How to raise an inquisitive child. How to develop a child's curiosity

Gaisina Luciya Gabdrakhmanovna, senior educator
MADOU №106 "Zabava", Naberezhnye Chelny, Republic of Tatarstan

What kind of child do we call inquisitive? In the Explanatory Dictionary of S. I. Ozhegov, one can read: "Inquisitive - prone to acquiring new knowledge, inquisitive." The basis of curiosity is the cognitive, research activity of children, the satisfaction of which will largely determine the inquisitiveness of the child's mind, its interest in knowledge. How can parents help this process? First, it is necessary to know the factors on which the development of curiosity depends. These include the emotional well-being of the child, the features of his cognitive development, the environment that surrounds the child at home. (here we mean toys, games, books, as well as the style of interaction of parents with a child).

For a long time, the baby is not able to imagine anything: the toy hidden before his eyes disappears for him forever. However, the time comes, and everything changes. The child begins to understand that the hidden toy has not disappeared. This change means that the world for the baby has doubled: one stands before his eyes, makes itself felt by sounds, smells, touches. The other, internal, psychic exists as a representation, an image. This world belongs entirely to the child. This birth of the inner world falls on the age of 3-4 years. For the fragile psyche of 3-4-year-old children, the appearance of ideas is a huge burden, it is easier to perceive than to imagine. At this stage, it is necessary to carefully stimulate the cognitive development of the child, not to force events, to be patient, to give the child the opportunity to engage in familiar games and activities. What can be used to develop the cognitive activity of children of this age? It is necessary to increase the “territory of knowledge” accessible to children.

• These can be various walks on which you examine the surrounding objects, observe natural phenomena (leaf fall, how a puddle shines, raindrops on glass, etc.), encourage the child to ask questions, questions are “outputs” of cognitive activity (you accept any version of his answers). It is important that children want to ask questions and know how to do it.
• Well, if you offer your child cognitive fairy tales. For example, once a cloud came out for a walk. I looked down, saw yellow grass, trees without leaves and began to cry. So the autumn rain came. (You can invent such fairy tales yourself or use ready-made ones. When buying books for a baby, pay attention to educational series).
• Riddles (it is important that riddles both develop and amuse): guess an imaginary object, action, purpose of the object, etc.
• Commenting and clearing up confusion (use books, invent verbal confusion yourself). For example, you show your baby a picture in which a dog is sitting on a tree, and a rooster is in a booth: “What is mixed up here?”
• Draw problem situations with your child. For example, you are drawing a girl who went out for a walk; tell your child about it. Next: "The sun was shining, suddenly it started to rain" (accompany the story with a picture). “I wonder when the raindrops fell on the ground, what happened?” (Examples of children's answers from our classes: “It became mud”, “Puddles of steel”, “Flowers grew”, “Leaves of steel”). The second variant of the problem situation in this example: "How to help the girl get dry to the house?" (Answer options - draw an umbrella, a raincoat with a hood, etc.).

The appearance of representations creates favorable conditions for the development of external and internal speech, for the development of thinking. A child of 4-5 years old plays not only with cubes, but also with thoughts. Thought, word and deed are so merged in the mind of the child that his own ineptitude upsets him to tears. Intuitively, he feels that only joy is necessary for creativity, and he gets it by any means, even illegal ones. For example, having made a mistake in speech, he can say: “And Vanya said it wrong.” The possibility of a mistake is unacceptable to him - he knows how to do it, which means that he could not make a mistake. The age of 4-5 years is the age of how-tos. It is at this age that there is a love for playing with words, shifters. How to help the child at this stage? Be attentive, grateful, interested listeners; support the child's self-esteem; rejoice with him, be an interesting partner for him. It is important to acquaint the child with objects, phenomena, events that are beyond his direct perception and experience.

• For example, for boys who like to play with cars, you can tell a fairy tale about a car, where information about the device of the car is given in an entertaining and accessible form; pick up pictures about different cars, coloring books, etc. Thus, the child’s interest is maintained, his cognitive aspirations are expanding. Remember: children are ready to learn what they treat favorably, positively.
• You can use stories from real life, but give the opportunity for creativity, imagination of children. For example: “Do you see that house over there? (show the child to the house in the distance) There is a playground behind this house. Do you know what is on it?...” Behind this house there may be a park, garages, an interesting tree, etc.
• Use confusion, absurdities, riddles, drawing problem situations.
• To encourage the creation of children's "collections", to help replenish them.

