The research and development trend of preschool children's mathematics education is from simple free association to creative imagination. 1. Imagination has no predetermined purpose and is directly caused by external stimuli. Children's imagination often has no predetermined purpose. In games, imagination often comes into being with the appearance of toys. If you see a small bowl and spoon, imagine feeding the doll.

In painting activities, the theme of children's imagination often comes from seeing what others draw or hearing what others say. For example, children who draw on the same table often imagine very similar themes.

2. The imaginary theme is unstable. Children in early childhood, imagination can not adhere to a certain purpose. It's easy to change from one topic to another. This is mainly determined by children's early intuitive action thinking.

3. The content of imagination is scattered and unsystematic. The content of children's imagination is scattered, and there is no organic connection between the imagined images. For example, children draw "villains" and "crabs"; I first drew "navy" and then "toothbrush", which is a series of unsystematic free associations.

4. Satisfied with the process of imagination. Children's imagination often does not pursue a certain purpose, but is only satisfied with the process of imagination. For example, children often draw the same thing on a piece of paper until the whole paper is covered, and even finally paint everything black.

5. The process of imagination is influenced by emotions and interests. Children often show strong interest and emotion in the process of imagination. When the mood is high, imagination becomes active and new imagination results appear constantly. In addition, children's imaginative interest themes will be repeated many times.