Development of creative abilities in preschool children

All children love to learn something new, fantasize, compose, imagine - this is the natural process of manifestation and development of children’s creative abilities. Comprehensive personal development is impossible without the development of creativity, creativity, and originality.

Creative abilities do not always appear on their own; it is not for nothing that in preschool institutions children are so actively involved in creative activities: drawing, crafts, skits. It is important to help reveal the creative streak in a child and create favorable conditions for the development of creative abilities. By investing as much as possible in childhood, we help develop a harmonious personality in the future.

What are creative abilities, what do they include and why develop them?

The process of creating something new, different from what already exists, is called creativity.

Creative abilities presuppose a person's ability to diversify thinking, which is capable of finding non-standard solutions for quite ordinary situations. Most often, such abilities are not innate and require special conditions for their development.

Creative abilities include:

active imagination;
flexible thinking;
ability to be receptive;
developed intuition;
initiative;
the ability to apply theory in life;
curiosity.

The development of creative abilities of preschoolers is no less important than the development of intellectual skills, thinking and memory, since all these processes are interconnected. Creativity in teaching a child will not only bring him pleasure from exploring the world around him, but also undoubted benefits for further learning in life.

Conditions for the development of creative abilities

The development of a child’s creative potential requires the creation of special conditions.

Early involvement of the child in the creative process.
Creating a developmental environment to stimulate creative activity, supporting the child in all endeavors, trusting relationships between family members.
Development of the baby’s physical health, fine and gross motor skills, coordination of movements.
Development of creative thinking of a preschooler through the leading activity at this age – play.
Giving the child freedom of choice in what and how he really wants to do at the moment.
Providing assistance to the child if necessary.
Encouraging independence and initiative.
Supporting the child in case of possible failures, faith in his abilities.

Features of creative abilities at different ages

Depending on age, the development of children's creative potential manifests itself differently and has its own special features.

Junior preschool age

1-2 years: babies during this period are very musical, they are attracted to everything that makes rhythmic sounds, which is why they love rattle toys so much. At this age, children also experience an interest in artistic creativity: they try to hold a pencil, draw scribbles, and experiment in every possible way.

3-4 years: younger preschoolers already have experience in many areas of creativity, often fantasize and invent. In their drawings it is already possible to determine what exactly is drawn there, and the children themselves know what they want to draw and how.

Senior preschool age

5-6 years: the development of the creative abilities of children of senior preschool age takes on a different character. An older preschooler has perseverance, focus on results, attentiveness and independence - all this makes it possible to complicate tasks, offer new tasks and expect the expected result.

Junior school age

7-8 years: the period of entry into school coincides with the period of the beginning of more serious creative activity. The school offers a variety of areas - music, fine arts, theater activities, technical creativity. The child has the opportunity to develop himself in many directions or decide on a specific one that is suitable for him.

The best period for the development of creativity is early preschool age, when the child easily and naturally absorbs all knowledge, however, even at an older age it is necessary to continue working on the formation of creative qualities.

Article:

Preschool age is the period when productive activity most often manifests itself in almost all children, i.e.
By captivating a child into the fairy-tale world of art, we, unnoticed by him, develop his imagination and creative abilities. Creative abilities are individual qualities of a person that determine the success of his performance of various types of creative activities. While playing, children, without even suspecting it, do “great” things. All children are unique in some way and I, as a teacher, guide and involve them in the creative process.

While organizing the work of two-year-old children, I noticed that the children were holding a pencil incorrectly, and they had difficulty performing such activities as modeling, drawing, and appliqué. Based on the above, in my teaching activities I determined the topic: “Development of creative abilities of preschool children through productive activities.”

My work is aimed at achieving a specific goal: developing the creative abilities of children of primary school age through productive activities.

To achieve the goal, I set the following tasks:

develop children’s skills in working with a variety of materials and techniques;
introduction to the world of art;
develop an aesthetic perception of the world and nature;
develop imagination and fine motor skills;
cultivate independence and determination;
involve parents in the creative process of children.

When planning my work on this topic, I used the program “From birth to school” edited by N.E. Veraksa, as well as partial programs by N. Varkki. A child in the world of creativity: Creative and aesthetic education of preschoolers // Preschool education, N.A. Vetlugina . Artistic creativity and the child, Koldina D.N. “Modeling and drawing with children 2-3 years old”, Lykova I.A. Colored palms - author's program, international educational portal https://www.maam.ru, Pichugina N.P. Productive activities in kindergarten, Shvaiko G.S. Lessons in visual arts in kindergarten, Yanushko E.A. Drawing with young children. 1-3 years.

