Long-term plan for artistic and aesthetic development in the second junior group

Long-term plan for artistic and aesthetic development in the second junior group

Tatiana Romancheva

Long-term plan for artistic and aesthetic development in the second junior group

PERSPECTIVE PLAN FOR ARTISTIC AND AESTHETIC DEVELOPMENT

IN THE SECOND JUNIOR GROUP "TEREMOK"

Date Topic of the week GCD Goal, objectives Source

3.09 “Adaptation-vacation week”
“Acquaintance with pencil and paper”
.
Learn to draw with colored pencils, hold them correctly, and move them across the paper, leaving a visible mark. Cultivate a desire to draw. N. S. Golitsyna “Notes of complex thematic classes 2ml.
gr." page 11

5.09 “Adaptation-vacation week”
“Let’s remember how objects should lie on the table
. Introduce the organization of an application lesson. Introduce the rules of safe behavior in class. Learn to create images from ready-made shapes, laying them out on a sheet of paper. N. S. Golitsyna page 17

10.09 “Adaptation-vacation week”
“Balls for kittens”
.
Learn to draw round objects with a foam rubber swab and carefully paint over them. D. N. Koldina “Drawing with children 3-4 years old”
p. 11

11.09 “Adaptation and vacation week “Toys”

. Arouse interest in modeling from plasticine. Introduce the properties of plasticine. Learn to roll out a ball of plasticine and decorate the sculpted product with additional material. D. N. Koldina page 12

17.09 "Kindergarten"

.
“Let’s draw strings for the balloons
. Reinforce knowledge of flower names. Learn to draw straight lines with a pencil from top to bottom, draw the line continuously, leaving a visible mark. N. S. Golitsyna page 16

18.09 "Kindergarten"

.
"The balls are rolling along the path
.
Learn gluing techniques - take a little glue, spread the back of the workpiece on the oilcloth, press it to the sheet with a cloth. N. S. Golitsyna p. 32 (application)
09.24 “Our favorite kindergarten”

.
“These are sorceresses - multi-colored paints
. Introduce a new visual material - paints. Learn to draw lines, remove excess paint from the brush, and rinse it in water. N. S. Golitsyna page 30

25.09 "Our favorite kindergarten"

.
"Mushroom clearing"
.
Teach children to roll out small balls of plasticine into columns and connect them with additional material. Cultivate kindness and responsiveness. D. N. Koldina “Modeling with children 3-4 years old”
p. 16

1.10 Rain

.
Continue drawing straight lines with a pencil from top to bottom, drawing the lines continuously, leaving a visible mark. Learn to draw short strokes and hold a pencil correctly. N. S. Golitsyna p. 25 (drawing)
2.10 Monitoring “Let’s put the pies in a vase”

.
Practice using gluing techniques. Develop the ability to arrange parts in an aesthetic order. N. S. Golitsyna p. 45 (application)
8.10 Monitoring “Introduction to colored wax crayons”

Encourage them to draw with crayons without pressing too hard to avoid breaking them.
Learn how to hold it correctly and leave a visible mark on paper. N. S. Golitsyna p. 38 (drawing)
9.10 Monitoring “Bagels and Bagels”

