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Etapy tekhnologii, planirovanie raboty s doshkolnikami, podrobnye konspekty teatralizovannykh igr-puteshestvij, metodicheskie rekomendatsii po organizatsii igr-etjudov i igr-dramatizatsij na raznykh etapakh pomogut pedagogu detskogo sada vospitat detej otzyvchivymi, dobrymi i miloserdnymi ljudmi, neravnodushnymi k chuzhoj bede i radosti.

We present the results of an empirical study that reveals congruency of imagination as the main creative ability, and social status of preschool children in the peer group. We show the link between imagination and social status of the child in the peer group, as well as the dynamics of this connection in preschool age. Using the methods 'Picture competion' and 'Two houses', we studied 56 children aged 5 to 7 (including 25 boys and 31 girls).

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These results led the authors to conclusion that the more imagination is developed in a child of this age, the higher is his status in the peer group, and vice versa. We note that there are age- related dynamics of this conjunction: in the early preschool age, this relationship is pronounced, and by the time a child goes to school, the link almost disappears.

The results of the study suggest the important role of imagination as a universal creative ability to build interpersonal relationships with peer preschoolers.