A six-year-old child has already accumulated individual experience, this is a great wealth, but it needs to be sorted out. So the mental activity of the child turns inward (the development of a five-year-old child seems to be slowing down). "Thought goes underground." Individual memory and one's own vision of the world is the main acquisition of the sixth year of life. The child begins to think. Differences between children are growing: one moves better, the other reads, the third is better acquainted with numbers, etc. After the child has learned to think and express his thoughts aloud and to himself, his memory becomes more complicated. For example, when retelling in his own words, the child is able to add examples that come to his mind. At this stage, it is important to support the child's reasoning, to encourage any of his intellectual decisions. Adults should know that if a child spoke late, if at the age of 5-6 years he retains the features of speech development, the activity of the right hemisphere continues to predominate in him. This means that you can not overload the child with verbal logical tasks. It is necessary to support and develop the cognitive aspirations of children using games. There are a lot of them, they are different. (In our kindergarten, each parent can talk about this with teachers, get the necessary recommendations).

I would like to say a few words about the toy, since it is an element of the environment that affects the development of the child as a whole, including the development of his cognitive aspirations.

A toy is an important part of the culture of any nation. It serves for the fun and entertainment of the child and at the same time is a way of his mental development. The toy carries the idea of ​​good and evil, permissible and impermissible, beautiful and ugly, safe and dangerous. Parents of modern kids continue to find home-made toys or functional objects in their children that meet the sometimes unconscious, but real and very important needs of the child. Usually these are pebbles, sticks, shells, etc. Endowed with special properties, associated with deep feelings, meanings, they create psychological security for the child and help him live. Such toys must be respected, dear parents. After all, not a monster or a transformer, but a shell or a feather found by a child helps him grow up as a person in such a difficult and contradictory world, to feel his involvement in it. The use of natural materials to replace certain objects develops the child's imagination and prepares the development of the symbolic function of consciousness. (Letters, numbers are elements of the sign system). Therefore, dear parents, support the interest and desire of children to act with natural materials. (in the sand, in a puddle, in the ground, on the seashore, they will be able to satisfy their emotional and cognitive needs). Don't scold them for dirty clothes, it's impossible to explore while staying clean. It is better to involve the baby in cleaning his costume.

When choosing a toy, it is important to understand what message it carries to the child. Toys with dead faces, monsters, vampires, ghosts and spiders, corpses and skeletons lead to the destruction of the integrity of the psyche of a child sensitive to disharmony. In this state, it is difficult for a child to be a researcher and creator. Toys with a given program induce the child in the game to perform only those actions that are laid down by the program. There are no opportunities for creativity, no curiosity. All functions are clearly and narrowly defined. Even the phone speaks for the child.

Thus, when choosing toys, it is important to understand what it will give your child, what it will form: the principle of disposability, consumer attitude, cultural inferiority complex or value orientations that contribute to the normal psychological, physical, spiritual development of the child.

Advice for parents.

Raising curiosity in children.

The curiosity and cognitive interests of the preschooler are manifested in his attitude to the world around him. A necessary prerequisite for their development are orienting reactions caused by the novelty, unusualness of the object, its inconsistency with the child's ideas.

The origins of curiosity and cognitive interests lie in the surrounding reality, but the process of education and training is decisive in their formation.

Curiosity and cognitive interests influence the development of the child. They encourage him to independently expand and deepen his knowledge in the area of ​​interest. Under the influence of curiosity and cognitive interests, the moral and aesthetic feelings of the child develop and enrich, and his mental abilities find a way out in meaningful activities. Since cognitive interest is associated with volitional efforts, it becomes an important stimulus for the education of such valuable personality traits as purposefulness, perseverance, and the desire to complete activities.

Sustained cognitive interest is a sign of a child's readiness for schooling. It is the basis of all educational work with children during their preparation for school. This is especially important to take into account at the present time, when the transition to education inschool for children from the age of 6.

In preschool institutions, conditions are created for the formation of curiosity and cognitive interests in children. However, it is possible to achieve effective results in educating preschoolers of these valuable personality traits only in close cooperation with the family. The family has great opportunities for the consistent development of a child's interest in learning. Parents and older family members are well aware of the characteristics of the child, can influence his feelings, lay the foundation for a positive attitude towards certain aspects of reality. The imitation of preschoolers is known, so they are easily "infected" with those interests that are characteristic of their parents. Thus, the stories of family members about their profession often serve as a reason for children's interest in it, the desire to continue the work of their elders. In conversations with children, kindergarten teachers hear such statements: “I want to be a doctor like my mother”, “I will be a teacher like a grandmother”, “I will go to the factory, like my older brother”.

