Course work development of creative abilities in preschool children. Creative abilities of older preschool children Development of artistic abilities of older preschoolers

pom pom toys

Program tasks

Fluffy

Develop motor skills of fingers and the whole hand, imagination, logical thinking, the ability to work with scissors.

Kolobok

Winding acrylic threads on the module, connecting the threads into a ball. Shaping the ball with scissors, gluing the eyes.

ability to work with scissors.

Cultivate attentiveness, conscientiousness, creativity, artistic taste.

strawberry

Winding acrylic threads on the module, connecting the threads into a ball. Shaping the ball with scissors, gluing the tail.

Develop motor skills of fingers and the whole hand, imagination, logical thinking,

ability to work with scissors.

Cultivate attentiveness, conscientiousness, creativity, artistic taste.

Chick

Winding acrylic threads on the module, connecting the threads into a ball. Shaping the ball with scissors, gluing the eyes and beak.

Develop motor skills of fingers and the whole hand, imagination, logical thinking,

ability to work with scissors.

Cultivate attentiveness, conscientiousness, creativity, artistic taste.

caterpillar

Winding acrylic threads on the module, connecting the threads into a ball. Shaping the ball with scissors.

Develop motor skills of fingers and the whole hand, imagination, logical thinking,

ability to work with scissors.

Cultivate attentiveness, conscientiousness, creativity, artistic taste.

Lemon

Winding acrylic threads on the module, connecting the threads into a ball. Shaping the ball with scissors, gluing the forelock.

Develop motor skills of fingers and the whole hand, imagination, logical thinking,

ability to work with scissors.

Cultivate attentiveness, conscientiousness, creativity, artistic taste.

mouse

Winding acrylic threads on the module, connecting the threads into a ball. Shaping the ball with scissors, gluing the ears and eyes.

Develop motor skills of fingers and the whole hand, imagination, logical thinking,

ability to work with scissors.

Cultivate attentiveness, conscientiousness, creativity, artistic taste.

Bee

Winding acrylic threads on the module, connecting the threads into a ball. Shaping the ball with scissors, gluing the wings.

Develop motor skills of fingers and the whole hand, imagination, logical thinking,

ability to work with scissors.

Cultivate attentiveness, conscientiousness, creativity, artistic taste.

Brownie

Winding acrylic threads on the module, connecting the threads into a ball. Shaping the ball with scissors, connecting the parts and shaping the face.

Develop motor skills of fingers and the whole hand, imagination, logical thinking,

ability to work with scissors.

Cultivate attentiveness, conscientiousness, creativity, artistic taste.

Targets at the stage of completion of the program implementation:

the child masters the main cultural methods of activity, shows initiative and autonomy in different types of activities - play, communication, cognitive research activities, design, etc .; able to choose own occupation, participants in joint activities;

the child has a positive attitude to the world, to different types of work, to other people and to himself , has self-esteem ; actively interacts with peers and adults , participates in joint games. The child is able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately show their feelings, including a sense of faith in themselves, tries to resolve conflicts;

the child has developed imagination , which is implemented in different types of activities;child's capacity for fantasy, imagination, creativity intensively develops and manifests itself in play and creativity , the child owns different forms and types of play, distinguishes between conditional and real situations, able to obey different rules and social norms ;

Creative skills child also manifest themselves in the mastery non-traditional activities, storytelling, dancing, singing. A child can fantasize out loud, play with sounds and words, create pictures with his own hands, draw with plasticine, invent toys from pompons, amazing crafts from merino wool. Children are happy to participate in competitions, exhibitions, fairs. They really enjoy giving homemade toys to people. From creative activity, children receive a huge emotional charge that will accompany them all their lives.

Main literature.

Averyanova A.P. “Visual activity in kindergarten” - M., 2004

Aleksandrova T. N. "Wonderful inkblot", - M., 1998

Belkina V. N., Vasilyeva N. N., Elkina N. V. Preschooler: learning and development. Educators and parents. - Yaroslavl: "Academy of Development", "Academy K", 1998. - 256p.

Galanov A. S., Kornilova S. N., Kulikova S. L. Classes with preschoolers in fine arts. - M: TC "Sphere", 2000. - 80s.

Galanova T. "Toys from pom-poms", M., Ast-Press, 2010

Davydova G. N. "Non-traditional drawing techniques in kindergarten" - M. 2007

Kozhokhina S. K. "Let's make the life of our kids brighter" - Yaroslavl, 2007.

Koll, Mary Ann F. Drawing with paints. - M: AST: Astrel, 2005. - 63s.

Koll M. -E. Preschool creativity, trans. from English. Bakusheva E. A. - Minsk: Potpourri LLC, 2005. - 256 p.

Konysheva N.M. "Our man-made world", M., Ast-Press, 2010

Lykova I. A. “Colored palms”, - M., 1996.

Lykova I. A. - "Methodological guide for specialists of preschool educational institutions" ; Peanut-didactics, TC Sphere, 2009.

Nikitina A. V. "Non-traditional drawing techniques in kindergarten": KARO, 2010. - 112 p.

TRIZ in art activity. - Naberezhnye Chelny, 2007

Utrobina K. K. "Drawing with a poke" - M., 2004

Fateeva A. A. We draw without a brush. - Yaroslavl: Academy of Development, 2006. - 96p.

additional literature

Belaya A.E., Miryasova V.I. Finger games: Rodnichok, 1999, - 47 p.

Doronova T.N. "From morning to evening" - S - Pb., Detstvo-Press, 2002 (workbook for independent activities of children);

Zateeva E. V. "Baby in the world of art of his native land": Barnaul, 2007.

Novikova E. N. 2000 proverbs, sayings, nursery rhymes and tongue twisters: M., 1999., - 265 p.

Obraztsova T. N. Logic games for children: M., 2010., - 184 p.

Sokolova Y., Nitylkina E. Finger Games: Eksmo, 2002, - 24 p.

Reader on children's literature, edited by M. K. Bogolyubskaya: Enlightenment, 1984, - 463 p.

INTRODUCTION…………………………………………………………………………..4

CHAPTER 1. DEVELOPING CREATIVITY
PRESCHOOL CHILDREN AS A SUBJECT OF SCIENTIFIC RESEARCH…………..7

1.1. Creative abilities of preschoolers, their essence and structure…………..7
1.2 Visual and musical activities of older preschoolers
and its role in the development of creative abilities………………………………...16
1. 3. Development of creative abilities of preschoolers through music ...... 19

CHAPTER 2

CONCLUSION………………………………………………………………………….32
LIST OF USED SOURCES………………………………....35
APPENDICES…………………………………………………………………………37

ABSTRACT

Coursework: 67 pages, 8 applications, 4 tables, 21 sources.

CREATIVITY, SPECIAL ABILITIES, CREATIVITY, MUSICAL ACTIVITY, ART, IMAGINATION, FANTASY

The object of study of the course work - creative abilities of preschool children.
Subject of study
Purpose of the study -
Research methods:
- analysis of scientific psychological-pedagogical and methodical literature on the problem;
- formative experiment.
Practical significance: the work can be used by teachers of preschool institutions in order to develop the creative abilities of preschoolers.
Scientific novelty: non-traditional methods and techniques for the development of creative abilities of preschoolers are revealed.
The author confirms that the analytical material given in the work correctly and objectively reflects the state of the process under study, and all theoretical, methodological and methodological provisions borrowed from the literature and other sources are accompanied by references to their authors.

INTRODUCTION

Creative abilities have an internal source in the person himself, and as the activity is mastered, this potential is updated; as if a person comes into conscious possession of his potential, it becomes actualized; a person seems to enter into conscious possession of his potential, objectifies it - into a product of activity, in the context of the culture of his time. And the task of the teacher is to help this dual process of mastering - objectification. To open the way to the world of nominal culture for the inner source of creativity.
Another feature of the traditional psychological approach is that human abilities are understood as a combination of a number of psychological qualities, or components, each of which corresponds to some specific requirements of activity and is a separate ability. Analyzing this or that activity, scientists sought to identify the necessary and sufficient set of the most simple psychological qualities, a kind of letters of the alphabet, the combination and combination of which make it possible to successfully carry out this activity.
Creativity is an activity, the result of which is the creation of new, original and more advanced material and spiritual values ​​that have objective and/or subjective significance.
To a certain extent, different interpretations of creativity are found in the psychological literature. L.S. Vygotsky viewed creativity as the creation of something new. S.L. Rubinstein defined creativity as an activity that creates something new, original, which then enters the history of not only the creator himself, but also science, art, and so on. A.M. Matyushkin distinguished two types of activity: adaptive and creative. The task of creative activity is to change the existing order, to create new approaches. A.V. Brushlinsky, O. K. Tikhomirov distinguish the discovery of the unknown, the creation of the new, the overcoming of stereotypes and patterns in their work. OK Tikhomirov assigned a special role in his creative activity to goal-setting. A person's commitment to a task, his purposefulness act as a personal prerequisite T. A. Maslow believes that true creativity, creativity is manifested in a person in everyday real life, everyday choice of life situations, in various forms of self-expression. According to Ya. A. Ponomarev, a person striving for creativity is characterized by originality, initiative, high self-regulation, and a huge capacity for work. A creative person finds satisfaction not so much in achieving the goal of labor as in its very process. For Ya.A. Ponomarev, the determining factor in creativity is the development, the emergence of new structures, new knowledge, new ways of activity. B. G. Ananiev singled out the depth and sharpness of thought, the unusual posing of the question and its solution, and intellectual initiative among the properties of a creative personality. Common for creative individuals, according to P. Torrance, is the need to develop, the need for constant growth.
Researchers of a creative personality express far from the same opinions about its features, both conceptually and qualitatively. So, for example, A. G. Spirkin distinguishes among them such qualities as susceptibility to new ideas, independence of expression, high susceptibility, developed imagination, L. Hudson - openness, relaxedness, creative imagination, sincerity; L. Hallos - exactingness, dissatisfaction, G. Kline - flexibility, richness of verbal illustration, sense of humor, a wide range of interests, good taste.
A variety of activities that form the creative activity of the child. But nothing can compare the role of the game in this process. Being the leading activity of a preschooler, it most contributes to the formation of the child’s neoplasms, his mental processes, including imagination (D. B. Elkonin, A. V. Zaporozhets, V. V. Davydov, D. V. Mendzheritskaya, A. N Lentiev, R. I. Zhukovskaya and others).
Children's drawing has long attracted the attention of scientists; special interest in it arises in the 80-90s. 19th century Psychologists, educators, historians, ethnographers, art critics show interest in children's drawing at the same time. From the very beginning of child psychology, the drawing of a child was considered one of the means for studying his mental world. One of the first researchers of children's drawing in Russia, the famous psychologist and psychiatrist V. M. Bekhterev, back in the early 20th century. drawing the attention of his colleagues to children's drawing, he noted that drawing "... is an extremely instructive subject of research"
The wonderful teacher V. A. Sukhomlinsky said that the origins of the abilities and talents of children are at their fingertips. From them come the thinnest streams that feed the source of the child's hand. The more skill in the child's hand, the smarter the child. Therefore, it is very important to encourage the child's desire to draw.
Preschool age is a period that makes it especially easy to learn such types of artistic activities as ballet, dance, and music. The child's body during this period is characterized by a slight susceptibility to suggestibility and imitation. The child plays for himself, and not for the audience, therefore, reincarnating in the image, he sincerely experiences the events depicted. The inborn artistic inclinations of children, whose game is distinguished by "faith and truth", must be developed.
The urgency of this problem determined the choice the object of study of the course work - creative abilities of preschool children.
Subject of study- development of creative abilities of preschool children.
Purpose of the study - to analyze effective forms and methods of work on the development of creative abilities of preschool children.
Research objectives:
- to determine the essence and structure of creative abilities;
- consider the forms and methods of developing creative abilities by means of fine arts in children of senior preschool age;
- to analyze the role of visual and musical activities in the development of creative abilities of preschool children.
Research methods:
- analysis of scientific psychological-pedagogical and methodical literature on the problem;
- formative experiment.
Research hypothesis: the development of creative abilities is influenced by purposeful pedagogical activity.
The course work consists of an Abstract, Introduction, Main Part, Conclusion, List of References.

