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Short-term educational practice “Insects” Municipal autonomous preschool educational institution “ Kindergarten No. 400 ”

Perm Approved by the expert and methodological council of the MADOU
"
Kindergarten No. 400 " in Perm Order No._ from_ Head of the preschool educational institution_
Short-term educational practice for children of primary preschool...
Technological map of the educational program for preschool children "New Year's toy" Technological map of short-term educational practice ( KOP)

optional for preschool children
“New Year's toy”
Abstract In the classes of the developed
short-term educational practice, children will learn how to make bookmarks for books. Purpose Making a bookmark for...

Short-term educational practice as a means of development

Pages: 1

Introduction
Chapter 1. Theoretical foundations for the development of creative imagination in children of senior preschool age
1.1 The essence of the concept of “creative imagination”
1.2 Forms and methods of developing creative imagination in preschool educational institutions
1.3 Psychological and pedagogical characteristics of the development of creative imagination in children of senior preschool age
Chapter 2. Methodological aspects of organizing short-term educational practice as a means of developing creative imagination in children of senior preschool age
2.1 Short-term educational practice and its characteristics in accordance with the Federal State Educational Standard for Education
2.2 Methodology for organizing short-term educational practice with children of senior preschool age
2.3 Experience in conducting short-term educational practices in preschool No. 17 in Peschanka, Chita
Conclusion
Bibliography

Introduction

Life in the era of scientific and technological progress is becoming more diverse and complex. And it requires from a person not stereotyped, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems. If we take into account the fact that the share of mental labor in almost all professions is constantly growing, and an increasing part of performing actions is transferred to machines, then it becomes obvious that a person’s creative abilities should be recognized as the most essential part of his intelligence and the task of their development is one of the most important tasks in education of modern man. After all, all cultural values accumulated by humanity are the result of people’s creative activity. And how far human society will advance in the future will be determined by the creative potential of the younger generation.

So, let's think about why it is necessary to develop a child's imagination? Maybe it would be much more convenient to teach him certain actions, form a certain knowledge base and that’s enough? Why in the Federal State Educational Standard for Preschool Education one of the targets for completing preschool education is “the child has a developed imagination, which is realized in various types of activities, and above all in play”?

The study of the creative imagination of preschoolers is one of the priority areas of modern pedagogical science. The most effective means for this is visual activity. In the process of drawing, a child experiences a variety of feelings: he is happy about the beautiful image he has created, he is upset if something does not work out, he 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 art. His ideas about the world around him deepen, the qualities of objects are comprehended, their characteristic features and details are remembered; mastery of fine arts and abilities and their conscious use occur.

Imagination is always directed towards the practical activities of man. Before doing anything, he imagines what needs to be done and how he will do it. Thus, a person already creates in advance an image of a material thing that will be manufactured in subsequent practical activities.

This ability of a person to imagine in advance the final result of his work, as well as the process of creating a material thing, sharply distinguishes human activity from the “activity” of animals.

Research by psychologists such as L.S. Vygotsky [5], Ya.V. Ponomarev [15], E.I. Ignatiev [9] and in the works of such teachers as N.P. Sakkulin [16], E.A. Fleurina [22] illustrate to us that creative activity meets the needs and capabilities of the child, is accompanied by his emotional and intellectual activity and ensures the formation of methods of unified creative cognition, realized in various activities.

The origins of human creative powers go back to childhood, to the time when creative manifestations are largely arbitrary and vitally necessary. The concept of preschool education considers imagination and creativity as prerequisites for the formation of the basis of personal culture. Creative imagination occupies a special place among preschoolers, as the most complex type of creative activity, requiring the mutual action of a number of mental functions.

Pedagogical studies devoted to the problem of the development of creative imagination prove that it successfully develops in preschool age under the influence and as a result of special training, an important condition of which is the choice of means [16, 21]. The creative imagination of a preschooler is the soil on which the later professionally developed imagination of a scientist, artist, and inventor grows.