The cognitive interest and curiosity of the child is especially clearly manifested in communication: he shares his doubts with adults, asks them to tell, read, explain, answer the question that has arisen. Parents should be able to arrange the child to themselves, to arouse in him the need to communicate.

In modern families, there are all opportunities for organizing various types of activities in which the knowledge and impressions of children about an object or phenomenon of interest are realized. For example, a child has an interest in birds. Parents involve him in feeding birds, pay attention to the features of their appearance, habits, offer to talk about the results of observations, draw about it.

A special influence on the development of curiosity and cognitive interests is exerted by the joint activities of parents and children, which each family can organize. In the process of such activities, older family members reasonably encourage the efforts of the child, provide support and timely assistance in case of difficulties encountered, positively evaluate the results achieved. All this strengthens the cognitive interests and curiosity of the preschooler. Given the role of the family in this matter, the kindergarten provides psychological and pedagogical education for parents. It includes the following questions: characteristics of the cognitive interests of children; features of their development in preschool age; conditions and methods for the formation of curiosity and cognitive interests in the family and kindergarten. This work is carried out in kindergarten in the form of parent meetings, consultations, and conversations. It is advisable for parents to view any activity or game of children in kindergarten in order to demonstrate the methodological methods of educating cognitive interests using a specific example. The lesson scheduled for viewing may be different in content: designing according to given conditions, familiarization with nature using problematic questions, etc. You can organize an exhibition of children's work in a group and invite parents to it.

The child is very inquisitive by nature. He is interested in everything new, unknown. Every day brings him a lot of discoveries, many of which he draws from nature: either an icicle turned into water, or an icy path sprinkled with sand stopped slipping. Every child is an explorer by nature. What we will not find in his pockets, what questions we will not hear from him. And so long as children have not lost interest in learning, exploring the world around them, you need to help them discover as many secrets of living and inanimate nature as possible.

Tell me, what pushes children to acts of destruction, for example, with a car breakdown? (The desire to know what is inside her, why she moves).

With the growth of the child, his interest in the world around him, in nature, also grows. Questions often arise: why? For what? And we call this age “why”: “Why is the grass green?”, “Why do birds fly?” And why, why? A lot of such questions daily fall on teachers, parents, who sometimes do not know how to dodge them, how to answer them?

In your opinion, is it good or bad when children ask questions?

(Definitely good.)

The desire to ask questions, an inquisitive attitude to the phenomena of life must be developed and, at the same time, equip the child with ways to independently search for an answer. It is also not recommended to give answers in a categorical form - "yes" or "no". It is best to accompany the answers to the children's questions with a short conversation that will help the child see not only external signs, but also connections. However, children should not be overwhelmed with complex answers. It is important not only to answer the child's questions, but also to address him with questions. Questions asked to the child activate his thought, encourage comparison, comparison, teach to draw conclusions and conclusions. Our task is to keep the curiosity in children and awaken it so that the number of questions grows, while remembering that the answers to children's questions should be appropriate for the age of the child.

Factors contributing to the formation of the curiosity of a preschooler:

First of all, it is communication with the child. Communication should create in children a joyful, optimistic sense of life, confidence in their strengths and abilities. Without all this, the natural manifestations of mental activity, inquisitiveness, curiosity are restrained and dulled.

Helps build curiosity nature walks, which bring us closer to children, help to establish friendly relations. During such walks, we have unlimited opportunities for developing observation, training memory and attention. During walks, it is necessary to develop in children of any age ability to observe. This enables the child to perceive the beauty of nature and learn new things about life in nature. It is important to strengthen the child's desire to independently understand things and phenomena, and not to wait and not demand help from adults. At the same time, do not skimp on the approval of the timid attempts of children to achieve success. The main thing here is that the matter should be brought to the end with success. An adult must guard the flame of curiosity. One of the sources that feed this spark is the joy of success.