I used the following forms of work:

NNOD
Didactic games
Conversations
Observation
Implementation of creative projects
Presentation of children's works
Photo exhibitions
Using TRIZ methods and techniques.

For two years, I paid special attention to the development of creative abilities in preschoolers. I introduce my little pupils to creativity through productive activities, and I believe that such work will become an impetus for the development of imagination and creativity. Productive activity is one or another way of a child’s activity, the goal of which is to obtain a product that has a specific set of qualities.

By introducing children to drawing, sculpting, and appliqué, I not only impart knowledge, but also instill a love of beauty. In my work, I use both traditional and non-traditional techniques of productive activity: drawing with fingers, palms, sponges, cotton swabs, appliqué from napkins, paper, crafts from pine cones, etc., I began to teach this step by step from simple, gradually moving to more complex.

Modeling is not only interesting for children, but also develops fine motor skills and identification of primary colors, which is important at this age. Since the children are still small, I only use napkins during appliqué classes. And I spend most of my time drawing - this is one of the children’s favorite activities, which provides great scope for the expression of independence and creativity. After all, children love to draw at any age, especially kids, when they leave their fingerprints, draw lines with pencils, felt-tip pens, or mix paints and paint whatever they want.

In the drawing, children express their thoughts and mood, their vision of the objects around them in the world in which they live. When using non-traditional drawing techniques, children show greater activity and efficiency and therefore are less distracted by other things.

To achieve the results of productive activities, she used game techniques, surprise moments, fairy-tale images, as well as a variety of creative materials , allowing her to act with them at any moment. All this helped to interest the child and set him up for creative activities .

When working with young children, I play out the plot with the help of various toys, objects, using artistic expression.

I chose my own approach to each child, because each child is individual.

This approach allows you to interest children, retain their attention longer, create the necessary emotional mood and a positive motive for activity. To stimulate children to be creative , I used visual, verbal and practical methods.

Work on artistic and aesthetic activities was based on the following principles:

from simple to complex,
visibility,
taking into account the individual characteristics of the child.

One of the most important components in the work on developing children’s creative abilities, I also consider cooperation with the family, involvement in the educational process, familiarity with the system of work on developing children’s creative abilities in productive activities . All this helped me make my parents my allies and like-minded people in the process of raising children . In order to identify the attitude of parents towards the artistic and creative activities of their children, I conducted a survey “Let's talk about creativity ”.

Based on the results of the initial survey, I concluded that parents were interested in the proposed topic of the project, because they gladly filled out the proposed questionnaires. From the results obtained, I drew the following conclusions: parents needed advisory assistance on the development of the child’s creative development and were also ready to take part in this.

An important role was played by visual material for parents: “What is creativity?”, “Sculpting and drawing techniques with children at home.” Conducted individual conversations with parents on “Creative abilities of preschoolers”, “Non-traditional drawing techniques”, “Sculpting and developing fine motor skills”. At the end of the year, I held a parent meeting: “This is what we learned,” the purpose of which was to acquaint parents with the results and achievements of their children during the school year.

During the year, every week I held exhibitions of drawings and crafts for my parents, and photo exhibitions once a month. Exhibitions of children together with their parents were held: “Gifts of Autumn”, “Father Frost’s Pantry”, the final exhibition at the end of the year “Creating with Mom”.

environment has been created in kindergarten for educational and independent activities, an artistic and aesthetic corner with a variety of traditional and non-traditional tools and materials: plasticine, paint sets, pencils, felt-tip pens, sets of stencils for drawing, cups for water, napkins for brushes, a drawing board, a magnetic board, signets, colored modeling paste, cotton swabs, brushes, molds for salt dough, coloring books, coloring books, etc.

Summing up the results of the work, I note that children’s acquaintance with creativity, the use of various means, methods and techniques contributed to children’s acquisition of skills to convey impressions of objects and phenomena using images. My work on this topic turned out to be significant, the goal was achieved.

By the end of the year, children's perception improved, sensory experience was enriched, children acquired the ability to notice and understand images of familiar objects and phenomena; the ability to respond emotionally not only to the content of the image, but also to the artistic form.

And in conclusion, I would like to say: “ The more skill in a child’s hand, the smarter the child” - Sukhomlinsky V.A.