CHAPTER 1. DEVELOPING CREATIVITY
PRESCHOOL CHILDREN AS A SUBJECT OF SCIENTIFIC RESEARCH

1.1 Creative abilities of preschoolers, their essence and structure

Creativity is a synthesis of personality traits and characteristics that characterize the degree of their compliance with the requirements of a certain type of creative activity and determine the level of its effectiveness. The main activities in which a preschooler shows creativity are musical and artistic, so the identification and development of special abilities is of great importance.
Special abilities are individual psychological properties of a person that determine the possibility of success in special areas of activity.
Musical abilities begin to develop in children very early. They manifest themselves primarily in high musicality, which includes both a modal feeling (the ability to respond emotionally to music) and a subtle differentiated perception of music (the auditory component of musicality). The musical abilities of the child are also expressed in the ability for auditory representation. According to B. M. Teplov, the musical-reproductive ability, combined with the modal feeling, underlies the harmonic feeling. A highly developed musical-rhythmic sense, expressed in the ability to actively (motorly) experience music, feel the emotional expressiveness of the musical rhythm and accurately reproduce it, is also an indicator of musical ability. Musical talent is not limited to musicality. Other qualities can be included in it, such as the richness of the imagination, features of memory, attention, life experience, etc.
Musical abilities are multifaceted. Musical and motor abilities actively develop at preschool age. The manifestations of giftedness in this area are diverse (they were studied by A. V. Keneman, N. A. Vetlugina, I. L. Dzerzhinskaya, K. V. Tarasova and others). This includes the ability to perceive music, feel its expressiveness, directly and emotionally respond to it, and the ability to appreciate the beautiful in music and movement, evaluate rhythmic expressiveness, show musical taste within the limits of the possibility for a given age. Researchers pay special attention to the ability of children expressively, move freely, rhythmically to the music. This ability, according to Professor N. A. Vetluginon, who studies its manifestation in the musical games of preschoolers, is expressed: 1) in the enthusiasm for movement to the music, in the joyful readiness to perform the assigned tasks related to music; 2) in the direct, sincere transmission of the game image, in attempts to embody this image, in search of truthful natural movements that correspond to the nature of the music and the plot of the game; 3) in the arbitrariness of movements (the ability to subordinate them to the rhythm of music, to “lay” them in time and space, in a team, and at the same time show a quick reaction, initiative, resourcefulness); 4) in the rhythm of movements, indicating the correct sensations of metro-rhythmic pulsation, accents, strong parts of a meter; 5) in the manifestation of creative initiative, fiction, expressed in inventing, "composing" individual elements of the musical game.
Good opportunities for the development of musical abilities of preschoolers are created in kindergartens. This includes regularly held music classes (they are conducted by the music director together with the teacher), including singing, listening, rhythm, learning the elements of musical literacy, musical games, children's orchestras, holidays, entertainment in kindergarten, additional individual and group classes with children, etc. e. Musical abilities, musical creativity of preschoolers are also developing in the process of widespread use of music in play activities, everyday life.
The favorite pastime of preschoolers is drawing. The ability for visual activity, as well as for musical activity, manifests itself early. Even if they are not clearly expressed, it is necessary to develop them in all children, because drawing is such an activity, without which the full development of the personality is unthinkable. The ability to draw in the future will help each of our pupils, no matter what profession he chooses. Visual activity helps to get to know the surrounding world, its beauty more deeply, more fully.
According to psychologists (V. I. Kirienko, E. I. Ignatiev, etc.). visual abilities are a complex complex formation, including in its structure a number of necessary and specific abilities. Among them, first of all, they note “sharpness of vision”, a holistic, clear perception, vivid imagination, visual memory, accurate (coordinated) hand movements. In his drawing, modeling, application, the child reflects not only the surrounding reality, but also his attitude towards it. That is why, when it comes to the development of visual abilities, the active development of not only the eyes and hands, but also the emotional responsiveness of the child is assumed.
In the most capable children, already in the preschool years, the sharpness and accuracy of observation, the ability to analyze the perceived object, develop relatively quickly. The development of abilities for visual activity is greatly facilitated by examining objects, observing natural phenomena, and perceiving works of art. The perception of artistic paintings, drawings by talented artists contributes to the formation of the concept of “beautiful drawing” in children, which the child begins to use as a measure, an ideal in his further graphic activity.
Special studies (V. A. Ezikeyeva, N. M. Zubareva, etc.), advanced pedagogical experience convince of the effective influence on the creation of vivid images in the drawing of observing nature, looking at pictures, accompanied by an artistic word, music, singing, which enhances emotional aesthetic perception. The development of his ability to draw largely depends on how deep, individual the child's emotional and aesthetic perception of an object will be.
The role of the child's own artistic activity in the development of visual abilities is great. It is necessary to create conditions for it. Specialists (artists, teachers) draw the attention of adults to the need to give children good quality material, to widely use colored paper.
Soviet psychologists and educators attach particular importance to the development of the visual abilities of the preschooler to teaching, assimilation by the child with the help of adult social experience.
Literary abilities are also distinguished among special abilities. Literary ability, as you know, is a complex kind of ability. In the totality of mental properties that determine success in literary activity, poetic perception of reality, observation, figurative thinking, creative imagination, figurative memory, precise and expressive language have a particularly significant role. The active development of literary abilities belongs to a later period (school age). However, their first manifestations can be observed already in the middle and older preschool years in the verbal creativity of children. Sometimes elements of verbal creativity are found in an earlier period. Connection with movements, games, dances is a characteristic feature of these first elements of verbal creativity in the early period. “In general, the poems of children aged two to five always appear during jumps and jumps,” notes K. I. Chukovsky. “If you blow soap bubbles, it’s natural for you to jump with a straw near each bubble and shout:“ How high! Ai, ai, ai!" And if you play tag, you can't help but shout out: "I hit as best I can! I hit as I can!"...”
In middle and older preschool age, this connection with action becomes optional; children begin to specially compose fairy tales, stories, poems.
Children's teasers, counting rhymes - a kind of satirical lyrics - are the most common type of children's poetic creativity ("And I am more than you, and you are less than a mosquito"). They contain the child's desire for self-affirmation, the desire to look stronger, smarter, bolder by emphasizing the shortcomings of others.
Another type of children's verbal creativity are fairy tales composed by them, ongoing stories, stories. The first children's stories, fairy tales, poems, both in form and in content, are for the most part primitive, imitative, but they are of great importance for the development of the child's psyche as a whole.
The development of verbal creativity involves the improvement of all components of literary abilities. In the very first years of life - in early and preschool childhood - according to experts, the development of a child's ability to truly perceive poetry, the ability to enjoy fiction, is of particular importance. This contributes to the development of poetic hearing, the presence of which helps to better feel the beauty and richness of speech. And this is an important prerequisite for the development of artistic abilities (B. M. Teplov, A. V. Zaporozhets, P. M. Yakobson and others).
By the end of the preschool period, the content of children's fairy tales and stories becomes more complex, fascinating, full of dynamism, often dramatic, new, emotionally colored images appear, although it is not difficult to detect the influence of literary works familiar to children in them.
Originates in the preschool period and the ability to theatrical activities. Children who show the ability for this activity have a relatively high artistic and figurative expressiveness, vivid imagination, high emotional sensitivity, and emotional memory. The theatrical abilities of preschoolers develop in various types of theatrical and gaming activities (dramatization games, puppet theater, etc.). This is facilitated by special exercises, classes with children aimed at developing intonation, facial expressions, gestures, postures and gaits.
Interest in the world around us, the desire to understand it are closely related to the development of human abilities. The relationship between abilities and inclinations is complex. Causal relationships and contradictions between them are, in the opinion of Soviet psychologists (B. M. Teplov, V. N. Myasishchev, and others), an important driving force in the development of abilities. And although there is not always a complete correspondence between them (the child's nascent interest in any business may in one case meet, and in the other - not correspond to existing abilities), without enthusiasm, a persistent interest in a certain activity, a person is not able to achieve a high level of development of his abilities. The awakening of interest in a certain activity is often a kind of indicator of the child's abilities.
To educate broad, stable interests, to single out among them the central ones, which reflect the main aspirations, inclinations of the child to any activity, is an important prerequisite for the development of his abilities. It is not so easy to implement it at preschool age. The fact is that the life experience of a small child is still very limited, every day, sometimes even an hour, gives him a new discovery about the world around him: “It turns out that a ladybug flies!”, “And the snow, if you pick it up, for some reason disappears, and the mittens become wet!”, “What a beautiful path remains on paper if you draw a brush over it!”, “How interesting it is to play with cubes! You can build a chair, a bed, a bridge. And what else?"
According to the Soviet psychologist V. N. Myasishchev, interests and inclinations manifest themselves at an early age and at the first stage outstrip the development of abilities. It is difficult to talk about the selectivity of interests in the very first years of a child's life - he is interested in everything, he rarely shows stable affection during this period. Gradually, under the influence of communication with adults, reading fairy tales, stories, direct acquaintance with the outside world, the child's horizons expand, curiosity arises, which he is increasingly trying to satisfy. “Sparrows are little crows?”, “How do people appear on TV?”, “Mom, is it true that if we start a monkey, we will have a person from it?”, “What is inside the earth?”, “And on what is the sun hanging? - such questions, cognitive questions in the proper sense of the word, are especially frequent in middle and senior preschool age, for which it is called the "age of why". The presence of this type of questions is an indicator of the child's cognitive activity, which is so necessary at school, in his further creative activity.
Not all preschoolers have a well-developed curiosity. Psychologists see a necessary prerequisite for its development in orienting-exploratory reactions caused by the novelty of surrounding objects. The nature of this novelty is not permanent, it changes. If at a younger age a child’s curiosity is caused by a bright toy, its unexpected disappearance or the appearance of a new one, the ringing of bells (external sensory novelty), then, with development, he shows his curiosity to the inner, intellectual novelty. But such a transition may not occur if the child's role is limited to a mere passive contemplation of the environment.
It is necessary to help the child to be included in the process of active knowledge of reality. Scientists have discovered ample opportunities for the formation of mental activity of a preschooler in the family and in kindergarten. It turned out that children do not just acquire knowledge, they actively bring into this process such content of their own experience that causes the emergence of new, sometimes unexpected knowledge in the form of conjectures, assumptions that surprise with their novelty and originality. It is important to support this process. But this unprogrammed activity can easily go out if the educator directs it into the rigid framework of regulated learning.
Studies have revealed: the activity in which the activity of a preschooler is clearly manifested is children's experimentation. In the process of experimenting with a new object, a child can receive information that is completely unexpected for himself, which often leads to a change in the direction of this activity, restructuring it. There are two trends in children's experimentation: transformations reveal new aspects and properties of objects to the child, and new knowledge, in turn, gives rise to new questions, new, more complex transformations.
Children's experimentation creates favorable conditions for the most meaningful form of children's mental activity - creativity, which is not without reason considered as a universal ability that ensures the successful implementation of a wide variety of forms of activity.
The creation of interest in a certain type of activity, the development of abilities is facilitated by the "atmosphere of enthusiasm" that prevails in kindergarten, in the family. The enthusiasm of adult family members for socially useful activities contributes to the awakening of interest, inclination to it and children. The "atmosphere of enthusiasm" largely explains the frequent cases when children in a family of musicians show a penchant for music, in the family of an engineer, worker-innovator - for constructive activity, for technology; in the family of agronomists, botanists, breeders - to wildlife, in the family of teachers - to pedagogical activity.
In kindergarten groups where a teacher works, whose love for pedagogical work is combined with a passion for painting, children, as a rule, show an increased interest in visual activity. The nature of the hobbies of teachers is reflected in the emerging interests and abilities of their pupils.
Creating an atmosphere of enthusiasm in kindergarten - material, dance movements, skills to act with toys, etc. Possession of them will contribute to the further development of the child's abilities. The weak development of skills and abilities makes the abilities wingless, deprives the child of the means to realize his plan, his abilities.
An important condition for the successful development of the abilities of preschoolers is their knowledge in all respects. In some children, abilities appear early and they are bright enough so that they cannot be overlooked. What should be the attitude towards such children? - further develop their abilities. Educators do the right thing when a child capable of, for example, drawing, is given more complex tasks, makes higher demands on his results, and develops a desire to help others. Experts advise to support the established interests of a preschooler, but also not to allow one-sidedness in his development, not to prophesy. The wrong attitude of adults to the abilities of the child leads to the appearance of a number of negative qualities in him (arrogance, arrogance, vanity, selfishness, etc.), which is dangerous both for the child himself and for those around him. Developing the abilities of a preschooler, it is important not to forget about the main thing - the moral basis of his personality.
Not always the child's abilities lie on the surface. Often you have to "dig up", look for them. It is necessary to study the inner world of each pupil, his inclinations, interests, to learn the possibilities of a preschooler in various activities. This will help to discover the field of knowledge, the type of activity for which the child is most capable, will help to find adequate methods for developing the abilities of each child.
.
Currently, both in domestic and foreign psychological and pedagogical science, the search for the origins of creativity (creative manifestations), conditions conducive to the development of creative imagination has intensified.
The ambiguity of scientific approaches to the study of this problem caused the choice of this topic. The "non-verbality" of children's fantasy remains unproven. The question of the richness or scarcity of children's imagination is assessed differently. Imagination in preschool age manifests itself so vividly and intensely that many psychologists considered it as an initially given childhood ability, which loses its strength over the years.
The most important neoplasm of older preschoolers is imagination, which is the psychological basis of creativity. The cognitive and the affective are closely intertwined in the imagination (L. S. Vygotsky, O. M. Dyachenko and others). The level of imagination largely determines the development of the sphere of aesthetic emotions, children's musical creativity. Age sensitivity, “reactivity” of preschoolers to immediate impressions, sensitivity to figurative and emotional moments, the ratio of the first and second signal systems typical for this period contribute to the attractiveness of artistic activity, the development of creative imagination (A. V. Zaporozhets, N. S. Leites). The accumulation of experience affects the development of memory, thinking, speech, fine motor skills, which helps to master various drawing techniques, elements of musical literacy, skills in playing children's musical instruments.
The question of the richness of children's imagination is rather complicated. There is an opinion that the imagination of a child is much richer than the imagination of an adult. Indeed, children fantasize for the most varied reasons: they compose stories, invent fantastic plots, attribute human experiences and relationships to stones or trees, talk to things, etc. However, all the elements included in children's fantasies, one way or another, are borrowed by them from their experience. : from fairy tales told by adults, from accidentally heard words or seen films, from what they met in their real life. A new combination and recombination of familiar images, the transfer of properties and events from one character to another create a fantastic picture that is completely different from reality.
The tasks of creative imagination are to determine the possible results of actions aimed at discovering or creating new objects, phenomena, situations. In its brightest form, creative imagination is manifested in the work of inventors, scientists, artists, writers, artists. But creative imagination is also necessary for every person in any kind of work. So, for example, the teacher, with his help, imagines how he will conduct a new lesson with the children, how he organizes a new game.
Imagination processes are analytical-synthetic in nature, as is the process of perception. Already in perception, analysis makes it possible to isolate and preserve some common, essential features and to discard non-essential ones.
Senior preschool age is the age at which the child's active imagination acquires independence, separates from practical activity and begins to precede it. At the same time, it unites with thinking and acts together with it in solving cognitive problems. Imagination actions are formed - the creation of an idea in the form of a visual model, a scheme of an imaginary object, phenomenon, event and the subsequent enrichment of this scheme with details, giving it concreteness that distinguishes the results of imagination actions from the results of mental actions.
It is known that self-esteem - attitude towards oneself as a whole - is the foundation of personality. Self-satisfaction, which reflects a high level of self-esteem, is considered the optimal characteristic of general self-esteem. It is self-respect that is the most important condition for the development of creative abilities. Self-assessment in a particular type of activity reflects the child's attitude to the results of his activity, actions, actions, abilities, opportunities. Based on the understanding of personality as a unity, integrity, one can note the interdependence of the nature of self-esteem and emotional states and their negative or positive impact on the activity, behavior and activity of the child, including musical and creative. Therefore, it is necessary to know how older preschoolers evaluate their personal qualities, abilities in their preferred form of musical and musical creative activity, that is, their private self-esteem. For example, high or low self-esteem negatively affects the quality of children's musical performance and, as a result, the manifestation of musical creativity. Preschoolers with high self-esteem for any performance expect only praise from an adult: some react painfully to the teacher's attempts to correct their mistakes in singing, dancing, playing musical instruments; others refuse to repeat the desired figure, melody; others repeat, but without taking into account the comments made.
So, preschool childhood is the period when both cognitive and practical and special abilities begin to form.
An important prerequisite for the development of abilities is the activity and self-regulation of the child. The development of the preschooler's cognitive abilities is closely connected with the mastery and application of sensory standards in perceptual actions, with the mastery of the principles of constructing and using model representations in intellectual actions.
Of the special abilities, artistic ones are especially actively developing, which is also associated with the age characteristics of the preschooler. The formation of abilities is a complex process. An important role here is played by education, training, the environment in which the child lives. Adults should not only identify the interests and inclinations of the child, but also stimulate children's activity, its most meaningful form - creativity. The abilities of a preschooler develop in the course of his activity.
An important component of abilities is diligence. Teachers and parents should pay due attention to the formation of this valuable quality. Adults will help to show the child his ideas, abilities, teaching him special skills.
The development of the abilities of a preschooler is favorably influenced by the atmosphere of enthusiasm, co-creation created in the process of pedagogical communication between the educator and children.