In connection with the introduction of the Federal State Educational Standard, approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013, an important requirement for the preschool education program was the introduction of the principle of integration. The standard requires educators to turn to new forms of working with children that make it possible, figuratively speaking, to teach preschoolers without them even realizing it. The new standard provides for an individual approach to each child. The standard is aimed at ensuring that the child has motivation for learning, cognition and creativity. Developmental interaction of the child with adults and peers, and not a one-sided influence on the child from the teacher. A preschool child is a person who plays, therefore the standard stipulates that learning enters the child’s life through the “gate of children’s play.”

Working with children, we notice that children are not able to show independence without the teacher’s instructions, they are afraid to draw a picture incorrectly, the drawings are all the same as if they were a template, they copy an adult’s drawing, their imagination is poor, their ideas are poor. Traditional drawing with pencils and brushes requires children to have a high level of mastery of drawing techniques, developed skills and knowledge, and working techniques. And very often, the lack of this knowledge and skills quickly turns a child away from drawing, because as a result of his efforts, the drawing turns out incorrectly, it does not correspond to the child’s desire to get an image that is close to his plan or the real object that he was trying to depict. Therefore, it is necessary to use educational technologies that will create a situation of success for children and create sustainable motivation for drawing. To develop children's creative imagination, we became interested in the possibility of using short-term educational practices. This educational technology will help children feel free and relaxed.

Research problem: what means of organizing educational activities can be effectively used in developing the creative imagination of children of senior preschool age?

Object of study: the process of development of creative imagination in children of senior preschool age.

Subject of research : short-term educational practice as a means of developing creative imagination in children of senior preschool age.

Purpose: to identify the degree of effectiveness of using short-term educational practices as a means of developing creative imagination in children of senior preschool age.

Tasks:

Consider the theoretical foundations of the development of creative imagination in children of senior preschool age;
To determine, in accordance with the psychological and pedagogical characteristics of children of senior preschool age, the forms and methods of developing creative imagination;
To study the methodological aspects of organizing short-term educational practice as a means of developing creative imagination in children of senior preschool age;
To identify the level of development of children’s creative imagination in preschool settings;
To test and describe the experience of conducting short-term educational practices in preschool No. 17 in Peschanka, Chita.

Research base : Municipal budgetary preschool educational institution "Kindergarten No. 17" Peschanka village, Chita.

Research methods: studying psychological, pedagogical and methodological literature on this topic, conducting a methodology to determine the level of development of children’s creative imagination: E. Torrance’s “Incomplete Figures” technique, Rorschach’s inkblot technique.

Theoretical significance: the theoretical material for this study is systematized.

Practical significance: a package of methodological developments has been created for the use of short-term educational practices as an alternative in additional education. The main provisions, conclusions and results of this study were presented at the methodological association for teachers of the city of Chita, in April 2022.

Structure: the final qualifying work consists of an introduction, two chapters, a conclusion, a list of references and applications.

Chapter 1. Theoretical foundations for the development of creative imagination in children of senior preschool age

1.1 The essence of the concept of “creative imagination”

“Everything that surrounds us and that is made by the hand of man, the whole world of culture, in contrast to the world of nature - all this is a product of human imagination and creativity based on this imagination.” This thought by L.S. Vygotsky has not lost its significance even now and retains its cognitive potential [6].

Imagination is an integral component of the full development of a child and his behavior in general. In recent years, the pages of psychological and pedagogical literature have increasingly raised the question of the role of imagination in the mental development of a child, of determining the essence of the mechanisms of imagination [1].

Interest in the problem of imagination as a mental process arose relatively recently - at the turn of the 19th-20th centuries. The first attempts to experimentally study the function of imagination date back to this time (T. Ribot). Gradually, aspects of the study of this problem are increasingly expanding, methods are being developed that make it possible to experimentally study the function of imagination, attempts are being made to theoretically comprehend the data obtained, and issues of the relationship of imagination with other cognitive processes are being considered. Work in this area was carried out mainly in two directions: on the one hand, the development of imagination in ontogenesis was studied (L.S. Vygotsky A.Ya. Dudetsky), on the other hand, the functional development of this process.

