let him answer in which object this animal will fit. In a glass? What about a TV box? Maybe a passing truck?

A game "Put it right!"

Give the child various objects and offer to place-arrange them, following your instructions: closer (closer than, farther than, slightly forward, backward, left of, etc.

A game "Metamorphoses"

Ask child draw a circle behind a square, a triangle in front of a rectangle. Can be complicated task: draw a cylinder in front of the cube or draw a house on the other side, from above, "cut" toy dumbbells in half, etc.

A game "Special agent on a mission"

Invite the child to carefully examine the room where he is, and remember the surrounding objects. Then ask questions using pointer words locations: What color is the table on your left? what object is directly under the chandelier? This game is even more interesting on the street - there you can already use moving objects.

A game "Drawing on the back"

Draw various figures on the child's back, then objects - let him try to guess what you are depicting.

A game "Fly"

It is played by two people plus one "observer". The players represent - and the observer draws - the game field: a grid of 9 squares long and 9 squares wide. In the upper left corner you need to mentally place a fly. Players take turns making moves, moving the fly to different squares, and the observer marks these moves on the playing field. When the observer stops the game, each player names the square in which, in his opinion, there is a fly. The one who calls correctly wins.

A game "traffic route"

Draw a complex map of the streets of the city (or just take a card) . Explain to the child that he is a policeman who left point A (show it on the diagram) to point B (also show). The child must drive along the route, naming each turn. In this version of the game, active words will be "right" And "left". Then "change role": now the child is a dispatcher who tracks the trajectory on the map. The route description should include the words "up" And "down".

A game "Magic bag"

Put various figures in a small bag - stereometric ones are better (a cube, a ball, etc., but you can also play (pyramids, nesting dolls, etc.). Invite the child to guess by touch what is in the bag.

Fold origami figures with your child, collect puzzles (including three-dimensional ones, sculpt from plasticine, cut out of paper symmetrical objects or snowflakes, play board games (tangram, checkers, chess, backgammon, "walkers", strategies, Jenga). Draw plans with your child - areas, premises.

hide for him "hoard"- looking for a path on maps, diagrams. Decide puzzles: they teach the child to mentally reproduce an object according to its characteristics, thereby building an image.

Do you know people who find their way around in an unfamiliar place very easily and quickly without using a map? Have you envied those who can draw well? Did they study with enthusiasm and enthusiasm the life and work of Leonardo da Vinci? All these features are characteristic of those who have developed visual-spatial thinking.

Spatial thinking is a type of mental activity that ensures the creation of spatial images, thinking in terms of images and operating them in the process of solving practical and creative problems. Genes play an important role in the development of spatial thinking, but, nevertheless, it can be developed with the help of practice and exercises.

1 Play chess

Thinking a few steps ahead is what chess teaches. To do this, you must visually sort through various combinations without physically moving a single piece. In order to keep several combinations in your head at the same time, you need to practice for a long time. But it is also one of better ways spatial thinking training. However, any strategy game. For example, "Civilization" on a computer or desktop.

2 Use the memory palace

Many argue that space and memory are inherently related, and memory palaces certainly "kill two birds with one stone":

• They allow you to develop memory (which is critically useful for spatial thinking).
• Improve spatial thinking.

The technique is also known as the Roman room method or the loci method.

3 Launch the drone

Controlling a flying object in space with multiple joysticks is harder than it looks. The direction in which the drone is flying is constantly changing, forcing you to simultaneously control it and track the position of the drone in order to correctly orient it. This is a real-time object rotation test.

4 Solve puzzles

Try to solve the Rubik's Cube or play the many puzzle games now available as apps for your phone. Putting together a puzzle is also a good option.

5 Sketch

Try to draw a 3D object from different angles and perspectives. If it's hard, just draw whatever comes into your head. The more you practice, the better you get - persistence is the surest strategy here.