1.2 Visual and musical activities of older preschoolers and its role in the development of creative abilities

Children of older preschool age already understand that various objects and phenomena can be depicted in drawings, modeling, applications. Images will be beautiful, interesting if the shape of objects and their parts is well conveyed, if they are diverse in size, color, and arrangement on a sheet of paper. And children are able to create beautiful, expressive drawings, modeling, appliqués, as they have shaping movements. They are not hindered by drawing objects of a rounded, rectangular shape, sculpting balls, ovals, cylinders. They successfully cope with cutting out rectangular and rounded objects of various proportions.
The acquired knowledge, skills and abilities allow children to depict a wide range of objects and reflect various phenomena that interest them. There is a wide opportunity to reflect their creative ideas in drawings, modeling, applications.
The development of the creative abilities of children in the older group is associated, first of all, with the enrichment of their sensory experience, the formation of figurative representations.
In the process of perceiving works of art, children develop the ability to emotionally experience the content of the work, a desire arises to express their attitude towards it, ideas about art, artists, means of artistic expression of various types of art are formed.
Drawing, the child shows his desire for knowledge of the world around him and, to a certain extent, the level of this knowledge. The more developed children's perception, observation, the wider the stock of his ideas, the more fully and accurately they reflect reality in their work, the richer, more expressive their drawings. The visual activity of a preschooler reflects such specific features of his thinking as concreteness, figurativeness. The visual activity of the child is closely connected not only with individual functions (perception, memory, thinking, imagination), but also with the personality as a whole. It shows the interests of the child, temperament, some gender differences. Boys, for example, like to draw soldiers, horses, vehicles (ships, trains, planes), racing riders; girls prefer to depict houses, nature. Boys are more attracted to dynamic constructions, while girls are more inclined to static images, they more often use ornamental and decorative design, decoration in their drawing.
Line and color serve as the main means for expressing the relationship to the depicted. Moreover, color in the preschool period is more often used in terms of expressive than in the visual. In addition, the child uses ornament and symmetrical constructions, exaggeration or understatement of individual objects, and composition as special expressive means.
At preschool age, children are looking for expressive means not only in their own activities. They begin to master the expressive means of the artistic trends that dominate in their environment, assimilate social experience and apply it in their fine art. “A child,” emphasizes V. S. Mukhina, “appropriates expressive means in the same way as the entire spiritual culture of the society in which he lives.”
In the familiarization of preschoolers with art, visual and artistic creativity, there is a powerful potential for the development of his personality, the preservation and strengthening of children's psychological health. Successful artistic and creative activity in itself is able to have a corrective, positive impact on the child's personality. It is extremely important that a humanistically oriented teacher of a preschool institution have the opportunity to use this potential to the fullest extent in the process of organizing children's visual and artistic activities. To realize this task, it is necessary to know the psychological and individual personality characteristics of the child, the teacher's attention to his inner world, feelings and emotional states, and relationships with peers.
Strengthening the psychological health of preschoolers is realized in the process of forming their positive self-esteem, emotional well-being, optimizing their interpersonal relationships through fine and artistic creativity, collective creative tasks.
So, it is possible to increase the low self-esteem and sociometric status of an “unpopular” but having a pronounced inclination and ability to draw a preschooler by raising his authority in this activity in his own eyes and in the eyes of his comrades, trusting him with a leading role in collective drawing classes, highly appreciating his drawings. in the presence of other children. A positive emotional assessment of such a child by other children is achieved as a result of their respect for his visual skills and the transfer of this attitude to his personality as a whole.
All children, especially shy ones, need trust, attention, respect for them and their creative manifestations, which increases their self-confidence and self-esteem. If the child has insufficiently developed visual skills, it is advisable to offer him simple tasks that look impressive when performed (ink prints, nitkography, drawing on colored paper, etc.). It is important to positively evaluate even the most insignificant achievements in drawing such a preschooler, and gradually, as the child develops confidence in the success of his visual activity, move on to its more complex forms.
The formation of a positive attitude of the child to the process of drawing is possible by turning drawing into a kind of interesting game. In addition, drawing-play allows children to defuse the accumulated tension. For unsociable, closed preschoolers, joint drawing with peers should be organized, identifying temperamentally compatible partners with similar interests in artistic creativity. Other preschoolers will gradually be able to connect to such a “creative group”.
Correction of the aggressive behavior of some "unpopular" preschoolers can be carried out by transforming the destructive orientation of their activities. This difficult task can be achieved by patiently, repeatedly drawing the attention of the child to the pleasure of the process and results of creative creative activity, including the approval and friendliness of peers. It is also important to teach him to see a partner in artistic creativity in his peer, to rejoice at the skills and successes of other children.
The most expressive forms of visual activity will help preschoolers “get a taste” of creative creativity, allowing them to throw out excess energy (finger painting, wet painting, large brushes and on large paper sizes, etc.).
In addition, active interaction between the teacher and the family is necessary, aimed at increasing the competence of parents regarding the role of art and visual activity in the development of the child's personality, his psychological health and encouraging them to cooperate in introducing children to artistic creativity.
So, acquaintance with art influences all aspects of a child's spiritual life. Artistic images affect his feelings and consciousness, influence his attitude to the phenomena and events of life, contribute to the expansion of his horizons. Thanks to art, preschoolers begin to understand the beauty of the world around them, the richness and diversity of its colors, shapes, and movements. On this basis, children develop an aesthetic taste, the ability to distinguish between the beautiful and the ugly, not only in art, but also in the surrounding reality,
In the process of perceiving a work of art, children develop the ability to emotionally experience the content of the work, a desire arises to express their attitude towards it, ideas about art, artists, means of artistic expression of various types of art are formed.
It is extremely important that meetings with the beautiful take place in conditions of emotional uplift. It is better if children perceive the work of art, sitting or standing near it in a small group. This creates the necessary environment of naturalness, and children can clearly see all the details. In the process of perception, the teacher invites children to look at a work of art from afar, to come closer. The perception of a work of art at different distances will be more complete.

3 Development of creative abilities of preschoolers through music

CHAPTER 2

Description of the methodology for studying the creative abilities of children of senior preschool age by means of visual activity

2. 1. 1. Study card
Date of observation: 10. 09. 2008
City of Lida, kindergarten No. 8, group "Dreamers", 3 people
Observation Topic:
Purpose: to study the creative abilities of children in visual activity according to the following indicators:
1) speed of imagination;
2) unusualness, originality of image images;
3) the richness of imagination, the depth and detail of the depicted images;
4) colorful images.