Research into the “nature” of creativity (A.M. Matyushkin) and the development of principles and methods for creating diagnostic methods of differential psychology for the purpose of early identification and development of creative abilities in children have acquired particular relevance.

Thus, in psychology there is an increasing interest in the problems of creativity, and through it in imagination, as the most important component of any form of creative activity.

Imagination, also believes S.L. Rubinstein, is associated with our ability and need to create new things. The activity of imagination as a mental process ensures the creation of new images based on the processing and creative transformation of a person’s existing images of reality. The basis of imagination is memory images [18].

“The main feature of the imagination process,” writes E.I. Ignatiev, “in one or another specific practical activity consists of transforming and processing perceptual data and other material of past experience, resulting in new impressions” [10].

In connection with the characteristics and causes of occurrence, they distinguish between: involuntary and voluntary imagination.

In connection with the characteristic features of imaginary ideas, as well as the tasks that are posed to voluntary imagination, they distinguish:

recreating;
creative imagination;
a person's dreams.

Involuntary imagination is often observed in young children. It appears most clearly in dreams or in a half-asleep, drowsy state, when ideas arise spontaneously (perseveration), flow, change, connect and change on their own, sometimes taking the most fantastic forms.

Voluntary, or active, imagination is the deliberate construction of images in connection with a consciously set task in one or another type of activity. Such an active imagination already develops in children's games, in which children take on certain roles (pilot, train driver, doctor). The need to display the most correctly chosen role in the game leads to active work of the imagination.

Recreative imagination occurs in cases where a person, based on one description, must imagine an object that he has never perceived before.

Creative imagination is the independent creation of new images in the process of creative activity. Creative imagination is a more complex mental activity than recreating, but there is no clear line between them [5].

In defining creative imagination, we adhere to the point of view of L.S. Vygotsky, who believes that imagination is “a mental cognitive process in which the reflection of reality occurs in a special form - objectively or subjectively new (in the form of images, ideas or ideas), created on the basis of images of perceptions, memory, as well as knowledge acquired in the process of verbal communication" [6].

The problem of the development of creative imagination has been studied by many scientists, teachers, psychologists and is reflected in the works of L.S. Vygotsky, E.E. Sapogova, L.A. Venger, V.V. Davydova, N.E. Veraksa, O.M. Dyachenko, R. Assagioli, D. Diderot, R.S. Nemova, S.L. Rubinshteina, E.G. Ignatieva, K.D. Ushinsky, A.V. Petrovsky, V.A. Krutetsky and others.

The basis of creativity, according to Davydov, is imagination, which develops in the process of artistic activity. Davydov specifically emphasized that only a person’s introduction to the world of art creates a basis for creative manifestations in all spheres of life. Studying science can be successful with a developed imagination, which is the basis of a free creative personality [11].

Thus, we can summarize this issue:

imagination is one of the forms of reflective activity of consciousness;
The specificity of the reflective activity of the imagination is that it reflects reality as a possibility, a probability, by reconstructing existing experience, i.e. provides a person’s orientation in a probabilistic environment;
imagination combines the characteristics of both sensory and logical knowledge, while maintaining its specificity;
the activity of creative imagination is mediated by the needs of practical transformative human activity, a close connection between imagination and reality can be traced;
the activity of the imagination is significantly activated in conditions of a lack of external information, the process of imagination, its richness, strength, content is determined by the past experience of the individual and relies on it;
imagination is in a relationship of close connection and interdependence with all cognitive processes and speech.

1.2 Forms and methods of developing creative imagination in preschool educational institutions

Let's consider pedagogical methods and forms that contribute to productive personality-oriented creative learning.

Learning based on the productive orientation of education is based on such types of educational activities that allow children, firstly, to understand the world around them, and, secondly, to create educational products. These activities are called cognitive and creative methods, respectively.

In the process of developing the creative abilities of preschool children, it is advisable to use cognitive and creative methods, summarized in the works of A.V. Khutorskoy [23].