6 Explore the physical world

Exploring the real world will teach you how to visualize space and distance in the best possible way. Be aware. Estimate the distance you walk, compare with real indicators. Pay attention to roads, bridges, mountains, buildings - everything that surrounds you. This will improve memory and attentiveness, help get rid of information overload and pump over spatial thinking.

7 Learn to mentally rotate objects

Mental rotation is the ability to mentally represent and rotate 2D and 3D objects in space quickly and accurately, while the functions of the object remain unchanged.

Walk around the apartment or office, find one object that you will mentally rotate. Ideally, it should be picked up and examined from all sides. Remember every little thing. Now close your eyes and mentally rotate it. Make sure that the object does not lose volume, does not decrease, does not increase, and does not bend. Now imagine the sun or raindrops falling on it. "Break" it into small pieces, and then "reassemble".

For example, look out the window and carefully inspect one of the cars. Remember it. Now close your eyes and imagine the following:

• How this car stands by a tree in the forest.
• As he drives down the road.
• What will it look like if it flips over?
• Imagine him on the beach.
• And now "drown" in the sea. One year has passed. How will it look underwater from all angles? What will the inhabitants of the sea do with it?
• Imagine him in the dark with flashing headlights.
• As he overtakes another car.
• What does it look like without wheels?
• Imagine it slowly moving away.
• Imagine ten of the same cars standing in a row.
• And now - the same cars, standing on top of each other.

Do not hurry. Set aside enough time for this exercise. The more details and details, the better.

8 Play video games

Of course, not all. However, you will be able to find some good popular video games that many people are into. Eg:

• Minecaft
• Civilization
• Starcraft

Mobile games are also great:

• Monument Valley
• Har-mo-ny
• Thomas was alone

9 Play board games

Of course, the best way to learn is through play. If we talk about desktop, then there is still the opportunity to connect your friends or relatives. Everyone will benefit greatly from this. The advantages of board games are that they increase concentration, improve memory, make you think strategically, and also allow you to perform dozens of figurative operations in your head. Moreover, this is not done aimlessly, but in order to defeat rivals. That is, the level of motivation increases several times, and without additional efforts.

Board games compare favorably with video games in that they allow physical manipulation of objects. You can take the cube in your hands, move the figures, connect objects and feel the cards in your hands. Cognitive psychologists believe that when a physical image is added to the visual image, spatial thinking develops faster.

MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION "INDUSTRIAL SECONDARY EDUCATIONAL SCHOOL №2".

Compiled by: ,

technology teacher

MBOU "Industrial secondary comprehensive school No. 2"

Industrial

At the present stage of social development, the main task facing the education system is to comprehensively promote the formation and formation of a person who is able to quickly navigate in a changing situation, find qualitatively new ways to solve various problems, navigate in an increasing flow of information and extract from it the knowledge that is needed. for productive work, to think and act outside the box, creatively. These aspects make it necessary to include in the category of goals general education the formation of a diversified creative personality capable of realizing creative potential in dynamic socio-economic conditions.

Modern pedagogical science and practice have long come to a unanimous conclusion about the need to form a creative personality in the process of educating. This conclusion was formed under the influence of the conditions of development modern society when for its members it is not the amount of specific knowledge that is important, but the ability and ability of people to obtain the necessary knowledge to apply it in specific situations is of paramount importance.

It is well known that the higher the level of spatial representation of students, the easier it is to teach, the more interesting tasks can be placed in front of them. Unfortunately, schoolchildren have difficulties in modeling spatial geometric facts and in depicting them. The problem is old but relevant. Acquiring the skills of depicting spatial figures on a plane is one of the main difficulties that students face. Developing the ability to accurately and correctly perform images of spatial figures requires lengthy exercises, however, the time spent on this pays off in the future when solving problems, since a visual image correctly performed by the student himself helps him understand the task, find out various theoretical questions related to the original, and find a way problem solving.

Most effective means the development of spatial representations of students are: demonstrating and comparing figures relative to each other, modeling, competent image of figures, reading a drawing. If these tools are used systematically and in combination, they will lead to the best results.