List of literature:

Varkki N. A child in the world of creativity: Creative and aesthetic education of preschoolers // Preschool education. − 2003. − No. 6. − P.57-67.
Vetlugina N.A. Artistic creativity and the child. M.: Education, 2005.
Lykova I.A. Colored palms - author's program. M.: “Karapuz – didactics”, 2007.
International educational portal https://www.maam.ru.

What contributes to the development of creative activity in a child

Methods for developing creative abilities include simple actions that are accessible to everyone.

The world

When going out with your baby, talk about everything that surrounds you - people, cars, buildings, nature. It is the communication between an adult and a child that helps the child develop speech, memory, imagination and, in general, is an important point in the development of many personality traits in a child.

Educational games and toys

While playing, the baby not only experiences his little childhood joys, but also actively develops. It is important to use those games and toys that have the ability to stimulate the child’s development and are appropriate for his age. Pyramids, mosaics, construction sets should be in every home and every child.

Perhaps the simplest and most accessible activity, but no less effective in the development of a creative person. Provide your child with everything necessary for drawing, as this is a direct path to a developed baby.

The ability to hold a brush and carefully paint a picture has a positive effect on the development of fine motor skills, and that, in turn, on the development of speech. Have fun drawing with your baby, and don’t worry about dirty clothes and the table, because this is not a problem at all when a happy child is at stake.

Modeling

Modeling classes have an anti-stress effect and actively influence the development of imaginative thinking. By coming up with a figurine that a child wants to make, he strengthens his imagination, and the finished product can be used for play. It is also a great way to develop fine motor skills.

Reading

By reading interesting books selected according to the child’s age, we open up a whole world of fantasy for him. Different genres of work have different effects on a child. Fairy tales are always adventures, poems are a beautiful weave of words that are easy to remember, and stories make you think about important things.

Music

From infancy, we sing songs to the baby and play lullabies. Music has a beneficial effect on a child. Helps express emotions, coordinate movements to the beat, and remember the words of a song. By listening to various melodies and songs, children develop imagination, speech and memory.

Application

Appliquéing is a labor-intensive process and requires concentration from the child. It is necessary to carefully cut out the shapes, glue or attach them to the background, distribute them so that the finished composition is obtained. All these activities are aimed at developing fine motor skills, imagination, sense of taste and aesthetics.

Theatrical activities

Theater helps a child develop such important qualities as expressive speech, the ability to control facial expressions and emotions, and the ability to empathize with characters. Trying on the images of different characters, the child fantasizes about how he would live in this image, learns to react to different situations in life.

Report on the topic “Development of creative abilities in preschool children”

Development of creative abilities in preschool children.

In modern society creativity is highly valued. In addition, creative professions are now practically one of the most popular and in demand, and many purposeful creative people always find their place in the sun to further realize their creative potential. But it is unknown why, unfortunately, many parents do not consider developing the creative abilities of children to be an important component in the education process. Usually they focus on the baby’s speech, thinking and memory, while forgetting about creativity and imagination. Of course, no one argues that all three of these points are very important for a child, but creativity cannot be completely excluded. Its development must necessarily go in step with all other directions, and this is necessary for every child. And even if he does not become a successful actor or famous singer in the future, he will have a creative approach to solving certain life problems. And this will help him become an interesting person, as well as a person who will be able to overcome the difficulties that arise along his way. Naturally, creativity manifests itself differently in each child: some to a lesser extent, some to a greater extent. All this will depend on natural inclinations. And if a child has at least the slightest creative ability, then it will be much easier for him to study, work and build relationships with others.

When is it necessary to develop creativity?

All human inclinations are formed from early childhood and during subsequent life they are simply improved and realized. Therefore, the starting point for the development of these abilities should be early childhood. Very often, parents do not take the “fables” of their little inventors seriously, and sometimes adults even stop them altogether. Fantasy is actually a specific feature characteristic of preschool age. And you should not interfere with this process in any way. Just pretend that you believe in the good Wizard and that you will certainly visit the Moon today, etc. It is in such “imaginaries” that creativity arises. Adults should know and remember that peak creativity in children occurs at 3-4 years of age. At this age, kids can come up with things that we adults are simply amazed at - how they can even come up with this.

Where to start developing creative abilities in children?