Curiosity is very effectively developed through riddles which develop observation, teach a multifaceted and figurative perception of the world. The main feature of the riddle is that it is a logical problem. Guessing a riddle means finding a solution to a problem, answering a question, that is, performing a rather complex mental operation. The development of thinking and speech abilities is also facilitated by natural history talks With the child, the content of which should be interesting and understandable to the child.

Children's fiction about nature affects both the mind of the child and his feelings. The bright, figurative language of the works creates a certain mood in children, increases the cognitive interest in nature. A natural history book helps to look closely at the surrounding nature and teaches you to perceive it correctly. So, try to get the child to create an idea of ​​himself as a skillful, smart, patient. All this will contribute to the formation of curiosity in the child of the highest level for a preschooler. And this is the key to his future academic success and creative attitude to any business with which he comes into contact.

Curiosity activates mental abilities, opens up new facets of the possible and makes life more interesting. The curiosity of children is directly related to the desire to learn. It is present in all babies, but, unfortunately, over the years, the inquisitiveness of the mind weakens. How to make sure that this does not happen?

For the development of curiosity, first of all, it is necessary to support and encourage the child's desire for research activities. He longs for active knowledge of the world and absolutely everything is interesting to him. You can conduct experiments with the crumbs, directing his curiosity in the right direction. But sometimes you need to give him complete freedom of action, choosing the right time and place for this. Some psychologists recommend allocating a corner for the baby in the house or in the yard, where he will be allowed everything that comes into his head. The only thing you need to take care of is its safety.

You need to listen to questions and not be lazy to answer them, and not be silent, and even more so not to pull the crumbs. At a certain age, a baby has a lot of “why”, during this period he learns the world, listens, looks, feels, “tastes”. And if the child does not receive such important answers for him in time, he will soon stop asking altogether. Over time, you need to teach your child to find answers to questions on their own, but first you should try to do it together.

It is important to create conditions for the baby where he can see the new. Watching is so important! A street, a park, a playground, a museum, an exhibition, a shopping center - all this is of great interest to a young creator. Watching is so important! Different seasons, different weather phenomena, a street, a park, a playground, a museum, an exhibition, a shopping center - everything is of interest to a young creator. And everything is a source of new information and fresh impressions. You need to observe together and be sure to discuss what you see, share your thoughts, feelings, desires.

Young children have a highly developed imagination. It is necessary to encourage their desire to fantasize and improvise. You can compose fairy tales, poems or write scripts, you can just play. Any creative activity stimulates curiosity.

Learning should not be a boring duty, but a fun game. Interesting and funny, but at the same time having its own rules that must be followed. But at the same time, it is sometimes necessary to act unexpectedly, extraordinary. To act differently than usual, to do what is not planned.

You need to set an example for your child, demonstrating your interest in life, your curiosity. A weighty fact for the crumbs will be the emotionality of the parents and a genuine interest in everything that happens around.

Elena Shuvalova
Consultation for educators "how to develop curiosity in preschool children"

Consultation for educators

"How develop curiosity in preschool children»

What is curiosity? IN "Explanatory Dictionary of the Russian Language" S. Ozhegova and N. Shvedova give such a definition. Curiosity- this is a tendency to acquire new knowledge, inquisitiveness. S. L. Rubinshtein, an outstanding psychologist and philologist, curiosity associates with cognitive interest, an indicator of which is the number and variety of questions asked by the child. L. I. Arzhanova proposes to characterize curiosity"a complex feeling of love for knowledge", arising in the process of mental work and manifested in the tendency to acquire more and more new knowledge. In the study of N. A. Pogorelova curiosity considered as a personality trait, the structure of which includes three component: knowledge, emotions, active search nature of human activity, aimed at mastering new knowledge. At the same time, knowledge acts as a source, property, indicator and means. curiosity development.

Curiosity is a valuable quality of the individual and expresses the attitude to the surrounding life, nature. Knowing nature, the child begins to consciously and carefully treat it. In the process of cognition, the foundations of ecological culture are laid. Introducing the child to nature, we comprehensively develop him as a person, educate interest, care for her.

Young children are explorers by nature. The world awakens interest in the child "pioneer". He is interested in everything new, unknown. Every day brings him a lot of discoveries, many of which he draws from nature: either the icicle turned into water, or the icy path, sprinkled with sand, stopped sliding. They want to experience everything themselves, to be surprised by the unknown. They form curiosity- the desire to know the patterns of the world around. That is why we, adults, need the interest of the child, curiosity make it a manageable process, and most importantly, useful for it in terms of cognitive, moral, aesthetic development. Agree, it is unacceptable to ruin a tree for the sake of cognitive interest, pour water into galoshes to check their tightness, etc.