At each lesson, it is necessary to look for and establish connections between spatial figures and objects of the surrounding reality.

Imagination is a mental activity that consists in creating ideas and mental situations that have never been generally perceived in reality. It is based on operating with specific sensual images or visual models of reality, but at the same time it has the features of mediated, generalized cognition that combines it with thinking.

There are two types of imagination - recreative and creative. Recreating imagination consists in creating images of objects that were not previously perceived, in accordance with their description or conditional image (drawing, map, text, etc.).

Creative imagination consists in the independent creation of new images embodied in original products of activity. Imagination develops in the process of creative activity under the influence of social needs. A prerequisite for the high development of the imagination is the education of the individual, starting from childhood through games, training sessions, initiation to art. A necessary source of imagination is the accumulation of diverse life experiences, the acquisition of knowledge and the formation of beliefs.

The development of spatial imagination in students is facilitated by such disciplines as drawing, drawing, geography, physics, chemistry, etc. Modeling and design contributes to the development of spatial imagination.

Modeling does not always have to be at the level of store standards. Models can be working, made immediately from items that are at hand. Teaches them to see the beauty of ordinary things.

For solutions entertaining tasks needed:

savvy,

the ability to predict the outcome

· good imagination.

Working on such tasks contributes to the development of these qualities in students. Often, when solving any problems, students draw a conclusion only on the basis of what they see in the drawing; often they are even sure that after that no evidence is needed anymore. Observation of the drawing can lead us to grossly erroneous conclusions.

Visually- spatial imagination- the most important aspect in visualization. Visualization itself is a way of using the imagination that allows you to create what you desire. In our case, we need constant visualization of force flows and open channels. Otherwise, how can we manage energy if we do not see it at all? Visualization is primary, true sensations will come after it.

In order for your visualization to be of high quality and more effective, you should develop your imagination more strongly, namely, the ability to mentally recreate pictures.

Here are a few exercises that are traditionally done to develop visuospatial imagination.

1. Continuous contemplation. Within 1-3 (up to 5) minutes, any object is examined (a coin, a box of matches, a finger, a pencil, etc.). In this case, you can blink, but the look should remain within the subject.

Examine the object up and down, find in it all the smallest details and properties. Repeat the exercise until the attention is easily held on the object. This is a kind of concentration exercise, but now the task is to memorize all the details of the subject.

2. Rhythmic contemplation. Choose any subject and focus on it. Breathing is calm. As you exhale, close your eyes - erase the impression. As you inhale, open your eyes again and again focus on the subject. So up to 50 times. Then vice versa: contemplation on the exhale, erasure on the inhale.

3. Mental contemplation. Contemplate the object continuously or rhythmically for 3-4 minutes or more. Then close your eyes and try to mentally evoke a visual image of the object in its entirety and in all its details.

Opening your eyes, compare the mental "photo" with the real object. Repeat this 5-10 times for each exercise. Gradually develop a clear inner vision. Of course, it will not be as bright as in reality, and at first it will look like a blurry silhouette in deep twilight, but perseverance will do its job.

From simple objects, gradually move on to more complex ones, and then to large pictures and texts. Visual memory will become much stronger.

Spatial imagination is a specific type of mental activity aimed at solving problems that require orientation in practical and theoretical space (both visible and imaginary). In its most developed forms, this is thinking in images in which spatial properties and relationships are fixed. Operating with original images created on various graphic bases, thinking ensures their transformation and the creation of new images that are different from the original ones.

An important indicator of the success of students in studying school subjects is the interconnected breadth of their technical horizons and the level of development of design and technological thinking.

The proposed tasks will help the teacher to get an idea about this, the implementation of which will require students to be able to read simple drawings, understand the diagrams of technical devices and the principles of their operation.

From my own experience, I can say that a relatively low level is characterized by the completion of up to 11 tasks, medium - up to 17 and high - 18-26.