Carrying out the "Blotography" technique at the initial stage of the formative experiment
The children are given the following instructions: “On a piece of paper, use blots to draw a fairy tale plot and describe it. We drew blots in our classes. Show your imagination and creativity.
The children make up their own stories.
Table 2. 1.
The results of the study of creative abilities in the image of a fictional plot of a fairy tale

Table 2. 2.

Khromina Lida drew clouds - this element of the blotography is the easiest, for a long time she could not come up with a plot, the drawing is not colorful, only brown and black paint was used. The drawing technique is at a rather low level: the images are drawn inaccurately, located in the left corner.
Smolyak Vika came up with interesting images, she said that she had read a fairy tale about a woman-hedgehog and this work suggested the plot to her. However, the drawing is sloppy, the images of the characters are not detailed. Gromov Valentin drew the drawing colorfully, neatly, but the characters are not fabulous and the boy did not invent the plot.
Thus, fairy-tale characters are depicted only in one child out of three.
So, the unusualness, originality, colorfulness of the images of the drawing was revealed only in one child; the richness of imagination, the depth and detail of the images - also in only one child (33.3%).

The tasks of the experimental study on the development of creative abilities by means of visual activity:
- to develop interest in visual activity, including joint activities, to maintain interest in its specific types;
- contribute to the deepening of emotional empathy for the perceived, differentiated attitude to works of fine art and types of fine art;
- to promote the further development of artistic perception;
- develop visual abilities and giftedness of preschoolers;
- to develop creative activity, imagination, cognitive abilities by means of fine arts;
- to contribute to the enrichment of the visual experience of children in creating an artistic image at a level accessible to them;
- to form ideas about the variety of means of creation;
- stimulate and support the desire and attempts of children to express themselves, their own attitude to the world around them by means of visual activity; continue to develop interest in the independent embodiment of a creative idea;
- stimulate the desire to master new means and methods of visual activity, experiment with visual materials.
Taking into account the above forms and methods of work on the development of visual abilities of children of senior preschool age, corrective work was compiled and carried out within a month to develop children's creative abilities:
1. Drawing lesson using non-traditional technologies (see: Appendix 1)
2. Lesson on visual activity using non-traditional technology. Drawing with the test "Sailboat and boat".
3. Journey to the country of Risovandiya.
4. Drawing lesson "Wonderful book" (with paints).
5. Lesson on visual activity "Magic country - underwater kingdom" (see: Appendix 2, 3, 4, 5, 6).
6. Games "Draw", "What in the world does not happen."
When conducting the game "Draw," the teacher offers the child a drawing with different unfinished images and ask him to draw something interesting using these images.
When the child draws, ask him to describe what he has drawn.
The game "What does not happen in the world" is aimed at developing imagination, creative thinking. Invite your child to draw something that does not exist in the world. Ask him to tell you what he drew. The game will be more fun if you also take part in drawing
Conducting the test "Visual Fantasy" at the final stage of the formative experiment
With the help of the "Fine Fantasy" test, the development of creativity in the visual arts is checked
The child is given the instruction: “Come up with a fairy tale about some living creature (human, animal) or about something else of your choice and draw it. Of course, you can use the fairy-tale characters you know, but it’s better if you invent and describe them yourself.”
The speed of imagination is highly appreciated if the child came up with the plot of the fairy tale in the allotted time on his own.
If within one minute the child has not come up with the plot of the drawing, then tell him any plot.
Unusualness, originality of images of the imagination is highly appreciated if the child came up with something that he could not see or hear anywhere before, or retold the well-known, but at the same time introduced something new, original into it.
The richness, depth and detail of the fantasy are assessed by a sufficiently large number of different living beings, objects, situations and actions, various characteristics and signs attributed to all this in the child’s story, by the presence in the plot of the drawing of various details and characteristics of images. If a child uses more than seven such signs in his story, and the object of the story is not depicted schematically, then his richness of fantasy is well developed.
The emotionality of images of the imagination is assessed by how vividly and enthusiastically the invented events, characters, and their actions are described.
Table 2. 3.
The results of the study of creative abilities in the image of a fictional plot of a fairy tale after corrective work

The creative activity of preschoolers is far from a new subject of research. The problem of developing the creative abilities of children has aroused great interest of people at all times. The philosophers of ancient Greece wrote about the need to give children the opportunity to create. Famous teachers attached great educational importance to this: Ya.A. Comenius, I.G. Pestalozzi, F. Fröbel and other equally famous innovators

Introduction

In the understanding of children's creativity and the approach to the development of abilities, two opposite directions can be distinguished. Proponents of the first consider internal impulses, the desire of a person to express his thoughts and mood as sources of creativity. Hence the requirement not to interfere in this process, not to interfere with self-expression, not to teach the ways of depiction, because the child supposedly will find them himself. Another direction comes from understanding the human need for visual activity as a way of reflecting the impressions received from the surrounding life and expressing one's attitude towards them.

In order for a child to create an adequate image of an object that satisfies him, it is necessary to help him master the methods of image.

Relevance: this problem is relevant in our time, since the acquired skills and abilities in fine arts, allow you to freely depict the surrounding life, fine art is an important means of developing children's creativity.

The purpose of the study: to identify the techniques and means of visual activity, the most effective for the development of creative activity in preschool children.

Object of research: the process of development of creative abilities of preschool children.

Subject of study: the development of the creative abilities of the personality of a preschooler in the process of visual activity.

Hypothesis: the process of developing the creative abilities of preschool children will be more effective if children develop imagination, emotional and aesthetic perception, and stimulate research activities.

1. Identify the main components of creative skills based on the analysis of methodological literature.
2. Determine the conditions favorable for the development of creative skills through visual activity.
3. Identification of forms, methods and techniques for the development of creative skills by means of visual activity based on the analysis and generalization of best practices.

Research methods: theoretical analysis of pedagogical literature, classes in fine arts, observations, diagnostics, questioning, conversations with parents.

Practical significance: the identified techniques and means of visual activity can be used by educators in practical activities to develop creative activity in preschool children.

The structure of the final work consists of an introduction, two chapters, a conclusion, a list of references.

CHAPTER I. Theoretical foundations for the development of creative abilities

in older preschool children.

1.1. The development of the creative abilities of the individual in the psychological and pedagogical literature.

The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The most effective means for this is the visual activity of the child in kindergarten. In the process of drawing, the child experiences a variety of feelings: he rejoices at the beautiful image he created, gets upset if something does not work out, strives to overcome difficulties or gives in to them. He acquires knowledge about objects and phenomena, about the means and methods of their transmission, about the artistic possibilities of fine arts.

Philosophers and psychologists emphasize that creativity in any field of human activity is the creation of an objective new, previously uncreated work. What is the visual art of a preschool child? The specificity of children's creativity lies, first of all, in the fact that a child cannot create an objectively new one for a number of reasons (lack of certain experience, limited necessary knowledge, skills, abilities, etc.). And yet, children's artistic creativity has an objective and subjective value. The objective significance of children's creativity lies in the fact that in the process of this activity, as a result, the child receives such a versatile development, which is of great importance for his life, in which not only the family, but also society is interested. A creative person is the property of the whole society. Drawing, inventing, the child creates something subjectively new, primarily for himself. The product of his creativity has no universal human novelty. But subjective value as a means of creative growth is significant not only for a particular individual, but also for society.

Many experts, analyzing children's creativity and highlighting its similarity with the creative activity of an adult artist, noted its originality and great significance. Researcher of children's creativity of the child N.P. Sakulina wrote: “Children, of course, do not become artists because during their preschool childhood they managed to create several truly artistic images. But this leaves a deep mark on the development of their personality, as they gain experience of real creativity, which they will later apply to any field of work.

The visual work of children, as a prototype of the activity of an adult artist, contains the socio-historical experience of generations. The child cannot learn this experience on his own. It is the adult who is the bearer and transmitter of all knowledge and skills. The visual work itself, including drawing, modeling, and application, contributes to the versatile development of the child's personality.

V.N. Shatskaya emphasized: "We consider it (children's art) in the conditions of general aesthetic education, rather as a method for the most perfect mastery of a certain type of art and the formation of an aesthetically developed personality, than as the creation of objective artistic values"

E.A. Flerina pointed out: “We understand children's fine art as a child's conscious reflection of the surrounding reality in drawing, modeling, designing, a reflection that is built on the work of the imagination, on the display of his observations, as well as impressions received by him through the word, picture and other forms of art. The child passively copies the environment, and reworks it in connection with the accumulated experience, the attitude to the drawn.

At the senior preschool age, it begins to intensively form

logical thinking, as if defining thereby the immediate prospect of creative development. The accumulation of experience in practical actions, a certain level of development of perception, memory, and imagination create a situation of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by volitional regulation of behavior. A child of 6-7 years old can strive for a distant (including imaginary) goal, while maintaining strong volitional tension for quite a long time.

Research L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev and others show that in older preschool age, in comparison with early childhood, a new type of activity appears - creative. The peculiarity of this type lies in the fact that it gives rise to the opportunity to go from thought to situation, and not vice versa, as it was before. However, when characterizing the features of the creative activity of older preschool children, teachers and psychologists emphasize its specificity. So, many of the components of creativity at this age are just beginning to develop, although subjectively the child is constantly discovering something new. N.N. Poddyakov noted that in childhood, creativity should be understood as a mechanism for the development of various activities of the child, the accumulation of experience, and personal growth. According to L.S. Vygotsky, the basic law of children's creativity is that its value should be seen not in the result, not in the product of creativity, but in the very process of such activity.

In studies devoted to the problems of the development of children's creativity, it is noted that at preschool age a child has a number of features that characterize him as a creator. This is a manifestation of activity and initiative in the application of already mastered methods of work in relation to new content, finding original ways to solve tasks, using different types of transformations, etc.

It is known that the psychological basis of creative activity is imagination - a mental process that consists in creating images of objects and situations based on the results of their perception and comprehension.

Creative imagination is associated with the definition of the possible results of actions that open or create new objects, phenomena, situations. At the same time, ideas arise in the creative imagination that differ in the degree of originality and realism. Originality as the originality of the ideas of creative imagination is the degree of their novelty, dissimilarity to what was already known, and realism is determined by how close the idea created by the imagination is to reality. OM. Dyachenko writes that the specificity of the imagination process, unlike other mental processes, is understood as the ability to express the features of one object or phenomenon through another,

modify the forms of representation of reality. In a developed form, they make it possible to find and fix in creative products the aspects of objects and phenomena that are essential and significant for a person. With the help of imagination, the created images are detailed, “come to life”, which indicates the inherent value of creative manifestations, especially during the early formation of creative personal qualities.

L.S. Vygotsky, V.V. Davydov, E.E. Kravtsova, V.T. Kudryavtsev called the imagination the most important neoplasm of preschool childhood and associated with it the processes of the birth of a creative personality.

Based on the theory of activity developed by A.N. Leontiev, it is possible to identify indicators by which it is possible to determine the relationship,

interests, abilities of children, manifested in artistic creativity, the quality of creative actions and products, and their following features:

The ability to perceive and experience beauty in life and works of art, to easily “enter” an imaginary situation, to respond emotionally to beauty;

Create according to the laws of beauty, showing creative initiative and personal attitude to what is happening;

Appreciate the beauty in the environment, distinguish between means of artistic expression in the content of visual, musical works and theatrical activities;

Independently seek and find original methods for solving creative problems.

In his works, B.L. Yavorsky, revealing the nature of the creative process, showed that there are certain stages in the development of creative abilities:

1. accumulation of impressions;

2. expression of creativity in visual, sensorimotor, speech

directions;

3. motor, speech, musical improvisations, illustrativeness in

drawing;

4. creation of own compositions, which are a reflection of the artistic impression: literary, musical, visual, plastic.