Consolidate knowledge of names and products, strengthen the ability to roll out a plastic mass between the palms with straight movements, learn to roll a stick into a ring, tightly connecting the ends.
N. S. Golitsyna page 44 (modeling)
15.10 “Autumn”
“Autumn leaf fall”
Learn to paint with a brush using the
“dipping”
, changing the color of the paint;
strengthen the ability to hold a brush, pick up paint on the bristles, and rinse the brush. Learn to distinguish and name colors. D. N. Koldina page 16 (drawing)
16.10 “Autumn”
“Autumn trees and bushes”
To consolidate children’s knowledge about the rules of gluing, to introduce them to the color orange.
Learn to correlate color with its name. Consolidate knowledge about yellow, green, red colors. D. N. Koldina page 18 (application)
22.10 “Autumn”
“Let's collect vegetables in a bag”
We consolidate knowledge about vegetables, continue to learn how to draw oval and round objects with pencils.
N. S. Golitsyna, p. 67 (drawing)
23.10 “Autumn”
“Potatoes in a bag”
Teach children to roll small balls between their palms and flatten them on top with their fingers on cardboard, to evoke tactile sensations.
D. N. Koldina page 13 (modeling)
10.29 “Autumn”
“These are the fruits”
Reinforce the idea of ​​​​the appearance of fruits.
Strengthen the ability to draw rounded shapes. Practice the skill of working with gouache. N. S. Golitsyna, p. 72 (drawing)
30.10 “Golden Autumn”
“Sun in Clouds”
Teach children to create a plot composition from a broken circle along the contour and crumpled lumps of a napkin.
Learn to glue rolled up large lumps of paper onto cardboard. D. N. Koldina page 19 (applique)
5.11 “The world around us”
“Patterns on a dress”
Continue introducing watercolor paints.
Learn to decorate products with dots, strokes, stripes, rings using a brush and paints. Develop imagination . D. N. Koldina page 19 (drawing)
6.11 “The World Around Us”
“Mittens”
Continue teaching children to apply plasticine to surfaces.
Learn to decorate products yourself, develop creativity and imagination. D. N. Koldina page 20 (modeling)
12.11 “The world around us”
“Rug for a doll”
Strengthen the ability to draw rectangular objects, decorate as desired, consolidate drawing skills with pencils and felt-tip pens.
N. S. Golitsina, p. 14 (drawing)
13.11 “The world around us”
“Blanket for a doll”
Continue to teach how to apply glue to parts and stick them on a sheet of paper.
Teaches how to make a pattern of circles on a square sheet of paper, alternating them by color. D. N. Koldina, page 22 (application)
11.19 “The world around us”
“My mother”
Learn to correctly name family members and talk about them.
Learn to draw a schematic drawing with colored pencils of a person consisting of a circle and a triangle. Add color names. D. N. Koldina, page 32 (drawing)
11/20 “The World Around Us”
“Table”
Continue rolling out the plasticine rollers.
Develop the ability to sculpt objects of the correct size. Strengthen rolling techniques between your palms. D. N. Koldina, p. 20 (modeling)
26.11 “The World Around Us”
“Striped Scarf”
Learn to draw straight lines from left to right, learn to combine colors, consolidate skills in working with gouache.
N. S. Golitsyna, p. 128 (drawing)
27.11 “The world around us”
“Scarf for a nesting doll”
Continue to teach how to apply glue to parts, stick them on a square-shaped sheet of paper.
Learn to make a pattern on a triangular scarf, alternating circles and triangles. D. N. Koldina, p. 21 (application)
3.12 “Winter”
“Hare in the Snow”
Teaches children to make pokes with a hard semi-dry brush inside the contour,
to develop imagination , creativity, fantasy. D. N. Koldina, page 29 (drawing)
4.12. “Winter”
“Snowballs - big and small”
Practice using the application technique, consolidate knowledge of the concept - big, small.
Strengthen the ability to sculpt round objects using familiar techniques. Encourage them to sculpt several objects and independently pinch off plasticine from a piece. N. S. Golitsina, p. 117 (Modeling)
10.12 “Winter”
“Coniferous forest”
Teaches you to draw objects consisting of a combination of lines; create a composition, expand children’s understanding of the coniferous forest. D. N. Koldina, p. 25

11.12 “Winter”
“Carrots for bunnies”
Reinforce the use of the application technique, teaches you to stick objects using a brush and a napkin. D. N. Koldina, p. 25

17.12 “Winter”
“Swan”
Continue to introduce children to the technique of palm printing, teach them to add details to images using a brush, and
develop their imagination . D. N. Koldina, p. 41 (drawing)
12/18 “Winter”
“Owl”
Learn to combine natural materials and plasticine in crafts.
Develop perception and attention, consolidate rolling techniques in a circular motion. D. N. Koldina, p. 38 (modeling)
24.12 “New Year’s holiday”
“We will decorate the Christmas tree for the holiday”
Learn to draw objects consisting of vertical and oblique lines.
Teaches how to draw Christmas tree needles using the poking technique. Decorate it with balls and lights. Develop aesthetic perception, improve technical techniques. Develop creativity and independence. T.V. Koroleva “Draw and Learn”
, pp. 36-38
(drawing)
12.25 “New Year’s holiday”
“Toy for the Christmas tree”
Learn to compose an image of objects from several parts, continue to teach neat gluing skills.
N. S. Golitsyna, p. 111 (application)
14.01 “The Magic World of Fairy Tales”
“Santa Claus’s Hut”
Teach children to convey the image of a fairy-tale hut in a drawing.
Learn to use cool colors and shades, depict an object from a quadrangular shape, a straight roof. Learn to make additions to a drawing by T.V. Korolev “Draw and Learn”
, pp. 39-41
(drawing)
15.01

“The magical world of fairy tales”
“The Little Mouse and the Golden Egg”
Continue to learn how to depict fairy-tale characters using plasticine.
Learn to transform a spherical shape into an oval shape with direct hand movements, using familiar sculpting methods: rolling, pulling, flattening. G. N. Davydova pp. 63-65 (modeling)
21.01

“Transport, road safety”
“Travel by car, ship, plane”
Learn to complete the missing round-shaped details on the depicted objects.
D. N. Koldina pp. 35,36 (drawing)
22.01 Transport, road safety “Traffic light”

Teach children to make circles and rectangles from pre-prepared circles, depict an object and stick it on.
D. N. Koldina pp. 37,38 (application)
28.01

Transport, road safety. "Cars are racing down the road"