This test should take 10-15 minutes. (See appendix 1)

What do I know about my abilities?

Ideographic test

Using three geometric shapes - a triangle, a circle, a square - draw a little man, consisting of 10 elements. All three types of figures must be used. The quality of the drawing doesn't matter. If extra elements are drawn, they must be crossed out; if they are not enough, draw the missing ones. The drawing is done three times. Each is given 30 seconds.

See what different little men you got. Big and small, sad and funny; with heads of different shapes, with heads of different shapes and without them; with eyes, ears and without them; for some, triangles predominate in the drawing, for others, squares or circles. And it's all about you, about your abilities, about your character. Those who have drawn their faces are more sociable than those who have not. Hands and feet, consisting of several parts, speak of a good "manual" or "foot" intelligence of their owner. Perhaps these are sports, dancing, needlework, and other activities that require developed "fine motor skills".

Count how many triangles, circles and squares each person contains. Write down next to it what you have received. three-digit number. Details are confidential.

Interpretation of drawings

Shape preference.

Triangle. Tendency to organizational activity, dominance, striving for success, elevated level claims. Resilience to stress, speed, determination, activity.

Circle. Easily establishes surface contacts. Excitable, exhausted, soft, sensitive type.

Square. Introverted type, consistency in decision-making, propensity for technical activities.

No arms or legs- defensive reactions, refusal of contacts.

Arms or legs are made up of several elements- high physical activity, well-developed "manual intelligence"; propensity for sports, dancing, needlework (fine motor skills).

Hands up- aggression.

Item on the head- Anxiety, hidden aggression.

object on the stomach- caring.

Face- undrawn - reduced need for communication;

traced- sociability, emotionality.

Only eyes and ears- anxiety.

Head- normally in the form of a circle. Various heads on three drawings or in the form of a triangle and a square - protest reactions.

The presence of a neck indicates sensitivity, vulnerability, resentment.

A dismembered body or its absence is a psychotraumatic factor

A small drawing, especially located at the bottom of the sheet - low self-esteem, stiffness.

The number of triangles, circles and squares is counted and written as a three-digit number.

to the first type include all formulas starting with 9, 8, 7.6. These are people from high level claims, the desire for dominance, and good communication skills. They have a strong nervous system. They understand people, skillfully classify and process information. Type of leader, good teachers.

Second type. Formulas starting with 5. This is a responsible performer with organizational skills. A professional who thinks through his work to the smallest detail. Non-conflict. Intuitive. Shows high demands on himself and others, often working beyond his capabilities. Characteristic psychological defense of the type of self-accusation. They are prone to psychosomatic diseases.

Third type. Formulas starting with 4. Anxious and suspicious type. Differs in a variety of interests and talents. Difficulties in adaptation, tendency to individual work. Indecision, self-doubt, vulnerability. Doubts about his strengths and capabilities are characteristic, despite the fact that he succeeds in everything he takes on.

Fourth type. Formulas starting with 3. Type of scientist. Easily abstracted from reality, rational, objective. Spontaneity and inconsistency of behavior and activity are characteristic. Productive in a highly regulated environment. It is good to switch from one activity to another. Psychological protection by type of rationalization.

Fifth type. Formula starts with 2. Intuitive type. Differs in sensitivity and exhaustion nervous system. The desire to embellish, aestheticize reality. Interest in art and people. It is easy to get used to various social roles. Subtly feels everything new and unusual. Responsive. He does not tolerate encroachments on his fate.

Sixth type. The formula starts with 1. Emotive type. Inventor, designer, artist. Emotional. obsessed original ideas. Self-esteem is unstable. Demonstration in actions. Has a rich imagination. Also, as an intuitive type, often lives according to its own laws, does not accept control from the outside. Prefers self-control.

Seventh type. No circles. The opposite of the emotive type. Emotional coldness, inability to understand the experiences of other people. But at the same time, excellent organizational skills: it can make other people work effectively.