The method of empathy (getting used to it) means “feeling” a person into the state of another object. Through sensory, figurative and mental representations, the child tries to “move” into the object being studied, to feel and understand it from the inside. The condition for the successful application of this method is a certain state of the children, the mood created by the teacher. At first it may be like a game, to which children usually react with some fun. Then, when the educational results are obtained and realized, the children will stop taking this method lightly and accept it as a truly educational method. A person turns into another person, into animals (birds, beasts, insects, fish), into plants (chamomile, birch, spruce), into objects of inanimate nature (TV, sun, ball). This is rich material for new fairy tales. The main thing is to develop empathy, the ability to transform into another image and look at the world through his eyes. The use of verbal instructions helps to get used to the essence of educational objects, for example, “Imagine that you are the daisy that grows in front of you, your head is a flower. The body is the stem, the arms are the leaves, the roots are the legs...”
At the moments of the best adaptation, the child asks questions to the object - himself, trying to perceive, understand, and see the answers on a sensory level. The thoughts, feelings and sensations born during this process are the educational product of the child. This method turns out to be extremely effective because it includes the usually unused capabilities of children. Children are characterized by the ability to experience what they observe, to sense the objects around them, using methods of “humanizing” them.
The method of figurative vision is an emotional-imaginative study of an object. The children are invited, looking at a figure, a sign, a real object, to draw the images they see in them, to describe what they look like. Or, for example, children are invited to listen to a classical piece of music. After listening, the teacher asks questions. What did the composer want to express when creating the melody? What did the child imagine when he listened to her? What color is this music? The children are invited to draw the image that arose in their imagination while listening to music.
Heuristic observation method. The purpose of this method is to teach children to obtain and construct knowledge through observations. Observation as a child’s purposeful personal perception of various objects is a preparatory stage in the formation of his theoretical knowledge. The guys carrying out the observation receive their own result, which includes: the informational result of the observation, a set of personal actions and feelings that accompanied the observation.
Research method. The object of study is natural, cultural, verbal or other (fairy tale, saying, leaf of a tree, clothing, sky or other). The children are invited to explore the object according to a given plan. Research objectives - work plan - facts about the object - experiments, drawings of experiments, new facts - questions and problems that have arisen - versions of answers, hypotheses - reflective judgments, conscious methods of activity and results - conclusions. Such algorithmization in no way detracts from their creativity. On the contrary, having consistently completed all the steps listed above, almost any child inevitably receives his own educational product. The teacher helps children increase the volume and quality of this result.

Creative teaching methods are focused on children creating a personal educational product. In this case, cognition is possible, but it occurs “in the course” of creative activity itself. The main result is obtaining a product.

The method of inventing. Allows children to create a previously unknown product as a result of their specific mental actions.

This method is implemented using the following techniques:

a) replacing the qualities of one object with the qualities of another in order to create a new object;

b) finding the properties of an object in another environment;

c) changing the element of the object being studied and describing the properties of the new, changed object. For example, if Baba Yaga lived in our time, what would her stupa look like? Come up with a new type of transport for Baba Yaga.

The “If…” method. Children are invited to imagine what could happen if, for example, they could talk, or dinosaurs came to life, or people moved to the moon. Completing such tasks not only develops their imagination, but also allows them to better understand the structure of the real world and the interconnection of its components.
The hyperbolization method involves increasing or decreasing the object of knowledge, its individual parts or qualities. For example, a child is told: “Here is a magic wand, it can increase or decrease whatever you want. What would you like to increase and what would you like to decrease?
Agglutination method. The children are invited to combine qualities, properties, parts of objects that are incompatible in reality and depict: a running tree, a flying fox, hot snow.
Pedagogical forms of developing the creative potential of preschool children

Typical problems in the process of introducing preschoolers to creativity are the following: poor vocabulary, lack of skills in literate and systematic speech construction, insignificant personal experience and insufficiently developed powers of observation. Meanwhile, creativity presupposes precisely developed observation, a rich imagination, not to mention the ability to construct a statement correctly, logically and interestingly for listeners.