According to the review of the psychological and pedagogical literature, one of the main requirements put forward in teaching creativity to preschoolers is the need to help develop the activity that he begins to engage in. The child himself will not find these means, he will be able to discover only the most primitive of them, and his creativity is doomed to remain at the lowest level.

Creativity can be taught. But this process is different from the usual training. The formation of these features, identified by scientists in relation to schoolchildren, as shown by many years of experience and research by scientists and teachers, can begin at preschool age in drawing, modeling, and appliqué classes.

Consider how you can form the first feature of creativity in preschoolers. Introducing children to objects, objects of the surrounding world, the teacher draws attention to the form, teaches them to compare objects in shape, emphasizes that objects of the same shape are depicted in similar ways.

Therefore, having mastered the method of depicting one of the objects of one shape or another (round, rectangular, etc.) in drawing, modeling, appliqué and having gained knowledge about the relationship between the shape of the object and the way it is depicted, children freely transfer the learned method when drawing to other objects similar shape. Mastering the ways of drawing lines of a different nature (solid, continuous, wavy, dotted, thin, thick, etc.) allows the child to use them when creating images of objects and phenomena at his own discretion. Thus, acquiring knowledge and skills in visual activity, children get the opportunity for their free creative application.

The second feature of creativity - the vision of a new function of an object (object) - seems to be highlighted by the very nature of the child. It lies in the use by children in the game of objects - substitutes. Of course, not all features of creativity can be developed in preschool children in visual activity. But it is necessary and possible to form in children the ability to alternative solutions. As studies show, for this it is necessary to plan classes in visual activity in such a way that the image of objects and phenomena, the methods used for this, are variable and, at the same time, the image created by children is constantly enriched and complicated. For example, the object of children's depiction of the world around them is often nature (a variety of objects and phenomena at different times of the year). Children, at their choice or at the suggestion of the teacher, draw trees, flowers, animals, acquiring and consolidating skills and abilities. The complication of images occurs due to the transfer of an increasing number of parts, the complexity of the structure of the object, the transfer of details. The image of objects and natural phenomena continues in subsequent age groups in different types of visual activity. This allows children to form the idea that it is fashionable to depict the same object in different ways, to consolidate the skills and abilities of a variable image. All this contributes to the development of creativity.

What characterizes the creative activity of the child? Let us turn to the work of B.M. Teplova: “The main condition that must be ensured in children's creativity is sincerity. Without it, all other virtues lose their meaning. This condition is met by those plans that are the inner need of the child.[12]

The artistic activity of children from the very beginning should be closely connected with life. First of all, the child needs to clearly imagine what he will portray, and for this he must have a variety of impressions about the world. Ideas about objects and phenomena are formed on the basis of their perception. Therefore, the most important condition for the development of a child's creativity is the development of perception (visual, auditory, tactile, kinesthetic, tactile), the formation of a diverse sensory experience.

Psychologists emphasize that for the development of figurative representations and figurative thinking, such types of artistic and creative activities of children in kindergarten as pictorial and constructive are of great importance. It is obvious that, on the one hand, as a successful implementation of visual activity, it is necessary to develop figurative representations and figurative thinking, on the other hand, visual activity plays a huge role in the formation of this kind of representation and thinking. For successful development, a child should develop such qualities as diligence, perseverance, perseverance in achieving the best result. Creativity as an activity of children presents new opportunities for their development. Psychology characterizes creativity as follows: it must be of social value and give new products. From this definition, the question arises, do children's drawings correspond to these indicators? The main attention should be paid to the mental properties and qualities of the individual, some are necessary for the successful mastery of the development of creativity. We highlight the general mental processes necessary for the successful implementation of any type of activity. General processes are: perception, figurative representation and thinking, imagination, interest in activity and an emotionally positive attitude towards it, memory and attention.

In the creative activity of the child, three main stages should be distinguished, each of which requires specific methods and techniques of guidance from an adult.

The first stage is the emergence, development, awareness and design of the idea. The theme of the upcoming image can be determined by the child himself or by an adult.

The second stage is the process of creating an image by children. Even if the teacher names the topic, this does not deprive the child of the opportunity to create, but only helps to direct his imagination. But, great opportunities appear when the drawing is created according to plan.

The third stage - analysis of the results - is associated with the two previous ones, is their logical continuation and completion. Viewing and analysis of the created drawings should be carried out at their maximum activity, which allows you to more fully comprehend the result of the activity.

In psychology, it is noted that any experience can be learned in two ways. One of them is reproducing, which is based on the active assimilation by the child of previously developed methods of behavior and methods of their action for their further implementation. This is the path of developmental learning. The other way is based on creative processing, creation of new images and actions. This is the path of creativity.

In the theory and practice of pedagogy, these paths are often opposed and mutually exclusive, or considered in isolation.

One of the main features of the development of children's creativity is considered in the relationship between training and education. Much attention is paid to the development of children's independence, the presentation of ample opportunities for expressing their own ideas and reflecting personal experience.

Such knowledge and ideas about the surrounding world should be formed purposefully, organizing special observations, examining objects during didactic and other games, directing the child's perception to certain properties and qualities of objects (phenomena). The process of perception must include analysis. Highlighting the properties of objects: their shape, size, structure, qualities (smooth, rough, fluffy, prickly, warm, cold), etc. The teacher should teach children to compare objects, pay attention to the similarities and differences of objects, teach them to liken them, for example, on the basis of shape (a ball, a ring, the middle of a flower are round). Being a cognitive process, perception is associated with other cognitive thought processes: analysis, comparison, assimilation, synthesis, generalization. The above work contributes to the intellectual development of children and increases the level of visual activity.

1.2. The development of creative abilities in older preschoolers.

The development of a personality and its achievements on the path of life are closely related to such individual psychological characteristics of a person as abilities, inclinations, talents. Childhood is a period of intense development, change and learning, paradoxes and contradictions, without which it is impossible to imagine the process of personality formation. This is most clearly expressed in creative activity, which allows you to especially fully reveal your inner world.

Creativity is increasingly seen as the most meaningful form of mental activity, a universal ability that ensures the successful implementation of a wide variety of activities.

Preschool age is a favorable period for the development of creativity. It was at this time that progressive changes take place in many areas, mental processes are improved (attention, memory, perception, thinking, speech, imagination), personal qualities are actively developing, and on their basis, abilities and inclinations.

Preschool childhood becomes a turning point in the development of attention, when children first begin to consciously control it, directing and holding it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this form - voluntary attention - by the age of 6-7 are already quite large. To a large extent, this is facilitated by the improvement of the planning function of speech. Speech makes it possible in advance to verbally highlight phenomena and objects that are significant for a particular task, to organize attention, taking into account the nature of the upcoming activity. Despite significant shifts in the development of attention, involuntary attention remains predominant throughout the preschool period. However, it is still difficult for children to focus on something monotonous. But in the process of an activity that is interesting for them, attention can be quite stable.

Similar age patterns are observed in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him, gives the best impression. Thus, the amount of recorded material is largely determined by the emotional attitude to a given object or phenomenon. One of the main achievements of the older preschooler is the development of arbitrary memorization. In many ways, this is facilitated by gaming activities, in which the ability to remember and reproduce the necessary information in time leads to success.

The formation of thinking at this age is largely associated with the ability to operate with ideas at an arbitrary level, which increases significantly by the age of 6, in connection with the assimilation of new ways of mental actions. The formation of these methods is largely based on the mastery of certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of figurative thinking.

As noted by N.N. Poddyakov, at the age of 4-6 years, skills and abilities are intensively formed and developed that contribute to the study of the external environment by children, the analysis of the properties of objects and phenomena and the impact on them in order to change. This level of mental development, corresponding to the visual-effective form of thinking, becomes a preparatory stage in the development of individual psychological characteristics of the individual, which determine the level of creative abilities. The accumulation of facts and information about the surrounding world creates the basis for the formation of ideas and concepts.

By the end of the preschool period, the visual-schematic form of thinking begins to predominate as the highest stage in the development of the visual-figurative. A reflection of the child's achievement of this level of mental development is the schematism of a child's drawing, the ability to use a schematic image in solving problems.

Visual-schematic thinking creates opportunities for mastering the external environment, acting as a means for the child to create a generalized model of various objects and phenomena. While acquiring the features of the generalized, this form remains figurative, based on real actions with objects and their substitutes. At the same time, it becomes the basis for the formation of logical thinking associated with the use and transformation of concepts.

Thus, by the age of 6-7, a child can approach solving a problem in three ways: using visual-effective, visual-figurative and logical thinking. At the senior preschool age, logical thinking begins to form intensively, as if determining the immediate prospects for creative development.

The accumulation of experience in practical actions, a certain level of development of perception, memory, and imagination create a situation of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by volitional regulation of behavior. A child of 6-7 years old can strive for a distant (including imaginary) goal, while maintaining strong volitional tension for quite a long time.

Research L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontieva et al. show that in older preschool age, in comparison with early childhood, a new type of activity appears—creative. The peculiarity of this type lies in the fact that it gives rise to the opportunity to go from thought to situation, and not vice versa, as it was before. However, when characterizing the features of the creative activity of older preschool children, teachers and psychologists emphasize its specificity. So, many of the components of creativity at this age are just beginning to develop, although subjectively the child is constantly discovering something new. N.N. Poddyakov noted that in childhood, creativity should be understood as a mechanism for the development of various activities of the child, the accumulation of experience, and personal growth. According to L.S. Vygotsky, the basic law of children's creativity is that its value should be seen not in the result, not in the product of creativity, but in the very process of such activity.

In studies devoted to the problems of the development of children's creativity, it is noted that at preschool age a child develops a number of features that characterize him as a creator. This is a manifestation of activity and initiative in the application of already mastered methods of work in relation to new content, finding original ways to solve tasks, using different types of transformations, etc.

It is known that the psychological basis of creative activity is imagination - a mental process that consists in creating images of objects and situations based on the results of their perception and comprehension. The main properties of the imagination include: seeing the whole before the parts, transferring the function from one object to another. Significant indicators in the development of the imagination are reliance on visibility, the use of past experience, the presence of a special internal position that allows, without adapting to the situation, to subordinate it to oneself, to master its meaningful features.

Imagination functions at different levels: according to the degree of expression, it can be passive and active, in turn, the active is divided into recreative and creative.

Recreating imagination consists in restoring objects, phenomena, events according to their image or verbal description.

Creative imagination is associated with the definition of the possible results of actions that open or create new objects, phenomena, situations. At the same time, ideas arise in the creative imagination that differ in the degree of originality and realism. Originality as the originality of the ideas of creative imagination is the degree of their novelty, dissimilarity to what was already known, and realism is determined by how close the idea created by the imagination is to reality. OM. Dyachenko writes that the specificity of the imagination process, unlike other mental processes, is understood as the ability to express the features of one object or phenomenon through another, to modify the forms of representation of reality. Symbolic and metaphorical forms of reflection of reality are used in the imagination. In a developed form, they make it possible to find and fix in creative products the aspects of objects and phenomena that are essential and significant for a person. With the help of imagination, the created images are detailed, “come to life”, which indicates the inherent value of creative manifestations, especially during the early formation of creative personal qualities. L.S. Vygotsky, V.V. Davydov, E.E. Kravtsova, V.T. Kudryavtsev called the imagination the most important neoplasm of preschool childhood and associated with it the processes of the birth of a creative personality.

At preschool age, starting from the fourth year of life, the ability to go from thought to action develops, imagination becomes purposeful.

On average and at the beginning of the senior preschool age, the imagination goes through its second stage of development, which is characterized by stepwise planning. At the third stage, the child acquires the ability to holistically plan his activities, which implies a fairly high level of imagination development. In the process of creating images, a preschooler uses various techniques, including combining previously received ideas, as well as their transformation.

Creative abilities are actively developing in artistic activities: drawing and modeling. Age-related sensitivity and the reaction characteristic of preschoolers to direct impressions delivered by the senses, sensitivity to figurative and emotional moments, the ratio of the first and second signal systems typical for this period contribute to the attractiveness of artistic creative activity in preschool childhood, the development of creative imagination.