In preschool age, parents play the main role in the development of creative abilities in children. Many parents often dream of seeing their child as a creative person, but they themselves are not one and do not even strive to change anything about themselves. And if the parents have certain creative abilities, then this is simply ideal - a wonderful family creative tandem can turn out. Well, if, by the will of fate, creativity is far from your strong point, then it’s not a problem and you shouldn’t be upset in this case. You can still help your beloved child. The main thing is to have a great desire and relevant knowledge in this area of the issue. Do not perceive the completely innocent fantasies of a little inventor as something primitive; remember that any child’s fantasy is a hidden seed of creativity. And also, you shouldn’t laugh at children’s tales. Because a creative child sees ordinary things from a different perspective. Don’t be upset and don’t try to scold and punish your child if he says that the picture shows, say, a fish, and not what it really is - a teapot, not a table, but an octopus, and so on. Naturally, the little one knows perfectly well what the table and teapot look like, and that exactly they are shown in the picture, he just most likely wanted to fantasize. Do not forget that a child at this age does not want to accept the generally accepted understanding of things, but on the contrary, he wants to give free rein to his imagination. Excessive seriousness, constraint and conservatism of parents are not entirely suitable helpers for developing the creative abilities of children. Adults should definitely learn to play children's games. Have fun, be naughty and don’t be afraid to become children for a certain time. Sometimes break the existing rules of behavior for adults, because all this is in the name of your children. And this will not only bring you closer to your child and contribute to his development, but will also become a good “healthy” psychotherapy, allowing you to distract yourself, relax and, if you want, even relieve tension or stress. Be sure to compose fairy tales and poems with your child, invent non-existent plants and animals, i.e. Support your child’s creative initiative in every possible way.

Methods for developing children's creative abilities

The development of creative abilities in children is favorably influenced by various types of children's activities, which are given sufficient attention in kindergarten, but if your child does not attend this institution, then this is also not a problem. You can practice with it yourself at home. And it’s not difficult at all, but on the contrary, it’s very exciting and interesting. And so, methods for developing children’s creative abilities:

1. The world around us

While walking, in transport, at home - in general, wherever you are with your child, discuss what exactly surrounds you and what is happening around you. Such communication is extremely important not only for the baby’s imagination, but for the entire development as a whole. Your stories about animals, natural phenomena, plants and other things of the surrounding world, your speech is the very first and very important lesson for a child. Thus, the knowledge and concepts you convey will be a good start for the child’s subsequent education, the development of his abilities, including creative ones.

2. Educational toys and games

It is advisable for parents, if possible, to ensure that the fidget has as many useful toys as possible in its arsenal. Constructors and mosaics must be present, but naturally everything should be appropriate for the child’s age. And before you give your baby another toy, familiarize yourself with it and decide whether it will bring him any benefit. You can use the following games that influence and stimulate the development of creative abilities in children:

- "Transformation"

Draw 4 circles for your child and give him the opportunity to dream: let him turn them into something (complete the drawing). For example, into a flower, sun, snowman, balloon, etc. By the way, the same can be done with the rest of the geometric shapes;

—

"What is there?"

You need to put some object in a box or box and let your favorite inventor guess what is there, but at the same time he can ask you related questions and make his own guesses;

-"Good bad"

Adults name the object, and the child must say what he thinks is bad and good about it. For example, an iron: it’s good that you can iron clothes, bad that you can get burned. Wind: good - not hot on a sunny day, bad - you can catch a cold and get sick, and so on.;

-«

Games with words"

If you are standing in line at a store or clinic, returning from kindergarten, play word games with your child: you name a certain word, and let him learn to select the opposite word for it by meaning (antonym): good-evil, dry-wet, black-white ; synonym (close in meaning): beautiful - beautiful, work - work, etc.;

- “Non-standard problems”

It is necessary for the child to try to find an unusual way to use objects. For example, you can not only eat with a spoon, but also pour liquid from one container to another, etc. Try to come up with an unusual way to use a ball, mirror, mug and other objects. And most importantly: do not be afraid to come up with various problems yourself for the “omniscient” child’s mind. One option could be this: a circus came to the city, but for some reason the city ran out of all the glue and there was nothing to put up posters with. How then can you make sure that all residents know about the circus? Or: the whole family went to

"What happens if…"

Provide the forest and took bread, canned food, compote with you, but forgot the knife. And how now to open the jar?;

—

an opportunity for the child to fantasize: what would happen if suddenly everyone became giants or cats began to speak human language and so on.

3. Drawing

Give your baby markers, brushes, paints, and pencils. Stock up on paper and of course... patience. Yes, of course, you will have to, then wash your soiled pants and shirts and make sure that the little artist does not paint the whole house, but confines himself to just paper. There’s nothing wrong with that, everyone goes through it! Suddenly you have a little “Repin” or “Picasso” growing up! It is better to start drawing with your child and teach him how to hold a brush and use paints correctly. It's best to learn all the colors in the beginning and then start painting. Start by drawing simple geometric shapes. But at the same time, it is definitely worth discussing the entire process, and especially the child’s first “masterpieces.” And when he has already learned a lot, then give free rein to his independence.

