The problem of the imagination development in the pre-school age is considered. Imagination is viewed as a higher mental function the becoming of which essentially consists of the mastering by a child of certain means. On the basis of the analysis of a great body of facts (data of special and those gathered in the psychological consultation for pre-schoolers) the characteristics of the imagination process in pre-schoolers were studied. Among these are the specific structural features of this process, the main stages of its development in the pre-school age and individual differences in imagination (predominance of the "affective" imagination directed to the self-image cotrol or "cognitive" one directed to the cognition of the environment). The results of the study make it possible to design some strategies of the imagination education.