Based on the theory of activity developed by A.N. Leontiev, N.A. Vetlugina identified indicators by which it is possible to determine the relationship, interests, abilities of children, manifested in artistic creativity, the quality of creative actions and products. She considered artistic and creative abilities in a complex and identified the following features:

• the ability to perceive and experience beauty in life and works of art, to easily “enter” an imaginary situation, to respond emotionally to beauty;
• create according to the laws of beauty, showing creative initiative and personal attitude to what is happening;
• evaluate the beauty in the environment, distinguish between means of artistic expression in fine works and theatrical activities;
• independently seek and find original methods for solving creative problems.

According to N.A. Vetlugina, the activities of children are based on the knowledge and skills that are acquired in everyday life in the process of education and training carried out in kindergarten under the guidance of a teacher.

She notes that the performing activity of children requires creative interpretation, the manifestation of creative activity. Creative interpretation is to a certain extent dependent on the degree of mastery of artistic skills and abilities.

The perception of all types of art and the reproduction of their individual phenomena requires the ability to evaluate them aesthetically.

Noteworthy are the indicators of the presence of creativity, highlighted by N.A. Vetlugina. Among them indicators characterizing the attitude of children to creativity:

• sincerity, immediacy of experiences;
• enthusiasm, "capture" by activity;
• activation of volitional efforts, the ability to enter into the depicted circumstances;
• special artistic abilities (figurative vision, poetic, musical ear), which allow to successfully solve creative problems.

Quality indicators of creative actions include:

• introduction of additions, changes, variations, transformations;
• creation of a new combination of learned old elements;
• application of the known in new situations;
• finding new solutions;
• speed of reaction;
• good orientation in new conditions;
• finding original methods for solving creative tasks.

TO indicators of the quality of products of children's art relate:

• finding adequate expressive means of embodying images;
• the originality of the manner of performance and expression of one's attitude;
• compliance of products with elementary artistic requirements.

The analysis of the studied pedagogical and psychological literature puts forward indicators of creative abilities that allow expressing the created images in the most optimal form for children:

• originality, emotionality in the embodiment of the image;
• the presence of expressive means to embody the image;
• flexibility in decision making;
• the ability to find non-standard solutions to creative problems is considered

The child needs to be helped to develop the activity in which he begins to engage. The child himself will not find these means, he will be able to discover only the most primitive of them, and his creativity is doomed to remain at the lowest level.

• The role of drawing in the formation of creative abilities in older preschoolers.

The development of the creative potential of the individual should be carried out from early childhood, when the child, under the guidance of an adult, begins to master various types of activities, including artistic ones. Great opportunities in the development of creativity include pictorial activity and, above all, drawing. To teach a child to correctly and adequately appreciate the beautiful in life and art, to create it means to enrich his inner world with such essential qualities, without which there is and cannot be a harmoniously developed personality. The path of a person to the world of beauty, to the world of creativity begins in the family, in kindergartens. One of the important stages in the development of creative abilities in a child is the fine arts.

An analysis of the process of creating an image by a child shows that in order to create a drawing, he needs, on the one hand, the presence of clear ideas about the object depicted, on the other hand, the ability and means to express these ideas in graphic and color form on the plane of a sheet of paper.

In the middle preschool age, and even in the older group of kindergarten (fifth and sixth years of life), having not yet mastered the graphic means of image, drawing techniques, children experience great difficulties in conveying images of the surrounding life, which interferes with their joy of creativity, Causes a negative attitude towards drawing [Komarova T.S. "How to teach a child to draw"]

In order for a preschooler to experience the joy of creative creation, the desire to create beautiful, beautiful, without having yet sufficiently mastered the technique of drawing, it is necessary to teach him the methods and techniques of drawing with various materials that do not require a clear graphic image from the child, and yet gradually form the drawing technique, aesthetic perception , artistic taste, creativity, the ability to independently create beautiful things using affordable means.

Observations of the drawing process show that children have great difficulty in creating images if they do not master the technique of drawing. Under the drawing technique should be understood: the possession of materials and tools, the ways of using them for the purposes of the image and artistic expression. The concept of drawing technique includes the development of the eye and hand, their coordinated activity. The technique of drawing is understood by artists broadly: this includes the technique of line, shading, the way of using certain materials (paper, cardboard, canvas, charcoal pencil, pastels, watercolors, gouache, etc.) in accordance with their properties, their visual abilities.

At present, the fine arts use more different technical and expressive solutions, more free combinations of various visual materials. And in children's creativity it is also necessary to include different paints, pencils, crayons, etc.; and teach children to use these materials in accordance with their means of expression. Mastering various materials, ways of working with them, understanding their expressiveness allows children to use them more effectively when reflecting their impressions of the surrounding life in drawings. A variety of visual materials enriches the perception and ideas of children, contributes to the expansion of their knowledge about the visual arts, visual activity, makes it more attractive and interesting for them, and as they master various materials, children form their own manner of depiction [Komarova T.S. "Children in the world of creativity"].

The visual activity of a person forms the ability to be creative, the manifestation of initiative, amateur performance, emotional responsiveness, and every person needs such qualities, no matter what he does, no matter what profession he chooses in life.

Modern human history, in the figurative expression of HG Wells, is increasingly becoming a competition between education and disaster. We fully feel the deep essence of this statement at the present time. In the system of education and upbringing of every person in our country there is a subject - fine arts. This is one of the most necessary subjects for the development of the qualitative aspects of the personality.

What characterizes the aesthetic appearance of a person brought up, among other things, by means of fine arts:

Highly developed taste;

Development of the need for artistic impressions;

Knowledge and understanding of the arts of the past and their monuments;

Organic need for artistic creativity;

A happy feeling of admiration for the phenomena of beauty.

What characterizes the moral character of a person brought up, including by means of fine arts?

Active kindness to others.

The ability to compassion, sympathy, co-creation, mutual assistance.

The feeling of the unity of everything universal.

What characterizes the mental image of a person who develops, including by means of fine arts?

Growing thirst for knowledge.

Erudition.

Independent thinking.

intellectual independence.

Thirst for creativity throughout life.

All this is acquired by a person, if next to him from his first to his last days there is fine art in its various manifestations. The visual activity itself in the upbringing and development of the child as a person is of great importance. Creativity is inherent in man by nature.

The main point is that the conditions of life, the presence of will give the opportunity to develop those abilities that are inherent in nature in a given person.

The leading properties of artistic abilities necessary for the development of a creative personality include:

Artistic imagination and thinking, which ensures the selection of the main, specific for creating an image and an original composition.

Visual memory, contributing to the creation of vivid images, helping to successfully transform them into an artistic image.

Emotional attitude (especially developed aesthetic feelings for the perceived and depicted phenomenon).

Volitional properties of the artist's personality, ensuring the practical implementation of creative ideas.

The productive work of imagination, thinking, visual memory, emotional and volitional mood are of paramount importance at all stages of the development of the creative abilities of the individual.

Upbringing and education was carried out and carried out by integrating all types of visual activity with literature, music, theater, local history, history, natural history, and ecology.

The history of pedagogy has proven that the earlier the development of creative abilities begins, the faster natural inclinations develop and the choice of a profession in life becomes easier. In the initial stage of the development of creative abilities, the means of fine arts is the development of emotional-figurative thinking.

The introduction of children to world culture begins from early childhood, since each person entering the world has a certain potential for artistic development. This potential must be unlocked.

This is helped by the main types, genres of fine arts, various techniques and materials used in fine arts.

Children are distinguished by their skills: to create a plot composition (frieze, multifaceted, linear), to design using various materials, to plan activities freely, doing drawing, modeling and appliqué.

The system for the development of the creative abilities of preschool children is based on the disclosure of the creative potential of the child through the creation of the necessary atmosphere of psychological comfort, through the conviction of the need to accept the baby as he is, through faith in his creative abilities and the creation of conditions for self-expression.

Skillfully, using such qualities of a preschooler as emotionality, responsiveness of the child's soul, vigilance and impressionability of a preschooler in the pursuit of knowledge, we must stimulate the development of the potential of each child at different age stages as much as possible.

Children should be introduced to "great art" as early as possible. For the independent entry of the child into the world of beauty, it is necessary to create prerequisites by defining the phases of this path: from simple to complex, from specific to general, in order to gradually comprehend the language of fine arts.

The main thing for the educator is to decipher the meaning of concepts and terms, which will make it possible to firmly lay them in the memory of children.

The development of creative abilities begins with learning the "alphabet" of visual activity, gradually expanding the arsenal of expressive visual means. These first elementary steps help children master technological, rational image techniques, without which the flight of a child's thought and fantasy is impossible.

Great importance in the classroom for fine arts is given to such elements as lines, spots, decorative elements, and especially color, since the role of color in the development of the creative potential of children is enormous.

To improve the chromatic taste of the child, the following methods are used:

1. when coloring a picture, a child can be asked (what associations does he have when choosing a color, what color smells, what color is it - hot, or cold, or smooth, or rough, or transparent, with which it can be compared);
2. note the correspondence between the child's answers and the color of the drawn object, and then give the task again, but already the opposite: draw a transparent (or shiny, or cold, or fragrant object);
3. check the stability of color matching: how often, for example, smooth objects turn yellow, rough - green, hot - red, etc.

Children do not just look at an object, but recognize and highlight its properties, shape, structure, color, etc. They must see the artistic merits of the object that they are to depict, unfortunately, many children are not able to independently determine and appreciate the beauty of the perceived object and the teacher should help them, otherwise the concept of “beautiful” does not acquire a specific meaning in the eyes of the child, it will remain formal. In order for children to understand how beautiful this or that object or phenomenon is, the teacher must be able to feel, see the beauty in life. This quality must be developed in oneself and in children constantly.

Be sure to discuss with the children what feelings and impressions this or that color evokes in them, since it is the color that stimulates the child’s desire to pick up a pencil, brush and draw.

Developing the creative abilities of children by means of visual activity, the following rules must be observed:

1. the child should have maximum freedom to take the initiative and the necessary physical and mental space for this;
2. the child should not have a lack of colored pencils, felt-tip pens and paper;
3. the plot of the drawing should not be criticized, on the contrary, from time to time it is necessary to stimulate the child's drawing;
4. the drawings selected by the child himself should be hung somewhere in a convenient place in the group and the child should be asked to explain them;
5. you need to offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw.

The skills acquired by children from the first steps of acquaintance with visual activity are fixed as they grow up and gradually expand their ideas about the world, about life, about themselves - about everything that can be depicted and express their attitude to this.

At an older age, children get acquainted with wax crayons and watercolor techniques, with one of the types of sculpture - relief, with papier-mâché and gouache painting techniques. In drawing, they learn to convey movement, plasticity of objects, a generalized form.

In addition, children receive the first ideas about the most important laws of composition available for a given age, about the art of modern design and theatrical and decorative art.

In this chapter, the most precise basic concepts of abilities have been revealed. The conditions under which the most effective development of creative abilities in children of senior preschool age are considered and analyzed. In this we were helped by studies of foreign and domestic psychologists.

ChapterII. Practice with children.

2.1. Diagnosis of the level of formation of creative abilities of older preschoolers.

Artistic creativity helps to develop in children both general abilities and special ones. Drawing develops in children the ability to create images in their imagination, guided by the principles of beauty. It is precisely how a child reflects imaginary images on paper that can serve as the basis for diagnosing the general and artistic level of development.

To determine artistic and creative development, we used the adapted methodology of N.V. Shaidurova, who developed criteria and indicators for the level of artistic and creative development.
Evaluation criteria and indicators of the level of artistic and creative development of children of senior preschool age are presented in table 1.