4. Modeling

For some reason, not all parents buy plasticine for their children. And in vain! After all, modeling is very useful for a child, it develops fingers, and also awakens the creative abilities of children and allows the baby to show all his imagination. At first, you will sculpt balls, sausages, rings, and then gradually the baby himself will want to expand his range of skills and he will begin to sculpt something more complex. Parents, pay attention to the fact that the plasticine is soft and bright!

5. Reading

Children need to read not only at night, but at any other time. These should be fairy tales, stories, poems, and literary works selected according to the child’s age and, preferably, the interest of the child. Some experts say that a child should read at least 30 minutes a day. And if you visit the library with him, you will see that when he grows up and goes to school, he himself will often go to the library. A book, like nothing else, provides a certain flight of fancy and a huge opportunity for imagination, and therefore contributes to the development of creative potential.

6. Music

Children should listen to children's songs and classical music from early childhood. This has a positive effect on the development of memory and creative thinking. And gradually you will sing the songs yourself together with him. If your musical abilities have somehow bypassed you, then, at your child’s request, you can send him to a dance club or a club for learning to play a specific musical instrument.

7. Application

Don't be afraid to put scissors in your child's hands. Let him first, under your supervision, cut out a certain object, and you, in turn, explain to him all the necessary safety rules and instructions on using scissors. Start with a simple applique of geometric shapes. You can, for example, draw shapes on colored paper, and then let the child cut it out and make the applique according to his own design. It is also very convenient to use ready-made kits for applications.

Before deciding how to develop your child’s creative abilities, remember the simplest truths:

- develop your child’s creative imagination everywhere and always, and not just at a specially designated time and place; - the child’s environment should contribute to his development; — the baby must have the necessary “arsenal” of tools and materials for children’s creativity: plasticine, paints, colored paper and much more; - encourage and praise only safe creative children's initiatives; - do not turn activities with your baby into boring lessons. —

Once upon a time, a very wise eastern sage said: “A child is not a vessel that needs to be filled, but a fire that needs to be lit.”

Be guided by this wisdom when raising your little creator.

Games and exercises to develop creativity

We have selected games and exercises that can develop creativity from an early preschool age.

Varied item. Take an ordinary object and ask your child to name unusual ways to use it. Help your child by offering your options if he is at a loss. The more original the idea, the better. This game helps develop flexibility of thinking, imagination, and creativity.
Mysterious candle. In the evening, before going to bed, light a candle and play with your child, imagining what the shadows from the candle look like. You can even make up a whole story. Encourage specificity in the plot.
Carpet plane. Invite your child to imagine where he would go if he had a magic flying carpet. Will it be some real place or a fictional one, will he fly alone or with someone, what will he do there, what will he see. The more questions, the more space for imagination.
Toy Stories. Like the Toy Story cartoon, invite your child to fantasize about his toys. What do toys do when no one is home? Who is friends with which toys, and who is a loner? Do they get bored when you don't play with them for a long time?
Unusual blot. Place a drop of paint on a piece of paper and invite your child to turn it into something he wants. He can finish painting with his finger or draw outlines on dried paint. Together, come up with a story about how something new came out of a blot.
What is the nature of the item? Invite your child to come up with the character of an inanimate object, for example, a refrigerator, a brush, a comb. You can make up a story about how this object ended up in the hands of a harmful boy, and how the mood of the object changed.
Crocodile. Invite the family to play crocodile, where the leader guesses what needs to be depicted, and the rest guess. The game is truly exciting and does not require special preparation, while it perfectly develops the child’s acting abilities.

Summary of a lesson on developing creative abilities in the senior group “Tree of Magic”

Tasks:

develop the creative abilities and emotional-sensory sphere of the child;
introduce the emotional and semantic characteristics of color, line in painting, tempo, timbre, dynamics and melody in music:
invite children to come up with movements themselves that correspond to the characters of specific plays when depicting “magic” flowers;
encourage children to convey the features of fairy-tale images of flowers, achieving expressiveness with the help of color;
develop children's imagination.