Strengthen ideas about types of transport.
Encourage them to talk about their drawing. Draw rectangular and round objects, add details. N. S. Golitsyna p. 169 (drawing)
29.01 Transport, road safety. "The plane is flying"

Strengthen the ability of children to divide a block of plasticine into two equal parts by eye, and roll it out with straight movements of the palms.
Be able to assemble an object consisting of several parts on a plane and achieve an accurate representation of the object’s shape. Develop the ability to use printing and flattening techniques. G. N. Davydova, pp. 55-58 (modeling)
5.02 World of professions “Railway for Aibolit”

.
Learn to draw long and short lines in watercolor. Create a desire to help those who need help. D. N. Koldina p. 36 (drawing)
6.02 The world of professions “Elephant juggler”

.
Teach children to arrange the parts according to their color and contour shape, and stick them on. To develop an interest in circus professions. D. N. Koldina page 38 (application)
11.02 Folk art, culture, traditions. "Rainbow with Dymkovo patterns"

Continue to introduce children to folk crafts - the Dymkovo toy, its color scheme, and pattern features.
Improve technical skills in working with gouache. Learn to create a picture based on Dymkovo painting (circle, ring, dots)
.
T. V. Koroleva pp. 49-51 (drawing)
12.02 Folk art, culture, traditions “Beads for Lucy”

.
Strengthen the ability to sculpt objects from several parts, place beads close to each other, in a certain order, alternating them by color. G. N. Davydova pp. 19-21 (modeling)
18.02 Folk art, culture, traditions “Our nesting doll”

.
Improve your ability to depict rounded shapes. Learn to convey the image of a matryoshka doll. Learn to decorate with small details. T. V. Koroleva pp. 28-30 (drawing)
19.02 Folk art “Here are the funny nesting dolls, okay, okay”

Expand children's knowledge about folk craftsmen who make toys.
Arouse interest in the image, the desire to decorate the nesting doll using ready-made elements of the pattern V. N. Volchkova, N. V. Stepanova, p. 326 (applique)
25.02 My family “Mom, Dad, I am family”

Learn to correctly name family members, learn to correctly name family members, learn to draw a person schematically with colored pencils, consisting of a circle, triangle and lines, consolidate the ability to distinguish colors.
D. N. Koldina, p. 32 (drawing)
02.26 My family “Our family’s house”

Strengthen children's ability to bring products to the desired image with the help of plasticine, cultivate a sense of pride in their family.
D. N. Koldina, p. 31 (modeling)
3.03 My family “Flowers in a vase for my beloved mother”

Learn to draw a vase using round and square shapes, strengthen the drawing by poking, and improve techniques for working with paint.
T. V. Koroleva, pp. 55-57 (drawing)
4.03 My family “Mimosa”

Teach children to tear off a napkin, crumple it into a ball and stick it in the right place on a sheet of paper by D. N. Koldina, page 39
(application)
10.03 My family “Dasha’s Birthday”

Learn to independently convey your idea in a drawing, choose the appropriate drawing technique and material
(gouache, pencil, paints)
D. N. Koldina, p. 44
(drawing)
11.03 My family “Flower for Grandma”

Continue to teach how to combine natural materials and plasticine in crafts,
develop the creative abilities of children D. N. Koldina, page 39 (modeling)
17.03 I am growing healthy “Vitamins for Irinka”

Continue to reinforce the names of fruits and vegetables, learn how to paint large and small round shapes with a brush, learn how to hold a brush correctly, how to pick up paint by D. N. Koldina, pp. 13-14
(drawing)
18.03 I am growing healthy “A beautiful plate for beautiful products”

Reinforce ideas about healthy products, learn to make a pattern on a round object, place it along the edge and in the center, learn to alternate circles by color and size.
N. S. Golitsina, p. 200 (application)
24.03 Spring “Spring icicles”

Teach children to draw icicles along the length and transfer droplets with rhythmic strokes.
Strengthen the ability to analyze and understand the content of a topic. D. N. Koldina, p. 39 (drawing)
25.03 Spring “The sun woke up, smiled at the children”

Learn to convey the image of the sun, improve the ability to roll a piece of plasticine between your palms, giving it a spherical shape, and flatten it on a horizontal surface for a flat image.
G. N. Davydova, p. 23 (modeling)
31.03 Spring “Rook on the mountain - spring in the yard”

Learn to draw a bird using a round shape to depict the body and head.
Invite children to draw birds that peck grains to develop their creative abilities. T. V. Koroleva, pp. 66-68 (drawing)
1.04 Spring “Indoor flower”

Teach children to make a flower from parts, apply glue to the parts and stick them on a sheet of paper.
Develop perception and thinking. D. N. Koldina, pp. 40-41 (application)
7.04 Book Week of Humor and Laughter “Clown Mask”

Learn to draw a clown's face with a simple pencil, consisting of circles of different sizes, learn to navigate parts of the body and face.
D. N. Koldina, pp. 31-32 (drawing)
8.04 Book week of humor and laughter “Tumbler Bear”