“Modeling” and “Designing” is the way to mastering technical specialties in human life, developing interest in technology and technical sports, developing design ideas in children and instilling industriousness in everything.

Bibliography.

1. Abdulkhanova - Slavic and the consciousness of the individual as a subject of activity: a collection of Psychology of personality in social society. M., 1988 –p. 113.

2. Andreev education and self-education of a creative person. Kazan, 1988.

3. Astakhov creativity: A book for teachers. M. Education, 1986.

4. Afasizhev concept of artistic creation: Textbook for universities. 2nd ed. Recycled. M. graduate School, 1990.

5. Badaeva and creativity. M., 1966.

6. theoretical basis preparing schoolchildren for creative work in the field of material production: a textbook., M., 1985.

7. Volkov schoolchildren to creativity, M., 1985.

8. Vygotsky and creativity in childhood: A psychological essay. A book for the teacher, - 3rd ed. –M. Enlightenment, 1991.

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Description of tasks in section 7 and sample solutions In each task, you are offered one figure, divided into several parts. These parts are given in random order. Mentally connect the parts, and find the figure that you get in this case in a series of figures a), 6), c), d), e). Sample. By connecting the parts of the figures 01, we get the figure “a”, therefore, in your answer sheets in section 7, in line 01, “a” is crossed out, that is, 1.a. When parts 02 are connected, the figure "d" appears. Accordingly, from 03 we get "b", from 04 - "g". stimulus material. Section 7. Tasks 117-136.

Key to subtest 7:

117b, 118d, 119c, 120c, 121d, 122d, 123d, 124a, 125a, 126B, 127d, 128c, 129d, 130d, 131c, 132a, 133d, 134d, 135b, 136c.

Key match - 1 point.

Mismatch with the key - 0 points.

Interpretation of performance for subtest 7

• Subtest 7:"PV" (spatial imagination):

This subtest includes tasks in which the subject needs to determine which of the five figures located in the sample can be added from the following separate parts of the cut figures. The material of the task is planar drawings - parts of individual figures. The task provides for the combination, rotation, convergence of these parts in the same plane, as well as comparison with patterns of figures.

The search for a solution in problems of this type is strictly dictated by its conditions and does not provide for going beyond its boundaries. The subject's activity is subject to a strict decision logic. It is, however, not so much about verbal logic, which is based on the presence of a good conceptual apparatus, a detailed system of reasoning is required. The solution of figurative tasks requires a special kind of logic, in which the “grasping” of a visual situation is carried out simultaneously, its awareness is not accompanied by detailed verbal reasoning.

Tasks in which the purpose and conditions of activity strictly determine the solution process are widely represented in engineering and technical activities, where the transformation of technical objects is subject to special production requirements. Thus, on the basis of a high score on this subtest, success in the field of technical activity can be predicted to a certain extent. At the same time, high performance in the subtest cannot serve as a basis for concluding that there is a high development of abilities for artistic and graphic, visual activity, since the operation of images in these types of activities is carried out in freer conditions. The assessment of conditions in the tasks of the SP subtest is carried out on the basis of an analysis of the shape and size of the parts of the figures. In addition to analytical and synthetic abilities, the implementation of this action involves the development of the ability to accurately perceive the shape and size of planar figures (linear eye).

Having familiarized himself with the conditions of the tasks, the subject proceeds to active mental operation with images. In this case, the original image is transformed according to its structure. This is achieved through the mental regrouping of its constituent elements with the help of movement, as well as various methods of combining parts of the figures. In addition, the transformation of the spatial image also affects the spatial position of the figures. So, in this case, there is a mental rotation of images within the same plane.

Operating images includes their conscious retention in memory, planning them on the basis of upcoming activities, anticipating its results, generalizing in a figurative form.

Based on the analysis carried out, it can be concluded that the GS subtest diagnoses only individual sub-abilities in the structure of spatial thinking. When performing this subtest, there is mainly a manifestation of the ability to operate with two-dimensional images, while the ability to form a new image is practically not manifested here.