The cognitive interest of the child should give rise to good feelings in him, be directed to the benefit of his development.

Before proceeding to development of curiosity in children some features must be taken into account.

IN development of curiosity in preschool children playing and practical activities are of decisive importance. Curiosity expressed in numerous questions with which they turn to adults. These questions arise from the need for orientation in the surrounding world. The reasons for posing questions are usually the emergence of uncertainty in something, the violation of the primary order, and in general various noticeable changes in the world of things and processes surrounding the child.

Curiosity in preschool initially caused mostly by the external properties of objects and phenomena. The lack of knowledge and life experience limits this age steps the opportunity to penetrate into the essence of things, to highlight in them the main, most significant features. Then the questions are directed to get verbal designations of observed objects and phenomena and an explanation of purely external, sometimes secondary and insignificant, but striking in their unusualness of objects and phenomena.

Targets of the Federal State Educational Standard preschool education provide that senior preschooler"manifests curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions, tends to observe, experiment.

We must encourage children's curiosity. Children's questions should not be left unanswered. It is necessary, if possible, to briefly, clearly and easily answer his question. At the same time, it is necessary to take into account the level of mental preschooler development based on his life experience.

It is important to arouse the child's interest in familiar subjects. For example, you can invite children to watch dandelions for a walk. Many discoveries will be made. Children may note that the dandelion turns its head towards the sun, and closes its eye in the evening, that many insects flock to the fragrant smell of the flower, that the seeds of the plant are light, like parachutes.

A child's knowledge is an unnecessary burden if he does not know how to use it.

Therefore, you need to teach the child how to use their knowledge, developing direction of his imagination.

A child, playing with a cube, can imagine it with anything and anyone in his fantasies, and an adult must help the child to clothe his fantasies in some kind of game plot, create a complete plot.

It is very good to teach this by writing fairy tales with children. Everyone pronounces several of his sentences in turn, the task of an adult is to direct plot progression to completion. Can fairy tales be used for development of the child's imagination, change its end or beginning, distort the plot or compose a sequel.

Very effective curiosity develops through riddles who teach in many ways and figuratively perceive the world. The main feature of the riddle is that it is a logical task, to guess it means to find a solution to the problem, to perform a mental operation. “The castle is like a small dog, because it does not let you into the house. The bulb resembles a grandfather dressed in a hundred fur coats.

The use of riddles in curiosity development enriches the child with new knowledge, encourages further reflection, observation.

I would like to recall the wise advice of V. A. Sukhomlinsky “Know how to open one thing in front of the child in the world around him, but open it so that a piece of life plays in front of the children with all the colors of the rainbow.”

Curiosity does not develop in a vacuum. To develop curiosity in a child, needed conditions:

Basic conditions curiosity development is widely known children with the phenomena of the surrounding world, with nature, upbringing active interest in them;

Properly organized developing the subject-spatial environment will stimulate the emergence of new questions for children, respectively, the solution of new problems;

Necessary condition curiosity development and cognitive interest children is a diverse activity that carries a cognitive function (motor, play, communicative, reading fiction, productive, musical and artistic).

Methods development of curiosity in children can be divided by 3 groups:

Visual - these are observations, illustrations, watching video presentations about studying phenomena;

Verbal - these are conversations, reading fiction, the use of folklore materials;

And practical - these are games-experiments, games-experiments, didactic games, role-playing games with elements of experimentation, board games, transformation games, tricks, entertaining games.

One of the main practical methods that contribute to the formation curiosity, is experimentation. In our modern society, a creative person is in demand, capable of active knowledge of the world around him, the manifestation of independence, and research activity. In a rapidly changing life, a person is required not only to possess knowledge, but, first of all, the ability to obtain this knowledge himself and operate with it, to think independently, creatively. Experimentation meets these requirements of life.

The main advantage of using the experimentation method in kindergarten is that in the process experiment:

Children get real ideas about the various aspects of the object being studied and its relationship with other objects and with the environment;

There is an enrichment of the child's memory, his thought processes are activated (because it becomes necessary to perform operations of analysis and synthesis, comparison, classification, generalization);

- speech develops(there is a need to report on what he saw, to formulate patterns and draw conclusions);

There is an accumulation of a fund of mental skills;

Independence, goal-setting, the ability to transform any objects or phenomena to achieve a certain result are formed;

- develops emotional sphere of the child, creative abilities;

Work skills are formed, health is strengthened by increasing the overall level of physical activity.