Practice depicting objects consisting of round parts of different sizes, practice the technique of fastening parts.
T. S. Komarova, p. 38 (modeling)
14.04 Space “A rocket is flying in the starry sky”

Continue to introduce the first cosmonaut of the Earth.
Expand children's knowledge about the world of technology around them. Learn to draw a rocket using a triangular or oval shape, learn to apply small parts to the shape, and improve technical shapes. T. V. Koroleva, p. 68 (drawing)
15.04 Space “Trip to the Moon”

Learn to paste ready-made forms, be able to place them on a sheet of paper, improve the ability to complement the work, and
develop spatial arrangement. T. S. Komarova p. 37 (application)
21.04 World of nature “Birdhouse”

Learn to draw an object consisting of a rectangular shape, a circle, a straight roof.
Correctly convey the size of the parts of an object. Reinforce the painting technique. T. S. Komarova, p. 41 (drawing)
22.04 World of nature “Beautiful butterfly”

Continue to teach children to apply plasticine to the surface in a thin layer inside the outline and decorate the product.
D. N. Koldina, p. 43 (modeling)
28.04 The world of nature “Easter. Painted eggs"

Learn to draw using a stencil, paint using familiar techniques.
Develop a color scheme . D. N. Koldina. p. 42 (drawing)
29.04 The world of nature “Basket with Easter eggs”

Continue to teach children how to create a collective composition and correctly place objects on a sheet of paper.
D. N. Koldina, p. 45 (applique)
5.05 World of nature “Insects and bugs are walking”

Continue teaching children to draw familiar shapes, create a plot composition, and reinforce color names.
D. N. Koldina, p. 45 (drawing)
6.05 The world of nature “Turtle”

Arouse interest in representatives of the animal world, talk about the features of appearance. Strengthen the ability to work with plasticine: rolling out parts of an object in circular and straight movements.
Learn to connect individual parts into a single whole. G. N. Davydova, pp. 33-35 (modeling)
12.05 Blooming spring. Insects "Green bushes"

Improve children's skills in combining various technical skills.
D. N. Koldina, p. 42 (drawing)
13.05 Blooming spring. Insects "Tulip"

Continue to teach children how to make a whole from parts. Introduce the names of garden flowers and the components of plants. D. N. Koldina,

page 44 (application)

19.05 Blooming spring “Dandelions in the grass”

Teaches to convey in a drawing the beauty of a blooming meadow and the shape of flowers.
Practice painting techniques with paints. Develop the ability to enjoy your drawing. T. S. Komarova, p. 44 (drawing)
20.05 Blooming spring “Small Bird”

Learn to sculpt an object consisting of several parts, reinforce the technique of pinching with your fingertips
(beak, tail)
.
Practice the ability to press parts tightly together. T. S. Komarova, p. 40 (modeling)
26.05 Summer “Ladybug on green grass”

Learn to depict insects crawling one after another, continue to add additions to the image.
T. V. Koroleva, p. 78 (drawing)
27.05 Summer “Chicken”

Continue to teach children how to create a collective composition and bring the subject to the desired image.
D. N. Koldina, page 42 (application)

MAGAZINE Preschooler.RF

Municipal budgetary preschool educational institution "Kindergarten No. 28" TEACHER: Neumyvaka I.A. Birobidzhan, 2015.

Development of artistic and creative abilities of children of the second younger group

Relevance

The development of children's creativity is an urgent problem of modern pedagogy and sets the main goal for the education system to instill in the younger generation a creative approach to transforming the world around them, activity and independent thinking that contribute to the achievement of positive changes in the life of society.

In the preschool period of childhood, the foundations for personality development are laid and creative abilities are formed. Practicing teachers note that if a child is talented, he is talented in many areas.

E. A. Florina gave the following definition of children’s creativity: “We understand children’s visual creativity as a child’s conscious reflection of the surrounding reality in drawing, modeling, design, a reflection that is built on the work of the imagination, on the display of his observations, as well as the impressions he received through word, picture and other forms of art. The child does not passively copy the environment, but processes it in connection with accumulated experience and attitude towards what is depicted . Further research into children's creativity further clarified this definition.

N.A. Vetlugina defined children’s creativity as “the initial stage in the development of creative activity. At the same time, a child’s creativity can bring pleasure with its spontaneity and freshness of expression. In his artistic creativity, a child discovers something new for himself, and for those around him - something new about himself.”

L.S. Vygotsky wrote: “It is impossible to teach the creative act, but this does not mean at all that the educator cannot contribute to its formation and manifestation . He noted that visual activity is the very first, most accessible and attractive type of creative work for young children. Skillful and tactful management of visual activities will help develop the child’s abilities.