Table 1

Based on the criteria, three levels of development of skills and abilities were identified: high, medium, low.
High level (18 - 15 points): shows independence and creativity in performing tasks; high quality of work performed. The average level (14 - 10 points) is characterized by: the child has difficulty creating drawings on the topic; with the help of a teacher, draws up drawings in a certain sequence and according to a model; shows little independence and creativity in the performance of tasks; satisfactory quality of work performed.
Low level (9 - 6 points): the child, with the help of the teacher, finds it difficult to create an image of objects; inconsistently performs work in a certain sequence and according to the model; does not show independence and creativity when performing tasks; poor quality of work performed.
To determine the level of artistic and creative development, the children were offered the following tasks:
1. Draw a geometric figure.
2.Draw whatever pattern you want.
3.Funny pictures.
4. Fairy bird
The first task was carried out according to the method of E. Torrens "Incomplete figures".
Purpose: this technique activates the activity of the imagination, revealing one of the skills - to see the whole before the parts. The child perceives the proposed test-figures as parts, details of any integrity and completes, reconstructs them. The task of drawing figures is one of the most popular in the study of the characteristics of the imagination and creative abilities of preschoolers.
Methodology. Geometric shapes are depicted on the sheet: circle, square, triangle. The teacher distributes cards to each child: “Children. Figures are drawn on each card. You can, like magicians, turn these figures into any pictures. To do this, draw whatever you want, but in such a way that it turns out beautifully. Moreover, drawing can be carried out both inside the contour of the figure and outside it at any convenient, for the child, turn of the sheet and the image of the figure, i.e. use each shape from different angles. The quality of the drawings in terms of their artistry, respect for proportions, etc. is not taken into account in the analysis, since, first of all, we are interested in the idea of ​​the composition itself, the variety of emerging associations, and the principles for translating ideas.
Material and equipment: pencils, felt-tip pens, wax crayons (children's choice).
Second task: "Draw whatever pattern you want"
The purpose of the task: to test the ability of children to conceive and perform a pattern in a geometric figure of a certain shape.
Methodology. Invite the children to think about what pattern and what kind of geometric figure they would like to decorate.
Materials: white paper, ocher shade in the form of a circle, stripes, squares, gouache, palette.
The third task "Funny pictures" (drawing with postcards).
Purpose: to test the ability to independently select a plot, having a part of the image.
Preliminary work: looking at postcards.
Methodology. Invite the children to consider fragments of postcards on the table (children look at fragments of postcards, say what they have depicted). Guys, since you already have the hero of your future picture ready, you just have to come up with and draw what your hero does or what happens to him, what is around him. Think carefully and draw your story.
Materials: sheets of paper; pasted fragments of postcards; colored pencils, crayons, markers.
The fourth task "Fairytale bird"
Purpose: to test the ability to create fabulous images, the development of a sense of composition, the ability to develop the content of the image.
Materials: landscape sheet, colored pencils (colored wax crayons).
Methodology. To tell the children that a fabulous bird, like a real one, has a body, head, tail, paws, but all this is decorated with unusually beautiful feathers.
Diagnostics is carried out at the GCD for drawing and outside of educational activities.
When developing classes and in the daily life of preschoolers, we relied on the following sources:
1.Veraksa program "From birth to school"
2. Komarova T.S. Children's artistic creativity. Methodical manual for educators and teachers.
3. Komarova T.S. Classes in fine arts in the senior group of kindergarten. Abstracts of classes.
Each lesson was aimed at developing and stimulating the creative activity of older preschool children. At the same time, the role of the educator played an important role. It was necessary for the teacher to be prepared for this work, which includes a variety of methods and techniques, the organization of an atmosphere of creativity and cooperation with children. It was also necessary to take into account and pay attention to the motivation for classes, the interest of children, to arouse a desire for activity.
Compliance with the above conditions contributed to the stimulation of the creative activity of older preschoolers. Each lesson included the following means of stimulating creative activity: reading literature (fairy tales, stories); listening to music; paintings, illustrations; conversations with children; didactic games (application)
In the process of classes, various pedagogical incentives were used to increase the creative activity of older preschoolers, depending on the levels of manifestation of creative activity by preschoolers. At the lesson, there was an atmosphere of cooperation with children, a positive attitude towards the lesson. There was an interest of children, a desire to complete the task, to bring the work started to the end.
The classroom created an atmosphere of creativity. The guys felt comfortable and free. We have created an environment that allows each child to realize their plan, which is important for the development of creativity in children at this age. The children were informed about the topic of the lesson in an interesting way, the children were interested and set up for practical activities. At the next stage, we informed the children about the structure of the creative work and encouraged the children to draw up a work plan so that their practical activities were carried out correctly. After the preliminary work, the children completed the task on their own. In the process of completing the task, we helped some children with a low level of imagination and creativity.
After completing the task, all the work was analyzed together with the children.
All classes were interesting for children. Preschoolers, without exception, showed curiosity in obtaining knowledge. The children enjoyed doing interesting work. During the lesson, the children showed great attention, interest, tasks performed with pleasure. All children were emotional during the whole lesson.
The children showed great interest, the desire to bring the matter to the end. In the process of completing tasks, the initiative and independence of children, the joy from the process of activity, increased.
The children were emotionally receptive and responsive throughout the session and showed good results.
An important factor in stimulating the creative activity of older preschool children is the interconnection of various types of creative activity in the system of teaching children.
Summing up, we can conclude that in these classes, the children learned on their own and with the help of a teacher to invent images, plots and embody their plan to the image, to bring the work started to the end, to the desired result.
Therefore, we can conclude that drawing can serve as an effective means of developing children's creativity in children of senior preschool age, using the developed set of classes, enriching the emotional sphere and visual experience of children with new impressions through observations, accumulating knowledge through conversations and conducting individual work.
We were able to verify in practice that with the correct organization of classes, it is possible to improve the indicators of creative abilities in children of senior preschool age.

An algorithm for the activity of children, contributing to the development of the creative abilities of preschoolers in the classroom for visual activities:

1. Introduction to brushes and paints. What are brushes, how to hold a brush correctly, store it. What are the colors (watercolor, gouache, oil paints), what are the colors (cold, warm).
2. We consider reproductions and paintings (originals). We determine what paints the master used, what colors he used.
3. We play the didactic game "Cold - warm". In a word, gesture, facial expressions, children show a cold or warm color is used.
4. Showing the reception of painting in the air by the teacher and children.
5. Explanation of the sequence of actions when painting with paints:

A) I take the brush correctly: with three fingers, above the iron belt;

B) I dip the brush into a jar of paint, remove the excess paint on the edge;

C) with smooth movements, without pressing the brush to the paper to the end, I paint over the object, trying not to go beyond the sketch line;

D) wash the brush in water;

D) I dry it on a napkin;

E) I put the brush on the stand.

6. Didactic exercises “Paint the sheet with a warm color”, “I will draw a cold wind”, “Paint over a cheerful clown”.

• Methodology for the development of creative abilities of older preschoolers.

Visual activity is included in the pedagogical process of the preschool educational institution from the second group of early age (2-3 years). When guiding it, it is important to remember the conditions common to all age groups that are necessary for the successful mastery of visual activity by children and the development of their creativity.

1. Formation of sensory processes, enrichment of sensory experience, clarification and expansion of ideas about those objects, objects and phenomena that they are to depict.
2. Taking into account the individual characteristics of children, their desires and interests.
3. The use of children's work in the design of kindergarten premises, the organization of various exhibitions, as well as for gifts to children and adults. Preschoolers should feel: their drawings arouse the interest of adults, they need them, they can decorate a kindergarten.
4. A variety of topics for children's work, forms of organization of classes, art materials.
5. Creation of a creative, friendly environment in the group, in the classroom for art activities and in free activities. Respect for children's creativity.
6. Accounting for national and regional characteristics in the selection of content for drawing classes.

One of the important tasks of artistic and creative activity is to teach children to evaluate their own works and the works of their peers, to highlight the most interesting visual solutions in the works of others, to express aesthetic assessments and judgments, to strive for meaningful communication associated with visual activity.

When organizing work with children aimed at mastering their visual activity, we use effective methods and techniques. Outdated patterns and stereotypes should be avoided (for example, the assertion that for each lesson the teacher should prepare samples - his own drawings; folk toys, illustrations in children's books can be used as samples).

Creativity should be taught to children, but this teaching is special. It should include educational and creative tasks, a proposal to supplement the created images with interesting details. The educator should not get carried away with the display (especially in the child's drawing). After examining the objects and objects that the child will draw, you should invite him to think and show how this can be done.

The visual activity of 5-year-old children is becoming more and more conscious and deliberate. They begin to form an interest in this activity. The sensory experience of the child is enriched, the ability to analyze perceived objects develops, to compare them with each other, to establish similarities and differences. Children can already be taught to convey in the image not only the main properties of objects, but also characteristic details, the ratio of parts in size relative to each other. Learning this is necessary in order to learn how to depict characters and plots of fairy tales, pictures of nature, various buildings, animals, etc. In the process of perceiving objects and phenomena, children should pay attention to the fact that objects can be located differently on a plane, they can change position . An adult should teach a child to detail everything perceived, including movements, to pay attention to the position of parts of an object in space. To create expressive images, it is necessary to continue to develop the perception of color. The development of a sense of color is facilitated by decorative drawing, the image of flowers, fabulous birds, palaces, etc. In the older group, children's attention should be paid to the fact that the position of the sheet of paper on which they create the drawing should correspond to the proportions of the depicted object: if the object is tall, the sheet of paper is better position vertically, and if it is elongated, then the sheet should be positioned horizontally. Only in this way the drawing will look beautiful. Placing an image on a sheet, children master the simplest compositional skills: they can already place images in the same plane (on the strip at the bottom of the sheet), but it is much more difficult, but also more beautiful to place images across the entire sheet of paper in two or three plans, with perspective transfer. In order for children to learn to freely depict any objects and phenomena that interest them in a drawing, they need to be introduced to different drawing techniques, different visual materials. When creating images, children of the older group use the previously acquired various skills to draw with a brush: wide lines - with the whole pile, thin lines - with the end of the brush, strokes - by applying the brush with the whole pile. Such techniques can be used both in subject and decorative drawing. It is important for children to develop such qualities of drawing movements as fusion (continuous movement when drawing lines, then they turn out smooth), rhythm (uniform movement when drawing the same elements of a pattern, when painting images, etc. ).

Children of the seventh year of life in drawing classes depict objects, plots, landscapes, create decorative compositions. When teaching the transfer of the plot, the teacher draws the attention of children to the location of objects in space in relation to each other (which is closer, which is further), blocking one object with another, the ratio of objects in size, color, etc.

In the group preparatory to school, teaching children technical and visual skills and abilities, on which the quality of visual images depends, as well as a positive emotional attitude towards drawing, remain important. In children, they reinforce the previously learned image methods, continue to form the ability to fluently use a pencil when performing a linear drawing, teach smooth turns of the hand when drawing rounded lines, curls in different directions, learn to move the whole hand when drawing long lines, large shapes, with one fingers - when drawing small forms and small details, short lines, strokes, grass (Khokhloma), animation (Gorodets), etc.

The teacher teaches children to notice the beauty of the created image, i.e. shape, smoothness, unity, subtlety, elegance of lines, rhythmic arrangement of lines and spots, uniformity of painting over a picture, smooth transitions of color shades, resulting from uniform painting and proper regulation of pressure on the pencil.

In the preparatory group, it is necessary to provide children with the opportunity to widely show initiative, creativity in the classroom and in their free time, to encourage the search for an independent compositional, color solution. For example, in a picture-drawing lesson based on the fairy tale “Humpbacked Horse”, give children paper of different colors (blue, pink, green, etc.) so that they can choose the color that matches the intended picture. In order not to suppress the creativity of children, you do not need to insist on your decision on the correctness of the drawing, but give the child independence.

Children of this age should be introduced to the profession of an artist; with how paintings are made. Then they will see their artistic activities in a different way, realize their special significance. Children of senior preschool age can understand landscape painting, still lifes. It is necessary to give children the opportunity to consider reproductions, to emphasize that the artist depicts objects vividly, wanting to emphasize their qualities.

At an older age, children are given greater independence in observing, comparing and determining the similarities and differences not only of individual objects, but also groups of objects (what distinguishes a birch from other deciduous trees). Everything that is possible should be observed with children in nature, during walks, and looking at photographs and paintings will additionally clarify and consolidate the impressions received. For a more thorough mastery of an object or object, you can invite children to circle it along the contour line, first with one, then with the other hand. This contributes to the development of fine motor skills, coordination of hand and eye movements.