Materials: gouache and everything necessary for working with it, individual sets of colored cards (the size of colored paper cards for applique is 5x7 cm, each has at least 12-15 cards of different colors). In the center of the display board is a large panel with a large “magic” tree drawn on it: one half of it with broken, gnarled, as if predatorily intertwining branches of violet-crimson, blue-black, dark brown tones, the other half with smoothly curved branches, as if directed upward, towards the sun, and a trunk of warm tones.

Musical series: P.I. Tchaikovsky, "Snowdrop", "Baba Yaga"; E. Grieg, “Morning”, “In the Cave of the Mountain King”; A. Lyadov, “Baba Yaga”, “Kikimora”.

Visual range: reproductions of paintings depicting floral still lifes, contrasting in emotional state. For example: M. Saryan, “Blue Flowers” and “Yerevan Flowers”; N. Sapunov, “Blue Hydrangeas”; V. Van Gogh, “Sunflowers”; A. Kuprin, “Still life with artificial flowers on a black background”, etc.

Preliminary preparation: children drew decorative flowers and birds in patterns, examined them in the products of folk craftsmen.

Guidelines

1. Psychokinetic warm-up.

Now it’s autumn outside the window, but there are still many beautiful and delicate flowers around. They remind us of summer, warmth, and sunshine. They behave almost the same as people: they wake up in the morning, shine with the joy of meeting the sun, the morning dew, all their colors and shades, and at night they sleep and gain strength. Are there any flowers you love? Name them. (Children call.) Let's imagine that you and I are flowers. It's a warm southern night in our garden now. (The melody of E. Grieg “Morning” begins quietly.) The flowers are sleeping (the teacher emphasizes these words in an expressive voice), folding their leaves-arms along the long slender stems (the teacher shows, but the children can figure out for themselves how the leaves of the flowers are arranged during sleep ), or maybe they cover their tender heads with them (in a very quiet and calm voice).

Let the children remain in this state for a few moments. It can be longer if the children were excited about something before the lesson, and short enough if the children are calm.

Suddenly the sun appeared over the horizon (the sound of the music intensifies somewhat and becomes more dynamic), it illuminated everything around, touched the flowers with its rays, and gently stroked their heads. (The teacher himself can touch the heads of several children.) The flowers raised their beautiful faces, opened their eyes, joyfully smiled at the sun and reached out with all their petals and leaves to him, to his long and warm rays. (The sound of the music becomes louder, more optimistic.)

Imagine how good it is for us, flowers, to live in the world, how loudly the birds sing, how beautiful everything is around, how extraordinary the flowers growing nearby are, smile at each other, flowers, touch each other’s leaves, reach out to the sun together (Apotheosis in Music) . Use a colored card to show the color of your flower. Oh, what an extraordinary colorful garden we have blooming here! (The teacher pays attention to the color of the cards that the children showed, fixes his attention on those children who showed cards of dull, dark, intense tones. In further work, these children must be the focus of the teacher’s attention.)

The sun had already risen high, our flowers put themselves in order: they washed themselves with dew, combed their hair with the breeze, calmed down and began to tell each other the fairy tale dreams that they saw at night. I will now tell you one of these tales.

2. Fairy tale game.

Once upon a time there lived a sorceress. Among the many wonders with which she surrounded herself was a magical garden where an extraordinary, enchanted tree grew. In the spring, when the tree bloomed, flowers of different character and color opened on its halves.

Listen, children, to the music and try to determine what the flowers were on the first half of the tree (children listen carefully to “Snowdrop” by P.I. Tchaikovsky). Now choose a colored card and show what color the flowers were on this half of the magic tree.

At night, when no one saw the flowers, they came down from the tree and danced. Let us also try to convey their dance with our hands, body movements (Pay attention to the smoothness, softness, ease of the children’s movements.) Now show me how they looked at each other during this dance. Well done, children! Now try to choose reproductions that are similar in character to those that presented themselves to us in the sound of music. Describe them. What kind of character are they? (Affectionate, gentle, kind.)

But on the other half of the enchanted tree other flowers grew. Listen to the music and try to convey through movement and facial expressions what they are like? (The play “Baba Yaga” by P.I. Tchaikovsky is played.) Please choose a color card and show what color the outfit of these flowers was.

Now try to choose reproductions of similar flowers. Describe their personality (angry, prickly, angry, sinister, etc.).

Look at the tree painted on our panel. This is the same enchanted tree that is described in the fairy tale. Autumn has come, and magical flowers have flown from it. The tree began to look like an ordinary one, but in fact it continued to be enchanted. When travelers stopped in the sorceress’s garden and sat down to rest under its good half, the incredible happened - they became kinder in soul and heart. Anyone who fell under his evil half became cruel, evil and greedy.