T.S. Komarova studied the component of image ability, such as mastering graphic skills and abilities, including drawing techniques. It defines the content of graphic skills and abilities, identifies a system of these skills and abilities that is accessible to preschool children in general and children of different age groups in particular, and develops a methodology for their formation.

N.P. Sakulina considers the child’s visual activity as the ability to depict, that is, the ability to correctly draw an object, and the ability to create an image that shows the attitude of the person drawing to it. This ability of expression is an indicator of children's creativity.

started. Research by N.P. Sakulina show that training does not hinder the development of creativity. It contributes to its formation and development in the presence of certain conditions.

From a psychological point of view, preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive, they have a great desire to learn about the world around them. In this context, the problem of developing the creative abilities of preschool children acquires special significance. Productive activity plays an important role in their development, since, along with play, it is the leading activity in preschool childhood.

The formation of a child’s creative personality is one of the most important tasks of modern pedagogy. The most effective means for this are visual arts, appliqué and modeling. They promote children’s active knowledge of the world around them and develop their ability to creatively reflect their impressions. In addition, creative activity is a source of special joy for children, helps to instill in them a sense of pride and satisfaction with the results of their work, and reinforces a sense of success.

Before starting the experiment, I conducted research on children’s attitudes towards creative activities. At this stage, I observed what type of activity the child preferred in independent activities: experimentation, creative activity, play corner.

Analysis of children’s choice of activity at the beginning of the project, %

The results of observations of children showed that the preferences of children in the group were distributed as follows:

1. place – play corner (62%)
2. place – fine arts activities (23%)
3. place - experimentation (15%)

In the process of observing children's artistic creativity, I noted that often children's works are schematic and monotonous, some children do not choose bright colors and use unsuccessful compositional solutions. I concluded that it is possible to solve these problems only with a new approach to organizing educational activities with children in this area, namely, the inclusion of a variety of productive activities for children when organizing the evening period of time.

I base my work on developing the creative abilities of children of primary preschool age on the following principles:

• From simple to complex, where a transition from simple to complex activities is provided.
• The principle of visibility is expressed in the fact that children have a more developed visual-figurative memory than verbal-logical memory, so thinking is based on perception or representation.
• The principle of individualization ensures the involvement of each child in the educational process.

Goal: Comprehensive development of artistic and creative abilities through productive activities.

To achieve the intended goal, the following tasks were identified:

1. Conduct a diagnostic examination in order to determine the level of development of the artistic and creative abilities of children of primary preschool age;
2. To develop long-term thematic planning for the development of artistic and creative abilities of children of primary preschool age through productive activities;
3. Organize a subject-development environment for the development of artistic and creative abilities of children of primary preschool age;
4. Develop artistic and creative abilities through sensorimotor activity;
5. Develop artistic and creative abilities through visual activities (drawing, sculpting, appliqué), including using non-traditional methods;
6. Introduce parents to methods and techniques for developing artistic abilities.

To implement this experience, long-term planning of work on the development of creative abilities was drawn up. I began to actively introduce drawing, modeling and appliqué into working with children.

The development of creativity largely depends on the organization of the subject-development environment in the group. the “Center for Art and Creativity” appeared with a variety of traditional and non-traditional tools and materials for visual activities and artistic work: brushes, pencils, felt-tip pens, paints, plasticine, printing stamps, cocktail tubes, cotton swabs, paper of various qualities, cotton wool, padding polyester, yarn, waste material, etc. The available material is arranged in such a way that children can freely, according to their interests, choose materials and aids for this type of activity, if they wish, not only reproduce, but continue what they did in class, in joint activities, but also to show their creativity, as well as finish the started game, work, and realize their plans.

In the corner there is a stand for an exhibition of children's works. The main goal of this center is to enhance children's artistic creativity and enrich the experience of creative activity. Children were happy to participate in decorating the group with their works; this made it possible to further motivate children to be creative.

Didactic games play a big role in the development of creative abilities. Their main feature is that the task is offered to children in a playful way. Children play without suspecting that they are mastering some knowledge, mastering skills and actions with certain objects, and learning a culture of communication with each other.

In order to introduce children to primary colors, I used board games: “Colorama” (children laid out paths from geometric shapes), Lotto “Rainbow” , “Mosaic” . During these games, children not only became familiar with primary colors, but also developed fine motor skills.

In the process of productive activities, it is not enough for a four-year-old child to understand that he must be attentive; he must be taught this. The basic mechanisms of voluntary attention are laid down precisely at this age.

I played with children such didactic games as “Color, Shape, Size” , “Geometric Lotto” , “Pick by Shape” and others aimed at consolidating sensory standards, developing perception, attention, visual memory, and associative thinking. In children 3-4 years old, the level of artistic abilities depends on the level of development of fine motor skills of the hands. Therefore, to develop it, I actively use sensorimotor activity using various means. So, to develop fine motor skills, I use plastic and wooden clothespins.