Children love to experiment. This is due to the fact that they are inherent in visual-effective or visual-figurative thinking, and experimentation, like no other method, contributes to these age characteristics.

Knowledge, emphasized not from books, but obtained independently, through the work of one's own thought, is always conscious and more durable.

Chinese proverb says"Tell me and I'll forget, show me and I'll remember, let me try and I'll understand."

To organize the work on experimentation in groups, centers for experimental activities should be created.

In the process of practicing experimentation, praise more often children for resourcefulness and ingenuity. Confident, thanks to praise and support, in their abilities, children begin to strive for knowledge no longer dependent on praise, their cognitive activity improves.

I have been running the circle for five years "Young Explorers", just for experimentation. And in practice, I was convinced that experimental activity, like play, is the leading and most interesting and attractive for the child. In my work, I have carried out various types of experimentation: with real and abstract objects. With a real object, this is experimentation with animate and inanimate nature. What do you think abstract objects mean?

Abstract objects are word, representation, and relation objects. Children can guess what can be done with an object, where this object can be used, come up with new words, and engage in word creation.

And how this method of experimentation is applied in practice, you will understand in the course of our further work.

Practical part.

Now I propose to conduct an experiment with an object of inanimate nature. With what, you will find out, guessing guess riddle:

Which note and product have the same name?

That's right, salt. Today we will transform salt. I propose to make such an original craft "Rainbow in a jar" from colored crayons and salt. Salt can be painted with gouache, food coloring, acrylic paints. Also colored crayons.

Everything you need to get the job done is right in front of you. Someone has crayons worn on a grater into powder, and someone will need to roll the crayon over salt.

Work plan.

1. You need to take a clean sheet of paper and pour some salt on it.

2. Take chalk any color and roll it over the salt, pressing it a little for better color release. The color should be saturated.

3. Who has colored chalk powder, just add it to the salt and mix thoroughly. I prepared seven flowers, like a rainbow.

4. Who managed to color the salt in the desired color, carefully pour it into the finished bag, and from it into a glass jar, alternating like the colors of the rainbow. To make the craft look more interesting, you can pour the salt into the container at an angle by turning the jar. Be careful not to mix the layers.

While you're at work, I'll talk a little about salt.

In ancient times, people mined salt by burning some plants at the stake, and used the ash as a seasoning. It took a very long time before people learned how to get salt from sea water by evaporation.

Nowadays, salt is the only mineral substance that people consume in its pure form. Salt is a food product, and we know it as small white crystals. In fact, salt of natural origin has a grayish tint. Salt is produced in different types: unpeeled (stone) and peeled (cooking, large and small, sea.

Rock salt is mined in deep mines. How did she get there? Rock salt deposits are found high in the mountains. In the Paleozoic era, these mountains were replaced by an ocean. In a dry and hot climate, sea water evaporated, and salt crystallized and compressed into thick layers.

Salt kills germs - this is one of the most important properties of salt. Salt is an antiseptic.

In the Middle Ages, salt played the role of money, that is, they paid with it, and it had a very high price.

Salt is a very interesting object to study. It can be used for various experiments and learn completely different properties of salt.

Salt is soluble;

Salt is odorless;

Salt has a taste;

Salt can hold various objects on the water;

Salt can be used to grow various crystals, etc.

All this is interesting and the children like it very much.

You can implement various long-term projects where you can observe salt, find out the beneficial properties of salt from a medical point of view, why salt is needed, how harmful it can be, etc.

Well, have you finished your work? Let's see how beautiful it turned out.

Now come up with a name for your work, but such that the word SALT sounds in it.

("Salty Rainbow", "Do, mi, salt", "Salty Fantasy" and etc). - Fine.

Now imagine that you need to give this craft as a gift. Who will you give it to? What feelings do you think he will experience? (joy, admiration, delight). Okay, well done.

Now we tried to experiment with the word - an abstract object, coming up with a title for your work, we assumed what would happen if? Imagine who we want to give?

In this case, our real object is a multi-colored jar, and the abstract object is a word, a guess.

Thank you all for your active participation.