The sorceress wanted everyone who visited her to become kind. How can we warn people not to sit under the other half? How can we do this? Maybe draw? What can you draw? (The children list different options: write an advertisement - but how will those who cannot read, for example, very young children, read it? Surrounding it with barbed wire is unsightly, and in general dangerous for the life of the tree: it may die. Someone guess , that you can draw “good” and “evil” flowers and “hang” them on the branches of a tree.) It’s a great idea, kids. But how to draw a “good” flower, and how to draw an “evil” one? Let's take another look at the reproductions of the paintings and remember which flowers we chose for the “good” half of the tree, and which ones for the “evil” half. Why did we choose these flowers? By what signs were they determined that these flowers in the paintings are “good” and these are “evil”? (Together with the teacher, children analyze the color scheme of the paintings and the linear characteristics of the colors depicted on them. If this is not possible immediately, then you should listen to the musical fragments or parts of them again so that the children convey the characteristics of the colors with movements and facial expressions.)

So, everyone needs to draw on a piece of paper one “good” flower, and one “evil” one, remembering that they should differ from each other both in color and in their outline (soft, smoothly curved, or sharp, broken ).

3. Practical independent activity.

Children draw two flowers for different halves of the magic tree, and then cut them out along the outline. The teacher, together with his assistants (those children who work faster), paste the cut out flowers, making sure to agree with each one on which halves of the tree, good or evil, this or that flower should be glued. Quite often in class you will encounter a “neutral” solution to a problem, when the difference between “good” and “evil” flowers is practically invisible from the child’s drawing.

When all the flowers, without exception, are pasted onto the magic tree, you should summarize the lesson: what did we do today, what did we see, what new things did we learn?

Then the teacher invites all the children to come up to the panel and admire the collective work. Children show each other what flowers each of them drew. The teacher draws children's attention to the result of common work and joint creativity.

Can we continue the fairy tale? How to continue playing with this tree? Can this magical tree help those who quarrel, get angry, and fight? But as? Who guessed? That's right, children, you need to sit or stand under his “good” half for a while.

Next, the children, together with the teacher, choose a place where the panel can hang. It can be placed in a group room. After hanging the panel, the children sit under the “good” half of the tree. A fragment from E. Grieg's suite “Morning” is played.

Conclusion

The development of children's creative abilities must begin in the family from a very early age. When parents, kindergarten, school and all kinds of clubs are in one place, the child calmly and confidently follows the path of unhindered development and formation of a creative personality. It is important to create favorable conditions at home, listen to the desires and needs of the child, and develop the inclinations given by nature.

Children's clubs "Baby Club" have already created all the necessary conditions for a developing environment, selected teachers who will reveal the potential of each child, and compiled programs for children of various ages and inclinations. It is important for us, like you, not to limit the child to rigid boundaries, to develop individuality and reveal talents in an atmosphere of comfort and safety.

“Development of children’s creative abilities through the use of non-traditional art materials”

Development of children's creative abilities through the use of non-traditional art materials

Guryevsky district
Krupennikova T.I.
Modern education puts forward a central task for teachers - the formation of learning skills in the process of active cognitive activity and educational independence, which forces teachers to look for means of activating and managing educational and cognitive activity. In the pedagogical encyclopedia, creative abilities are defined as the ability to create an original product, a product, in the process of working on which the acquired knowledge, skills, abilities are independently applied, individuality and artistry are manifested in at least a minimal deviation from the model.

A child with creative inclinations is a person who knows how to perceive the beauty of the surrounding nature, who is able to look at everything around him with joy and tenderness; a person who loves art is an aesthetically educated person.

The system of additional education for children defines as one of its directions and most important tasks the development of the creative abilities of the younger generation, which acts as a kind of guarantee of the socialization of the child’s personality in society, since it forms in the individual the ability to cooperate, independence, the desire for discovery, resourcefulness, and inspiration.

Having studied articles in periodicals and analyzed the work experience of teachers, I came to the conclusion that in DPI classes, traditional art materials and techniques are used mainly and non-traditional, so-called “waste materials” are not widely used. Based on this, I believe there is a need to increase interest and improve the development of children’s creative abilities in arts and crafts classes using non-traditional art materials in the classroom - this problem is relevant and promising.

The novelty of the experience lies in the development of children’s creative abilities through directly organized arts and crafts activities using non-traditional materials for making art products in DPI classes.