A child’s limited vocabulary and life observations can even extinguish his creative impulse if the teacher fails to develop the missing qualities in him and instill in him faith in his own abilities. To develop creative abilities, it is important to use the following forms of developing children’s creative activity:

An excursion into nature followed by a story about their impressions.
Working with fairy tale texts: reading, retelling, creative processing of the plot.
Theatrical games and children's performances.
Literary games.

Let us consider in more detail the content of pedagogical forms.

Excursions to nature.

We consider an excursion as one of the forms of organizing training. Excursions help shape the emotional qualities of children: a sense of beauty, a sense of the joy of learning, a desire to be useful to society. In the forest, field, garden, children are in the natural world, learning to understand its beauty. And then reproduce what you saw and felt in drawings, games, poems, stories, crafts, herbariums, and applications. Since children themselves are not able to perceive the nature around them meaningfully, animatedly, analytically, an adult must, with the help of leading questions, stories, emotional remarks, perhaps appropriate quotes from literary works accessible and known to children, direct perception in a creative direction.

An excursion to nature is an effective form of learning that requires systematic application. At this stage, a noticeable enrichment of the child’s inner world occurs, observation, memory, and emotional perception develop, vocabulary is enriched, and the imagery and metaphorical nature of speech increases.

Working with fairy tale texts

When working to develop the creative abilities of preschool children, it is advisable to use the texts of fairy tales. The fairy tale is the most accessible genre of literary creativity for this age. It presupposes simplicity of presentation, expressive language, unambiguous moral characteristics of the characters, and a positive direction of the plot.

Work on fairy tales should be carried out in two directions: on content and on language. After reading a fairy tale with children, it is necessary to have a conversation to understand the content. With the help of the teacher, the children remember fairy-tale places where magical events took place, talk about the heroes of the fairy tale (the positive and negative qualities inherent in the characters of the fairy tale, the connection between the character of the hero and the sequence of his actions), talk about magical objects, name the sequence of all stages of the fairy tale.

An important stage is creative tasks. Preschool children are offered the following creative tasks:

continue the tale;
rework the plot;
come up with a different ending to the story.

These creative tasks for preschoolers are continued in children's drawings, applications and crafts.

Theatrical games and children's performances.

Theatrical games and children's performances, originating in the preschool education system. However, here you can not limit yourself to fairy-tale plots as material, but go for simple stories and poems, including those provided for in the program. It is advisable to use the following types of games:

acting out the plots of literary works in creative theatrical, director's games and dramatization games, introducing and inventing new plot lines, introducing new characters and actions;
acting out theatrical performances with dolls and homemade toys; finger theater, puppet theater. Creative creation of different game images in simulation games (animals, birds, plants, fantasy heroes). Expressive conveyance of their actions, physical condition, change of mood using facial expressions, pantomime, intonation (a blooming flower, changing seasons, magical paintings).

Preschoolers are very fond of theatrical performances of children's fairy tales. It is important that preparation for a children's performance is carried out in the following areas: familiarization with the fairy tale, conversations about the theater, distribution of roles, rehearsals, production of invitation cards, posters, preparation of an exhibition of children's drawings based on the plot of the fairy tale.

The main advantage of this form of introducing children to creativity is the development of the ability of spiritual transformation, observation and the ability to note and depict the most significant, iconic features in the object of observation.

Literary games.

Any art feeds a child’s soul; one of the first things a preschooler encounters is poetry. Jokes, nursery rhymes, and play songs are filled with the aroma of the native language, warmth, and home comfort.

Literary games involving word formation, metaphor, stress, and fantasy games are of great importance for the creative development of a child.

Thus, we have determined for ourselves the forms of development of children's creative activity. It is also very important that the process of developing children’s creative abilities continues further; we need to expand the circle of participants in the educational process, since any creativity stimulates unconventional thinking, curiosity, cognitive activity and fosters a creative approach to life.