After I saw that the children learned to deftly handle clothespins, I suggest they try to make something out of them. Thus, we not only develop fine motor skills, but also develop our creativity. And we got interesting centipedes, prickly hedgehogs, radiant sunshine and much more.

To develop artistic and creative abilities and fine motor skills, I use colored pasta of various shapes. With their help, we consolidate knowledge about the shape and color of objects.

Excellent educational aids are plastic jars, bottles, small cardboard boxes - all with lids, which make wonderful exercise equipment. The children's task was to match each container with a lid. To complicate the task, I added a few extra lids that have nothing to cover. I used bottle caps to secure flowers and develop fine motor skills. To do this, I developed a card index of games with colored lids.

The child also develops precision and coordination of movements while playing with fasteners. To do this, I use a self-made soft educational exercise book.

I started this task with the simplest - unfastening the Velcro, untying the laces. Then they moved on to unfastening buttons, zippers, snaps, and so on. After the child began to complete the task independently, I complicated it, offering not only to unfasten it, but also to fasten it back, selecting the required type of fastener.

In kindergarten, the development of artistic creativity takes place in drawing, modeling, and appliqué classes. Each of these types has its own capabilities in displaying a child’s impressions of the world around him and developing children’s visual creativity.

Drawing is one of children's favorite activities, which provides great scope for the manifestation of their creative activity. The themes of the drawings can be varied. By mastering the techniques of composition, children begin to reflect their ideas in plot works more fully and richly. “There is a significant difference between the way a child draws with a pencil, felt-tip pen, stick, chalk and other graphic materials, and the way he works with paints. In the first case, he is interested in the plot, form, relationships between characters, in the second - the expression of his emotions and attitude to the depicted phenomenon through a combination of colors .

“Drawing,” notes L.S. Vygotsky, is a typical creativity of an early age, especially preschool. At this time, children draw willingly, sometimes without being forced by any adult; Sometimes a slight stimulus is enough for a child to start drawing.” .

In order to develop artistic and creative abilities and instill a love for fine arts, to arouse interest in drawing from early preschool age, I use unconventional methods of depiction. Such unconventional drawing gives children a lot of positive emotions, reveals the possibility of well-known objects as artistic materials, and surprises them with their unpredictability.

Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. The result is usually very effective and almost does not depend on skill and ability. Non-traditional methods of depiction are quite simple in technology and resemble a game.

For classes, it is necessary to prepare beautiful and varied materials, to provide children with the opportunity to choose visual media.

An unusual start to work, the use of gaming techniques - all this helps prevent monotony and boredom in children's visual activities, and ensures the liveliness and spontaneity of children's perception and activity.

Working with children of primary preschool age, I play out the plot of the future drawing with the help of various toys and objects, accompanying the drawing with an emotional comment, using the artistic word. This approach allows me to interest children, hold their attention longer, create the necessary emotional mood and a positive motive for activity.

Introducing children to non-traditional drawing techniques, I started with finger painting - this is the easiest way to obtain an image. At an early age, many children are just learning to use artistic instruments, and therefore it is easier for them to control the movements of their own finger than a pencil or pussy. This method of drawing provides the child with freedom of action.

The kid dips his finger into the gouache and puts dots and spots on the paper. I start the work with one color: I give the opportunity to try different movements, leave different prints.

Four-year-old children are not yet ready enough to pick up a brush to paint with strokes. And to master this faster and easier, I pay attention to drawing with cotton swabs. At the same time, the children do not get their hands dirty with paints, they learn to put neat dots and small strokes, which, when visually fused, create the effect of a painting.

Drawing with cotton swabs or pointillism for children has a positive effect on mood and imagination, develops imagination and creativity from an early age.

I taught children of primary preschool age to draw with their palms. They really like this way of drawing. We produced wonderful drawings “Autumn Forest” , “New Year Tree” , “Radiant Sun” .

It should be noted that the fascination of the process for the child is much more important than the final result, so I tried to stop the baby in time and switch his attention to the created image, for example: “What did you draw?” , “Whose tracks are these?” , “Which berry do you like?” , “Who are these berries for?” .

Already from the younger group we draw with corks and stamps made from potatoes. This technique allows you to repeatedly depict the same object, making a variety of compositions from its prints, decorating postcards, napkins, scarves, etc. with them.

The child presses the signet onto a pad of paint and makes an impression on a sheet of paper. To obtain a different color, both the bowl and the signet are changed. We drew: “Berries” , “Apples” , “My favorite cup” , “Radiant sun” , “The little Christmas tree is cold in winter” , “Starry sky” , “The flower rejoices in the sun” .

From the age of 4 I introduced the “tamponing” . I make a tampon from foam rubber. The ink pad serves as a palette. To change the color, you need to take different foam rubber and a bowl. Using this technique, it’s good to draw something fluffy, light, airy, and transparent. For example, you get very unusual “Dandelions” , “Balloons” , “Clouds” , “Christmas trees” . Funny “Snowmen” , “Chickens” .