Mastering the techniques of depicting a variety of complex objects contributes to the acquisition of freedom of creative manifestation not only in object drawing, but also in plot drawing, in drawing according to plan.

• Examples of used forms of work with children.

Like any other, visual activity should organically fit into the system of general educational work aimed at developing the personality of a preschool child, his general mental development.

It is important for the teacher to know only the possibilities and specifics of personal development in the conditions of this type of activity. Depending on the dominant type of orientation of a preschooler (on the objective world, on a person and his business, people and their interactions, events), and

the leading types of activity are replaced, their content is determined.

One of the forms of work with children is specially organized observations, preceded, accompanied and reinforced by conversation. Observations give

the basis of all impressions about the phenomena and events of interest to children. The purpose and content of such observations can be focused on the general cognitive, emotional, moral and volitional development of preschoolers.

Such observations are carried out in the system of general educational work. How

as a rule, “live” impressions (work of adults, hometown or village, spring nature, etc.) are supplemented by reading fiction, watching films, meeting-conversations with people of various professions, listening to music, conversations, etc. The resulting intellectual and emotional experience of children serves as the basis for play and other activities, including visual.

In addition to the motive and setting the appropriate goal-theme for drawing, it is necessary to clearly understand the pictorial aspects of this phenomenon: what to draw, what objects, how to arrange them, what color to use, etc. For the emergence of such an idea, a pictorial representation

This creates favorable conditions for the consolidation of newly formed ties, their synthesis with the old ones. The acquisition of specific knowledge, the formation of ideas about the depicted phenomena in the process of preliminary work must certainly be associated with feelings. Encouraging children to indifferent perception, knowledge is the key to initiative, creative creation and implementation of the plan.

At the heart of the entire system of teaching fine arts is the method of observation. The success of the development of their creative abilities depends on how children develop the ability to observe the environment, establish connections between the phenomena of reality, distinguish between the general and the individual. But observations alone before the lesson will not fully ensure the possibility of depicting what is seen. It is necessary to teach the child special image techniques, ways to use various visual materials. Only in the process of systematic training in the classroom are the abilities of children fully formed. In kindergarten, in the classroom for visual activities, a variety of methods and techniques are used, which can be conditionally divided into visual and verbal. A special group of techniques specific to the kindergarten is made up of game techniques. They combine the use of visualization and the use of the word. The teaching method, according to the definition adopted in pedagogy, is characterized by a unified approach to solving the task, determines the nature of all activities of both the child and the teacher in this lesson. The method of learning is a more private, auxiliary means that does not determine the entire specifics of the activity in the lesson, and has only a narrow teaching value. Sometimes individual methods can only act as a technique and do not determine the direction of work in the lesson as a whole. For example, if reading a poem (story) at the beginning of a lesson was intended only to arouse interest in the task, to attract the attention of children, then in this case, reading served as a technique that helped the educator in solving a narrow task - organizing the beginning of the lesson.

Visual methods and teaching techniques. Visual teaching methods and techniques include the use of nature, reproductions of paintings, samples and other visual aids; examination of individual objects; showing the educator of image techniques; showing children's work at the end of the lesson, when they are evaluated.

Nature in the visual arts refers to an object or phenomenon that is depicted by direct observation. The need to depict an object from nature implies the ability to analyze the ratio of parts, their location in space.

Leaves, branches, flowers, fruits, as well as toys depicting people, animals, vehicles can be used as nature. It is not recommended to use live birds and animals as nature. Their movements, sounds will distract children from drawing, will not give them the opportunity to focus on the perception of the object in the right position. Thus, the use of nature as a teaching method covers the entire process of the image: the initial analysis of the subject, comparison of the image with nature in terms of shape, position, color, evaluation of the results of work by comparing the drawing and nature.

Examination A sample, like nature, can act as a method and as a separate teaching technique. In those types of visual activity where the main goal is not to consolidate impressions from the perception of the environment, but to develop certain aspects of this activity (more often in decorative and constructive works), the model is used as a teaching method. So, the main goal of decorative drawing and appliqué classes is to teach how to create a pattern and develop artistic taste. Children look at beautiful objects: carpets, vases, embroideries, etc., which increases the overall aesthetic culture. In decorative drawing classes, children not only reflect their impressions of these objects and repeat the patterns seen on them, but also learn to create a pattern on their own, to give beautiful combinations of shapes and colors.

Looking at pictures can serve as a means of introducing children to some of the techniques of drawing on a plane. For example, you can show a picture to explain the image of distant objects that in life the child perceived as being located on level ground. For this purpose, the picture can be used in working with children of six years old, they already have an understanding of this way of depicting. Examining the picture, the child sees that the earth is depicted not with one line, but with a wide strip, and distant objects are located above, close ones - below, to the edge of the sheet. In order for the child to be able to understand the technique used by the artist, it is necessary to explain it, since in the picture the child perceives only the final result. It is more expedient to carry out such examination and analysis of the picture before the lesson or at the beginning of it.

A visual-effective technique that teaches children to consciously create the desired form based on their specific experience is the educator showing the ways of depicting. The display can be of two types: showing with a gesture and showing image techniques. In all cases, the display is accompanied by verbal explanations. Gesture explains the location of the object on the sheet. The movement of a hand or a pencil stick across a sheet of paper is enough for children to understand the tasks of the image. For example, when children are watching the construction of a house, the teacher gestures to show the contours of buildings under construction, emphasizing their upward direction. He repeats the same movement at the beginning of the lesson, in which children draw a high-rise building. A gesture that reproduces the shape of an object helps memory and allows you to show the movement of the drawing hand in the image. In teaching children of older groups, a partial display is more often used - the image of that detail or individual element that preschoolers are not yet able to depict. In the preparatory group for school, in drawing on the theme “Beautiful House”, we show on the board how different windows and doors can be in shape. Such a display does not limit the child's ability to create the entire drawing. With repeated exercises to consolidate skills and then independently use them, the demonstration is given only individually to children who have not mastered a particular skill. The constant display of methods for completing a task will teach children in all cases to wait for instructions and help from the educator, which leads to passivity and inhibition of thought processes. The development of analytical thinking, which results in a critical attitude to what is perceived, allows children to objectively evaluate the work done by their comrades and their own work. The ability to see how correctly an object is depicted helps to develop a conscious attitude to the choice of means and methods of work to intensify all creative activity.

Verbal methods and teaching techniques

The verbal methods and techniques of teaching include conversation, instructions of the educator at the beginning and during the lesson, the use of a verbal artistic image. Classes in fine arts, as a rule, begin with a conversation between the teacher and the children. The purpose of the conversation is to evoke previously perceived images in the memory of children and arouse interest in the lesson. The conversation, both as a method and as a technique, should be short and last no more than 3-5 minutes, so that the ideas and emotions of the children come to life, and the creative mood does not fade away. Thus, a properly organized conversation will contribute to a better performance of the task by children. The artistic image embodied in the word (poem, story, riddle, etc.) has a peculiar clarity. It contains that characteristic, typical, which is characteristic of this phenomenon and distinguishes it from others. Expressive reading of works of art contributes to the creation of a creative mood, the active work of thought, imagination. For this purpose, the artistic word can be used not only in the classroom for illustrating works of literature, but also when depicting objects after their perception. In all age groups, you can start the lesson with a riddle that will evoke a vivid image of the subject in the minds of children, for example: “A tail with patterns, boots with spurs ...” Some details of the shape are noted in the riddle - a beautiful tail, spurs and the habit of a rooster, which highlight him among other birds. In order to revive previously perceived images of objects in the memory of children, short poems and excerpts from works of art can be used. For example, when illustrating N. A. Nekrasov’s poem “Grandfather Mazai and Hares”, almost all the children did good work, since in this work the author vividly described the appearance of the animals and their postures. Such visible images help the child to convey them concretely. An artistic literary image evokes the work of not only a reproducing imagination, but also a creative one. Even if the verbal image is very specific and vivid, the child needs to think through and imagine a lot: the situation, location, details, and much more.

Game learning techniques

The use of the moments of the game in the process of visual activity refers to visual and effective teaching methods. Game teaching methods will help attract children's attention to the task, facilitate the work of thinking and imagination. Their goal is to make the process of teaching children more effective. For example, during a walk, children look at a landscape, a tree, animals through home-made cameras, “take pictures”, and when they come to kindergarten, they “develop and print them”, depicting what they perceive in the picture. When using gaming moments, the teacher should not turn the entire learning process into a game, as it can distract children from completing the learning task, disrupt the system in acquiring knowledge, skills and abilities. Thus, the choice of certain methods and techniques depends: on the content and tasks facing this lesson, and on the tasks of visual activity; on the age of children and their development; on the type of visual materials with which children act. In the classroom, where the focus is on the task of consolidating ideas about the environment, verbal methods are mainly used: conversation, questions to children, which help the child to recall what he saw in his memory. In different types of visual activity, teaching methods are specific, since the image is created by different means. For example, the task of teaching composition in plot themes requires an explanation of the picture in drawing, showing in the drawing how distant objects are drawn above, and nearby objects below. In modeling, this problem is solved by arranging the figures according to their action: next to or separately from each other, one behind the other, etc. No special explanation or demonstration of the work is required here. Not a single technique can be used without careful consideration of the tasks involved, the program material of the lesson, and the developmental features of children in this group. Separate methods and techniques - visual and verbal - are combined and accompany one another in a single learning process in the classroom. Visualization renews the material and sensory basis of children's visual activity, the word helps to create a correct representation, analysis and generalization of what is perceived and depicted. Children of the senior and preparatory groups can learn the rules for drawing techniques. It is necessary that the children remember: the tools are different and they need to be drawn in different ways.
Thus, in the formation of technical skills in drawing, the following teaching methods are used: organization of orienting and research activities, teaching skills based on imitation (organization of showing a motor sample), conducting an exercise in order to practice hand movements, their qualities, repeating verbal instructions by children, memorizing rules and regulation with their help of movements. All these methods should be used in unity. Organizing the demonstration of this or that movement, at the same time it is necessary to explain the method of action. This helps the awareness of the perceived pattern, and the subsequent process of imitation is built on a conscious basis. Sometimes, in order to consolidate the awareness of the action after the demonstration and explanation of the teacher, one of the children can be asked to repeat the instruction, to show the movement to another, explaining how he acts. The development of generalized image methods requires reliance on children's experience, activation of previously acquired skills and abilities, and involvement of children in the active use of these skills (display at the blackboard). The use of psychologically based training methods allows you to effectively form the motor basis of the image - technical skills and abilities

Conclusion

Playing an important role in the mental activity of people, creativity is one of the universal abilities inherent in man. The first experimental studies on creative imagination date back to the late 19th and early 20th centuries.

Our analysis of a significant amount of psychological and pedagogical literature, as well as philosophical works, shows the existence of different points of view both on the very concept of creativity, its essence, and on its connection with other mental processes, on its role in the cognitive and transforming human activity. Despite the variety of characteristics, most modern researchers attribute creative imagination to higher mental processes. The formation of creative imagination includes the mandatory development of perception, memory, thinking, speech, emotions. It is closely connected with sensory and mediated cognition, but is not limited to them. Imagination is practically woven into all cognitive processes and largely depends on the needs and desires of the individual, his motives.

Creativity is the process of mentally creating new images based on elements of past experience. Ensures the creation of a program of action in cases where the problem situation is uncertain. Imagination is passive and active, the latter recreating and creative. Creative imagination underlies most types of compositions and other speech exercises of students: stories based on plot pictures, according to a given beginning or end, essays about the future, such as the development of the plot of a story, creative retellings and presentations, oral drawing, drawing up a picture plan, etc. d. That's why the development of imagination, primarily creative, is necessary for the successful development of children.

Thus, our hypothesis was confirmed that the process of developing the creative abilities of preschool children will be more effective if children develop imagination, emotional and aesthetic perception, stimulate research activities.

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