What are the characteristics of young children s imagination compared to childhood?

1. The requirements of primary school teaching are conducive to improving children's psychological consciousness and consciousness. The social requirements of learning can cultivate children's sense of responsibility, obligation, and willpower, which are also of great significance to the development of children's personalities. The demands of group life improve social skills, team spirit, and self-awareness are further developed.

Second, children will show poor purpose, accuracy, sequence, and judgment of observation. To cultivate children's observation ability, children should be taught to clarify the purpose of observation, teach children the methods of observation, learn to process the observation results, and develop the habit of observation.

Third, first, the development of primary school children's memory from the predominance of unintentional memory in early childhood to the dominance of intentional memory is the first characteristic of primary school children's memory development. Second, the development from the predominance of mechanical memory to the predominance of meaning memory is the second characteristic of memory development in primary school children. Thirdly, the primary school stage is dominated by the memory of concrete images and gradually develops to the abstract memory of words, which is the third characteristic of children's memory development in primary school.

Cultivation of primary school students' memory 1. Cultivation of conscious memory.

1) Students should clearly understand the purpose and task of their activities, and be willing to work hard to achieve the goal and task.

2) Propose appropriate long-term memory tasks to students.

3) Teach students to independently and consciously check the effectiveness of their own memory.

4) Make full use of the unconscious.

2. Cultivation of meaning recognition.

1) Help students understand the textbook.

2) Teach older students good memorization methods.

3) Consider the phenomenon of memory retrieval.

3) Proper training of mechanical memory ability.

3. Strengthen review to prevent forgetting.

The abstract logical thinking of the fourth and sixth graders has become dominant, but it still has a great concrete image, and has the overall structure of human thinking, but it needs to be further improved. There is an imbalance in the development of abstract logical thinking.

5. Enrich children's language, enrich children's appearance, and carry out special imagination training.

6. 1. Be good at using the law of unintentional attention, so that the object that requires students' attention has novelty, greater intensity, movement variability, and highlights the difference between the object of attention and the background; 2. Use the law of intentional attention to make students clear about the purpose of learning, stimulate learning motivation and interest in learning, and cultivate anti-interference ability. 3. Organize teaching by using the law of alternating two kinds of attention.

7. Because the mental activities of primary school students have a strong concrete image and indiscretionality, and are easily attracted by the characteristics of the object itself, the use of intuitive teaching can well attract students' attention, and can also help students perceive, think, remember and imagine.

The characteristics of preschool children's imagination development are as follows:

1. Children mainly focus on unintentional imagination, and intentional imagination begins to develop.

Imagination in early childhood is mostly unintentional imagination, which is a kind of aimless imagination, that is, the simplest form of imagination.

Because they are young and not very knowledgeable and experienced, young children mainly focus on unintentional imagination.

However, intentional imagination also develops in early childhood, and as children grow up, their accumulated knowledge and experience will become richer and richer, and their intentional imagination will also develop.

2. Children mainly recreate imagination, and creative imagination begins to sprout and develop.

In addition to unintentional imagination, young children also focus on reimagining imagination. Reimagining refers to the imagination that forms corresponding images in the mind based on verbal or non-verbal descriptions. For example, children often listen to fairy tales and imagine what the ugly duckling looks like in their own minds according to the description of the story "The Ugly Duckling".

This is reimagining.

Creative imagination is to imagine something new in a purposeful and planned way, and it is difficult for young children to create imagination, but in early childhood, creative imagination has begun to sprout and develop, as long as teachers and parents can properly guide, children's creative imagination will develop well.

3. Children's imagination is often confused with real things.

A prominent feature of children's imagination development is that imagination is confused with reality, which is because children lack knowledge and experience, often think of things they imagine as things that have happened in reality, which is not lying, but the characteristics of children's imagination development.

Parent-child relationship: three stages of parental control: the first stage is 0 6 years old, the parental control stage, and the second stage, 6 12 years old, the joint control stage. The third stage of the sedan chair: the stage of child control, to control by yourself.

Memory: Intentional memory outweighs unintentional memory, meaning memory dominates memory activity, and abstract memory develops over figurative memory.

Learning in childhood:1General characteristics of student learning:

It is mainly indirect experience, which must be under the guidance of teachers, and has a certain degree of passivity and compulsion. 2.Cognitive development.

1) The development of memory: the increase of memory capacity mainly refers to the wide quietness of memory; The main characteristics of memory: intentional memory exceeds unintentional memory, meaning memory occupies a dominant position in memory activities, and the development of abstract memory is super-permeable to image memory.

2) Application of memory strategies. Memory strategy refers to the means taken by the input information to facilitate memory in order to remember effectively; There is no strategy before the age of 5, the strategy can be used after being inspired by the age of 5-7, the strategy can be actively applied by the age of 7-10, and the development is steady after the age of 10.