The influence of productive activity on the development of a child’s personality

Introduction

Productive activities of a preschooler include visual and constructive activities. They, like the game, have a modeling character. In the game, the child creates a model of relationships between adults. Productive activity, modeling objects of the surrounding world, leads to the creation of a real product, in which the idea of ​​an object, phenomenon, situation receives material embodiment in a drawing, design, three-dimensional image.

Thus, in the last decade, teachers and practitioners have noted that preschool children are increasingly different from their peers, whom I.G. describes. Pestalozzi, J.A. Komensky, M. Montessori, V.A. Sukhomlinsky, and even from those children who attended kindergartens at the end of the twentieth century.

Teachers note that currently, preschool children are experiencing mental, psychophysiological, and personal changes. In particular, a sharp decline in imagination, curiosity, and creative manifestations of children was noted.

Researchers note that the uniqueness of modeling as one of the types of productive activity lies in the three-dimensional method of depiction. Preschoolers can master the techniques of working with soft plastic materials that can be easily manipulated by the hand—clay and plasticine. N.K. Krupskaya [1, p.28].

Federal state educational standard for preschool education, approved by the Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 (hereinafter referred to as the Federal State Educational Standard for Education), puts an individual approach to the child and play at the forefront, where the intrinsic value of preschool childhood is preserved and where the very nature of the preschooler is preserved. The fact that the role of play is increasing as the leading activity of a preschooler and that it is given a dominant place is certainly positive, since currently occupation comes first. The need to abandon the educational and disciplinary model of the educational process - the abandonment of specially organized activities - is long overdue.

17 pages, 8231 words

LEGO construction as a way to organize structural model...

... the area “Artistic and Aesthetic Development” includes constructive and modeling activities for preschool age. In the educational field “Artistic and Aesthetic Development,” the task of implementing children’s independent creative activity (visual, constructive-model, musical) is highlighted. Design means creating a model, constructing, bringing...

The leading types of children's activities, according to the Federal State Educational Standard for Education, are: gaming, communicative, motor, cognitive-research, productive, etc. It should be noted that each type of children's activity corresponds to certain forms of work with children.

Fig.1. Types of productive activities in preschool educational institutions

Fine art activities include drawing, modeling, and appliqué. 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. The children draw everything that interests them: individual objects and scenes from the surrounding life, literary characters and decorative patterns, etc. They can use the expressive means of drawing. Thus, color is used to convey similarity with a real object, to express the attitude of the painter to the object of the image and in decorative terms. By mastering the techniques of composition, children begin to reflect their ideas in plot works more fully and richly[2, p.154].

In kindergarten, colored pencils, watercolors and gouache paints, which have different visual capabilities, are mainly used.

The uniqueness of modeling as one of the types of productive activity lies in the three-dimensional method of depiction. Preschoolers can master the techniques of working with soft plastic materials that can be easily manipulated by the hand—clay and plasticine.

Children sculpt people, animals, dishes, vehicles, vegetables, fruits, toys. The variety of topics is due to the fact that modeling, like other types of visual activities, primarily fulfills educational tasks, satisfying the cognitive and creative needs of the child.

The transfer of spatial relationships of objects in modeling is also simplified - objects, as in real life, are placed one after another, closer and further from the center of the composition. Issues of perspective in modeling are simply removed [3, p. 14].

In the process of practicing appliqué, children become familiar with the 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.

Performing applicative images promotes the development of hand muscles and coordination of movements. The child learns to use scissors, cut out shapes correctly by turning a sheet of paper, and lay out the shapes on the sheet at an equal distance from each other.

Construction from various materials is associated with play more than other types of visual activities. Play often accompanies the design process, and crafts made by children are usually used in games [4, p.98].

In kindergarten, the following types of construction are used: from building materials, construction sets, paper, natural and other materials.

In the design process, preschoolers acquire special knowledge, skills and abilities. By constructing from building materials, they get acquainted with geometric volumetric forms, gain ideas about the meaning of symmetry, balance, and proportions. When designing from paper, children's knowledge of geometric plane figures, concepts of sides, angles, and center are clarified. The children get acquainted with the techniques of modifying flat shapes by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional shape appears [5, p.83].

The fundamental point in design is the analytical and synthetic activity of examining objects. It makes it possible to establish the structure of an object and its parts, and take into account the logic of their connection. Thus, a tower with a too narrow base collapses.

Based on analytical-synthetic activity, the child plans the course of construction and creates a plan. The success of the implementation of a plan is largely determined by the preschooler’s ability to plan and control its progress.