When working with pencils, children enjoy coloring pictures. The first works that the children colored were not very neat, dull, because they held the pencil incorrectly and did not press well. But by the end of the project, I noticed that the children began to color the picture more carefully. We tried not to go beyond the contour, hand movements became much more confident and the work turned out bright.

To develop my creative abilities, I actively use appliqué. Applique is one of the simplest and most effective ways to work with paper. For children 3-4 years old, applique is a new type of visual activity. The process of gluing ready-made forms is difficult for the baby. Therefore, at the beginning, she often showed the gluing sequence. First, the finished forms are laid out on a sheet of paper. This teaches the child to see the image as a whole.

In class, I taught the children to name, arrange, and stick paper figures I had cut out in a certain order. At the same time, they had to combine and alternate them by color, size, compose an object from two or more parts, observing the sequence of gluing on the base. I reinforced the children’s ideas about the shape of a circle, a quadrilateral, about primary colors (red, blue, green, light blue), about size (big - small, tall - short). From the first lessons, she taught the children to follow the rules of accuracy:

• do not put too much glue on the brush
• After spreading, place the brush on the stand
• spread molds only on oilcloth
• When gluing, press the figure with a cloth

The application involves depicting objects of the surrounding world and creating plot compositions. In the process of practicing appliqué, children become familiar with simple and complex shapes of various objects, parts and silhouettes of which they cut out and paste. Creating silhouette images requires a lot of thought and imagination, since the silhouette lacks details, which are sometimes the main characteristics of the object. Application classes contribute to the development of mathematical concepts. Preschoolers become familiar with the names and characteristics of the simplest geometric shapes, gain an understanding of the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (more, less). These complex concepts are easily acquired by children in the process of creating a decorative pattern or when depicting an object in parts.

To ensure that the work brought pleasure to the children and had a positive impact on their upbringing and development, I came up with an entertaining form of completing the task and used game techniques: play actions (collect apples in a basket, find a hidden toy, help mom preserve vegetables, etc.).

The content of the application was associated with direct observations, seasonal changes in nature, holidays, and games. For example, in the fall we collected and examined leaves, flowers, vegetables, and fruits.

For applique I use various materials, which significantly expands the child’s capabilities, develops a sense of color, harmony, imagination space, imaginative thinking, and artistic and creative abilities. Creating crafts in integration with non-traditional techniques of paper and other materials gives children great pleasure when they are successful, and great disappointment if the image does not work out.

The basic principle of these techniques is to transfer the drawing onto the base, identify areas of the same color and fill each area separately with the prepared material.

In a joint activity in the evening with children on applique, I used the following non-traditional work technique: applique from cotton pads “Velobochki” .

During the implementation of this project, in order to continue the development of artistic and creative abilities, I used a new creative technique - the technique of plasticineography, during which children learned to create an image by smearing and smearing one element onto another. To develop a creative interest in studying the world around us, I suggested making appliqué using plasticine. To do this, it was necessary to pinch off small pieces of plasticine and roll them into small balls and lay them out along the contour of the design. The children tried to do the work carefully and selected the necessary colors.

Thus, using interesting, accessible and varied content, I consistently and systematically formed in children both the development of ideas about the environment and artistic and creative abilities.

When working with a child, one of the teacher’s tasks is to establish a trusting relationship with the parents. As practice has shown, the closer the relationship between the teacher and parents, the more success the child has. The kindergarten staff and parents must become like-minded people in solving the assigned problems. In order to identify the attitude of parents towards the artistic and creative activities of their children, I conducted a survey. Based on the results of the initial survey, it was concluded that they were interested in this topic because they were happy to fill out the proposed questionnaires.

A qualitative analysis of the responses received showed that parents have a positive attitude towards children's creativity, but not everyone understands its importance in the development of the child and preparing him for school. The greatest difficulty was caused by questions about the organization and management of non-traditional drawing. Parents noted being busy at work and lack of time for creative activities with their children.

Interaction with parents occurs individually and collectively. Consultations were held: “Development of creative abilities at home. Drawing” , “Use of non-traditional drawing techniques to develop children’s creative abilities” , parent meetings “We are young artists” , “The role of the family in developing a child’s interest in artistic and creative activities” , “Creative activities of children of primary preschool age” , “Creative fingers” .

Visual material for parents in the form of booklets plays an important role, for example this one: “How to support a child’s interest in drawing .

Once a quarter I hold an open session for parents, through which parents can learn about the achievements of their children.

When working with parents, I try to find something good in each child and praise him with all my heart. For my part, I take into account the wishes and recommendations of parents, involve them in the creative and educational process, in preparation for creative activities (parents prepare materials, conduct video recordings of classes).