Working with various waste materials helps to activate the child’s creative potential and helps maintain a sustainable interest in learning. The result of these exciting activities is not only concrete crafts, but also invisible to the eye - the development of subtle observation, spatial imagination, and non-standard thinking.

It is the unconventionality in the execution of the image that gives a great impetus to the development of children's intelligence, pushes them to creative activity, creative freedom, gives genuine joy and effective results.

The use of waste material as an artistic material in DPI classes has a number of positive aspects: the environmental aspect: since ancient times, humanity has faced the problem of waste disposal, but it has never been as acute as it is now. Making products from waste material, of course, does not completely solve the global problem of waste disposal, but the transformation of ordinary household waste into original household items does exist.

Social aspect: DPI classes and the use of “waste material” in classes makes it possible to attract children and teachers for joint creativity. Collecting material and thinking about ideas brings people together and unites them around a common cause.

Economic aspect: the child learns to understand that the use of recycled materials allows one to save natural resources to some extent. Waste material is affordable in terms of material costs.

But the use of non-traditional materials is not only about protecting the environment or new ways to use waste for the common good. Such activities bring great joy to children through play, creativity, handicrafts, communication, and solving a common problem. The joy of the fact that he turned a seemingly unnecessary item into a useful thing that can be useful in everyday life or will serve as a good gift for someone. I plan and conduct classes using waste material with children of different ages, both with younger pupils and middle-level children, and with older ones, focusing on the age characteristics of the children.

The creation of three-dimensional products develops design thinking and provides great opportunities for self-realization for students. Awareness of one’s authorship and the significance of one’s creation is of great importance in the development of personality.

To implement the experiment, it is necessary to create a material base; over the course of a year, boxes of all sizes, plastic bottles, dried felt-tip pens, buttons, wire, disposable tableware, parts from school construction kits, old keys, coins, light bulbs, and shells are collected. Younger pupils carry out joint creative projects - design games: “My future apartment”, “Fairy-tale city”, where they try on the role of an architect, designer and all together create houses from boxes of various sizes, uniting them into a city. Younger pupils also like to use materials such as computer disks, disposable tableware, shapes, to revive them and turn them into fish, turtles, animals.

I also use project activities for children aged 11-13 years. The guys study folk art and perform traditional paintings - Gzhel, Khokhloma. This is an effective way of combining traditional artistic values with new non-traditional expressive possibilities in the process of teaching creative arts, consolidates and generalizes the knowledge, skills and abilities previously acquired in the study of folk crafts. This unusual way of depicting cultivates perseverance, accuracy, develops steadiness of hand, attentiveness and responsibility.

Making toys from cardboard boxes also captivates 10-11 year olds. These children also love toys. The versatility of this material allows you to fully unleash your creative abilities. Even now, when everything ready-made can be bought in the store, our children make crafts from boxes with no less pleasure. After all, the very process of creating crafts (toys) from waste material contributes to the development of creative thinking and imagination in a child. As well as the development of logical, spatial, associative thinking. When starting to create a designer toy, the guys select boxes, make sketches, think over the material for decoration, it can be fabrics, paper, cardboard, or the use of paints.

In high school (13-17 years old), children are more interested in modern forms of decorative and applied arts, non-traditional techniques, and the use and combination of unusual materials. We got acquainted with the techniques of “terra”, “steampunk”, “installation”, where waste material takes on a new artistic meaning. Each of these methods is a small game that brings joy and positive emotions to children. By creating images and conveying a plot, the child reflects his feelings, his understanding of the situation, and his attitude towards the world.

My goal is not to make my students specialists in this or that field of decorative and applied arts, but I am trying to feel how the creative process occurs, to give an understanding of the freedom of creativity, freedom from thinking stereotypes, to develop a child’s sense of freedom in the process of searching for options for created images, to inspire children for creativity. I also hope that no matter who the student is in the future, all this will definitely be useful to him in life.

One of the forms of effectiveness is exhibitions of children's works. Children's creative works successfully take part in exhibitions and competitions at various levels: city, all-Russian, international and are awarded with certificates and diplomas of various degrees.

I consider the experience of my work “Development of children’s creative abilities in the classes of the Skillful Hands circle” through the use of non-traditional artistic materials” promising, since it allows children to develop originality of expression, resourcefulness in finding solutions to assigned problems, intensify cognitive and creative activity, leads to the accumulation professional skills and abilities, develops the natural inclinations of children, sets them up for further active, creatively conscious independent activity, which satisfies the desire for self-realization and manifestation of the personal qualities of children.