Productive activity is a specific imaginative cognition of reality and, like any cognitive activity, is of great importance for the mental education of children. In order to draw, sculpt, or make a building, you first need to become well acquainted with the object being depicted, remember its shape, size, design, arrangement of parts, color. For the mental development of children, a gradually expanding stock of knowledge based on ideas about the variety of shapes and spatial position of objects in the surrounding world, various sizes, and a variety of shades of colors is of great importance.

During classes in drawing, modeling, appliqué and design, children’s speech develops: the names of shapes, colors and their shades, spatial designations are learned, and their vocabulary is enriched. The teacher involves children in explaining tasks and the sequence of their completion. In the process of analyzing the work, at the end of the lesson, children talk about their drawings, modeling, and express judgments about the works of other children [6, p. 23].

When conducting classes, favorable conditions are created for the formation of such qualities as inquisitiveness, initiative, mental activity, curiosity and independence.

Productive activity has an impact on the comprehensive education of a preschooler. It is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

In the process of productive activity, mental and physical activity are combined. To create a drawing, sculpting, or appliqué, it is necessary to apply effort, carry out labor activities, and master certain skills. Children develop the muscles of their hands and fingers. Preschoolers master many practical skills that will later be needed to perform a variety of jobs, and acquire skill that allows them to feel independent.

In drawing, modeling, and appliqué, children convey their impressions of the world around them and express their relationships to it. Visual activity can only acquire a creative character when children develop aesthetic perception, imaginative thinking, imagination and when they master the skills and abilities necessary to create an image. Children’s depiction of objects and phenomena of reality is at the same time a reflection of their attitude towards these objects and phenomena.

Productive activities undoubtedly have a huge impact on the development of communication skills in preschoolers. The modern social order of the preschool education system is to prepare creative, thoughtful and socially adapted people. As they master the cultural, moral rules and patterns of social life, children develop socially, the ability to evaluate their own actions, and effectively interact with others.

Productive activity, being one of the effective means of aesthetic development, stands in the position of developmental education, helping the child to master the spiritual and material world, while simultaneously creating a new product. It is in it that the creative abilities of preschool children are identified and realized, based on personal experiences and initial social experience, and the formation of communicative and social qualities occurs. Therefore, the search for ways to effectively communicate with preschool children through productive activities becomes an urgent need.

Soviet psychologists (V.G. Aseev, F.D. Gorbov, A.I. Dontsov, N.N. Obozov, D.A. Oshanin, L.I. Umansky. A.S. Chernyshov) characterize these basic forms as follows: organizing joint productive activities:

- joint-individual - participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage everyone’s work becomes part of the overall composition;

- joint-sequential - involves working on the principle of a conveyor belt, when the result of the actions of one participant is closely dependent on the results of the previous and subsequent participants;

— jointly interacting — work is performed by all participants simultaneously, coordination of their actions is carried out at all stages.

Since productive activity has great educational and developmental opportunities, it can be assumed that it affects the social and at the same time communicative development of preschool children. In this regard, the implementation of collective productive activities in preschool educational institutions acts as an objective opportunity for the successful socialization of preschool children.

For an effective process of developing the communication skills of preschoolers in an educational institution in the course of productive activities, active assimilation by preschoolers of values, social norms and rules, it is necessary to direct educational work in such a way that the child feels confident, protected, happy, convinced that he is loved, satisfy his reasonable needs. Integrity in understanding the concepts of social reality is achieved through the widespread use of pedagogical means.

To successfully complete tasks, the following methods and techniques can be used, aimed at collective interaction and cooperation in productive activities:

1) use of a motivational component when setting tasks (make a gift or craft for someone);

2) developing in children the ability to recognize a situation of cooperation, choose and accept a position in social relations that corresponds to their capabilities in this activity (the ability to listen and take into account the opinions of others when making collective panels, collages);

3) game problem situations (by implementing these situations, the teacher influences the feeling of compassion, which is available in preschool age, encourages children to sympathize and empathize when solving the task);

4) situations of moral choice (when awareness of the most important moral categories is comprehended by preschoolers based on specific actions in relation to peers: help in completing a started craft, etc.).

Thus, in kindergarten, productive activities include activities such as drawing, modeling, applique and design. Each of these types has its own capabilities in displaying the child’s impressions of the world around him. Therefore, the general tasks facing visual activity are specified depending on the characteristics of each type, the uniqueness of the material and the methods of working with it.

Therefore, productive activity is an important means of all-round development of children. Learning to draw, sculpt, appliqué, and design contributes to the mental, moral, aesthetic and physical education of preschool children.