I pay special attention to creating a cognitive and developmental environment in the group with the help of parents. Together with my parents, I made the album “Non-traditional drawing techniques” , didactic games “Talking Colors” , “Colored Couples” , “Tasty Palette” , “An Artist Called Nature” , “Same and Different” , “Select a Palette for a Painting” , “Compose portrait" , "Who is who" .

At the end of the project, parents independently began to bring photographs depicting how they were doing creative work at home, as well as the crafts they made. And we got a wonderful photo exhibition “Our creativity at home.

Work on the experiment took place in 3 stages:

1st preparatory: I set goals and objectives, determined the directions, objects and methods of research, preliminary work with teachers, children and their parents, selection of equipment and materials; an initial diagnosis of children on the development of creative abilities was carried out;

2nd - main: implementation of assigned tasks in accordance with the long-term plan;

3rd - generalizing (final): generalizing the results of the work in a variety of forms, analyzing them, formulating conclusions and, if possible, drawing up recommendations.

The practical significance of this experience lies in the fact that the results obtained made it possible to develop and use in practice a set of measures to develop the creative abilities of children of primary preschool age through productive activities. This complex can be used by a wide range of people: teachers of other groups, parents of children.

The teacher’s work included the following items:

1. Development of the “Creative Fingers” .
2. Creating lesson notes to develop creative abilities.
3. Development of a card index of finger gymnastics, games for speech development.
4. Selection of materials for creative development: modeling, appliqué, drawing.
5. Creation of attributes for the development of creative abilities: potato stamps, foam swabs for drawing.

Children's activities:

1. Art classes, modeling, appliqué and drawing.
2. Joint activities of the teacher and children (finger, didactic, outdoor games).

Parents' activities:

1. Questioning parents;
2. Parent meetings: introduction to the “Creative Fingers” ;
3. Individual and group consultations “We are young artists” , “The role of the family in developing a child’s interest in artistic and creative activities” , “Creative activities of children of primary preschool age” , “Small steps into a wonderful world”
4. Recommendations: . ”
5. Days of communication (teacher answers to questions of interest to parents).

Expected Result:

• for the teacher:

1. increasing the level of pedagogical competence; professional growth;
2. job satisfaction;
3. systematization and improvement of the quality of work with children of primary preschool age on the development of artistic, creative and speech abilities through various types of activities.

• for children:

1. Development of children's creativity in visual arts; education of aesthetic perception of children;
2. Introduction to the world of art;
3. Development of the ability to master and transform the surrounding cultural space;
4. Improving manual motor skills; nurturing interest and improving sustainable technical skills in drawing, appliqué, and modeling;
5. Development of a “sense of initiative” ;
6. Ability to work actively and collaboratively in a group.

• for parents:

1. A conscious attitude towards the artistic and creative process of children;
2. Careful attitude towards children's creative products;
3. Partnerships between parents and teachers in the joint organization of group life.
4. We learned how to organize children's creativity;
5. We equipped mini corners for children's creativity;
6. Increased the level of pedagogical knowledge.

Conclusion:

Summing up the results of the work aimed at developing the artistic and creative abilities of children of primary preschool age when organizing the evening period of time, it can be noted that not only the level of artistic abilities of the children increased, but also the personal growth of each pupil became obvious, which is confirmed by the positive results of the work done:

— children acquired valuable experience in the creative implementation of ideas, experience in partnerships, active interaction based on visual activities, they became liberated, proactive, and learned to express their thoughts more freely.

— the children learned to help each other, build partnerships with the teacher, this gave confidence to even the most “stressed” children.

• preschoolers used decorative elements in their drawings, both in class and in free activities, tried to give expressiveness to the image using shape, color, composition
• children have moved away from stereotypical images, their works have become brighter and more diverse, original and interesting in content, made through the prism of their individual vision

— preschoolers got used to terms and concepts and learned to understand their meaning.

At the final stage of the experiment, I conducted another observation of children’s attitudes towards artistic creativity.

Children's preferences were distributed as follows:

1. place – activity (40%)
2. place – play corner (23%)
3. place – experimentation (16%)

I concluded that the key to the successful development of children’s artistic and creative abilities are:

1. Systematic, comprehensive work using new teaching methods from activities, communication and interaction with the child.
2. Creating conditions for free independent activity, development of ideas about the diversity of the surrounding world, opportunities for self-expression.
3. Interaction and cooperation of teachers, educators and parents, a common position in understanding the prospects for the child’s development.
4. Creative growth of teachers, nurturing their own creativity.

We believe that the widespread inclusion in the pedagogical process of a variety of artistic and creative activities, maximum attention and respect for the products of children's creativity, their widespread use in the lives of preschool children and in the design of the premises of a child care institution fills the lives of children with new meaning, creates for them an environment of emotional well-being, causes a feeling of joy.

In creative activities, we see our task not so much in teaching children the fine arts, but in providing the foundations for the development of each child into a competent person capable of adequately thinking, feeling and acting in a cultural society.