Productive activities for preschoolers

Not every child’s activity leads to a visual product. And the game can please you with the results. For example, in a role-playing game, a child can learn to set the table or understand how shopping occurs in a store. During the game, communication skills develop, children find their friends. These are all important results. But not substantive, not material.

Productive species include:

• Visual activities
• Construction
• Needlework

It is possible that some parents are hesitant to call the result that their child gets after experimenting with paints or connecting some parts of a construction set a product. From the point of view of qualitative characteristics, the result performed by a preschooler is often rather weak... Moreover, adults need to remember that the child demonstrates everything he does with the desire to hear support and praise, and not criticism.

Productivity of fine arts and crafts

Fine arts include drawing, modeling and decorative arts. This could be making appliques and other crafts. Handicraft is also close to this type, although it requires more technical skills, and therefore is available already at older preschool age.

As soon as a child of three or four years old sees a certain object in his scribbles, we can assume that he has created his first product. This means that the child did not just randomly draw on the sheet. He had a plan! And what happened is age appropriate.

In middle preschool age, children draw quite recognizable images. Figures from plasticine are not yet made, but simple forms are already quite realizable. Every child can make an apple, a cucumber, a plate.

Children 6-7 years old have fully developed drawing and modeling skills. Assiduous, attentive children are interested in creating appliqués and are interested in knitting and sewing. If someone in the family is interested in needlework, older preschoolers will definitely get involved in this activity.

Product of activity in design

When classifying design as a productive activity, it is important to keep in mind that the product in this case is temporary. It is rare that a structure can be preserved for a long time. Perhaps an older preschooler will make a car, a crane, or a robot according to a diagram from metal or plastic parts, and he will want to keep the successful model for a certain time.

Any design has a short life. Children build, assemble an object, look at it, encourage others to look, expect to hear praise and... soon destroy it in order to create something else.

But it is obvious that this activity is carried out by the child for the sake of a specific product. This is exactly the type of activity that gives the preschooler the opportunity to see visual achievements.

Modeling classes in preschool age

Preschool age is the most plastic, “absorbent” and creative. At this time, the child fully masters speech, gains knowledge about the world, and develops fine and gross motor skills. In addition, preschoolers are considered the most creative people. They fantasize, invent, and create at a level higher than adults. Therefore, all types of visual activities are relevant and important in preschool age.

One of the types of visual activity is modeling. Modeling develops fine motor skills in a child, which has a beneficial effect on the development of speech, helps the child learn colors and shapes, and supports his creativity.

Modeling is one of the most emotional productive types of visual activity[7, p.844].

The importance of modeling for a child’s development is enormous. This is the art of children - very lively, spontaneous, with a realistic or expressive attitude to reality.

In sculpting, as in any creative activity, the focus on the final result is clearly expressed.

Modeling promotes the harmonious development of a child’s personality, helps create an environment of emotional well-being, and ensures the development of children’s abilities for aesthetic activities.

Modeling is not only an entertaining activity, it is also a massage and the development of the fingers, which is directly related to the development of the child’s speech and his creative abilities, artistic taste, the ability to fantasize, imagine, imagine, activate the brain and develop the child’s intelligence.

Modeling classes cultivate patience, perseverance, accuracy, the ability to plan and bring the job started to the end. All these skills help the child become a harmonious and creative person.

In modeling classes, the development of creative imagination has its own characteristics. This is explained by the fact that modeling is the most tangible form of artistic creativity. Any object has volume and is perceived by the child from all sides. It is thanks to the imagination, based on the perception of an object in the mind of a preschooler, that an image is formed.

In the process of sculpting, children depict objects of the surrounding reality, create an elementary sculpture using plastic materials (clay, plasticine, plastic, dough, snow, wax, wet sand, paper pulp for papier-mâché, etc.).

The child not only sees what he created, but also touches it, picks it up and changes it as necessary.

N. B. Khalezova emphasizes: “The creation of even the simplest sculptures by a child is a creative process. Thus, a spherical lump of clay appears to a small child as a ball, an orange, an apple, and a column bent until the ends are connected - as a ring, bracelet, bagel, etc.”[8, p.301].

Modeling is very useful for a child. This is a great opportunity to entertain your baby and activate the process of his individual development.

While working with any plastic material, the child experiences aesthetic pleasure from the plasticity, volume, and shapes that are obtained during the modeling process.

Modeling, by its nature, requires, on the one hand, developed sensations and perceptions, and on the other, it itself improves these perceptions and sensations.

In modeling classes, preschoolers learn to treat art materials with care, they develop work culture skills: planning a future drawing, self-control over their actions in the process of doing work.

Modeling allows you to teach children to first think about a topic, create a sketch in advance in the form of a drawing, conditionally decide the shape of an object, and its painting.

Modeling allows children to develop mental activity, creativity, artistic taste and many other qualities, without which the formation of the initial foundations of a socially active personality is impossible.

The advantage of sculpting is as follows:

- promotes the development of fine motor skills;

-concentrates attention and perseverance;

-relieves tension and stress;

-helps to reveal the creative sides of the personality

During modeling classes in kindergarten, there are certain tasks for teachers: nurturing children's creativity, teaching children fine and technical skills, developing interest in this type of activity.

Also, modeling in kindergarten has a special content. Almost always, children, unlike sculptors, sculpt not living creatures, but surrounding objects. After all, most often children do not sculpt an object of aesthetic pleasure, but an object with which they can later play.

With proper training and guidance from the teacher, children use stacks during the modeling process, consciously select the frame and use them to connect disparate elements and to convey the specific features of the form.

Areas of productive activity

There are several areas of productive activity:

• creating objects suitable for research and educational activities, as well as for games;
• filling the art gallery with handmade objects;
• creation of layouts;
• creation and design of a “book” filled with children’s stories, a nature diary, a group’s chronicle, and fairy tales;
• production of souvenirs and decorations for holidays in the form of posters, invitation cards, greeting cards, Christmas tree decorations, garlands, etc.;
• inventing a collective story, unusual in that all the words begin with the same letter (such an activity perfectly develops children's oral creativity skills, helps them master writing and reading);
• creating theatrical materials for your performance - making elements of costumes, scenery, etc. Productive activity here is successfully associated with a plot-based children's game or reading fiction.

The work done gives the following results:

• a system of productive activities is being created for older preschoolers;
• children develop creative abilities;
• in a group, children’s psychological well-being improves;
• children are successfully preparing for school.

Typically, productive children's activities are closely associated with such areas as: artistic creativity, cognition, socialization, communication, work, and safety. When engaging in artistic creativity, there is an excellent opportunity to develop children's speech. At this age stage, there are still many problems in children's speech: it is monosyllabic, rather poor (due to an insufficiently rich vocabulary), composed only of simple sentences, and non-literary expressions and words are often used. Also, the use of the method of productive activity has a huge impact on the moral education of children. In the process of performing various practical works, a similar connection is formed and begins to operate in children. In addition, these classes help consolidate knowledge gained from the outside world and develop a number of useful qualities:

• activity;
• observation;
• independence
• determination;
• the ability to finish what you start;
• ability to assimilate received information;
• patience.

Productive activity also affects the physical development of a preschooler. During classes, children's vitality increases, their mood and behavior improve, and their character becomes more active and cheerful. The child himself becomes much more mobile. During classes, it is necessary to develop in children the correct gait, posture and other physical characteristics of the body, which will be very useful for the little person in life. Children's muscles and vestibular apparatus become stronger, and their movements become more coordinated.

Bibliography

1. Bogoyavlenskaya D. B. Intellectual activity as a problem of creativity. Rostov-on-Don, 2012.144p.

2. Zyazyun I.A. Ontology of pedagogical creativity / I.A. Zyazyun // Pedagogical technology. 2014.P.154-156.

3. Korshunova, L. S. Imagination and rationality. Experience in methodological analysis of the cognitive function of imagination / L.S. Korshunova, B.I. Pruzhinin. – M.: Education, 2013.187p.

4. Leites, N. S. Early ideas of giftedness / N. S. Leites // Questions of psychology. 2011.- No. 4. P. 98 – 108.

5. Motkov O.I. Psychology of self-knowledge of personality. Practical guide. M.: “Triangle”, 2013.136 p.

6. Novlyanskaya Z. N. Why children fantasize. M.: Education, 2012.187p.

7. Protodyakonova N.V., Kulikovskaya N.E. Features of creative thinking in children of senior preschool age with general speech underdevelopment // Young scientist. 2015. No. 3. pp. 844-846.

8. Uruntaeva G. A. Preschool psychology / G. A. Uruntaeva. M., 2010.368p.

9. Khalezova N. B. et al. Modeling in kindergarten: Book. for kindergarten teacher / N. B. Khalezova, N. A. Kurochkina, G. V. Pantyukhina. 2nd ed., rev. And additional M.: Education, 2012.88p.

10. Yakovleva E. V. Kinetic sand as one of the means of developing the creative imagination of preschoolers [Text] // Innovative pedagogical technologies: materials of the III International. scientific conf. (Kazan, October 2015).

Kazan: Buk, 2015. pp. 86-89.

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