Development of creative abilities in preschool children

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

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

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

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

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

Creative abilities include:

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

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

Conditions for the development of creative abilities

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

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

Features of activities aimed at the creative development of the child

What basic mental processes are the development of creativity in children of this age group based on? Psychologists identify five main mental processes on which the development of natural creative abilities in children 2-3 years old is based:

1. Imagination
2. Perception
3. Thinking
4. Attention
5. Memory

Therefore, educational games with parents should help form the listed processes. Each lesson, game or exercise should be organized taking into account the age and individual characteristics of the baby. To make the lesson as effective as possible, you need to pay attention to the following points:

• The duration of the game should be 10-15 minutes. Of course, if a child has a desire to continue, then there is no need to besiege him or force him into another activity.
• Choose didactic material for exercises according to age. All educational toys
  (including their parts) must fit comfortably in a child’s hand, be safe, bright and versatile, as well as accessible for various types of manipulation. It must be taken into account that excessive brightness and volume of the didactic material used can frighten the child. It should be remembered that children 2-3 years old may still try to bite off a piece of the offered toy, so you should not leave your baby alone with a toy that has small parts or defects (for example, a torn seam through which the child can pull out the filling).
• During creative activities, create a positive emotional background. It is very important to support the child at every lesson if he does not succeed in the proposed action. Switch his attention, calmly explain again, help, sympathize. The main thing is that the little man maintains a positive mood throughout the lesson. At the end of the game, be sure to praise him and tell other family members about his achievements. You can set up a small stand at home for crafts and drawings. It will remind the child of recent creative successes and push him to new achievements.
• Conduct your classes systematically. For obvious results, it is enough to play one game a day. However, it is not necessary to be tied to a specific time. Better rely on your baby’s individual biorhythm.

Features of creative abilities at different ages

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

Junior preschool age

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

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

Senior preschool age

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

Junior school age

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

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

Developing a child's creative abilities through the use of unconventional drawing techniques

Generalization of experience on the website of the pedagogical club “Science and Creativity” https://sites.google.com/site/klybnayka

Developing a child's creative abilities through the use of unconventional drawing techniques

Nomination "Pre-school education" (IZO)

Makarovskaya Lyubov Vasilievna

teacher

MDOU "Kindergarten No. 7 "Teremok" Koryazhma

Preschool childhood is a very important period in the life of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its solution begins already in preschool age. Great potential for revealing children's creativity lies in the visual activities of preschoolers. V.A. Sukhomlinsky wrote: “Communication with art is one of the great joys of life.” Drawing is one of the most important means of understanding the world and developing knowledge of aesthetic perception, as it is associated with the independent, practical and creative activity of the child.

Teaching drawing in preschool age involves solving three interrelated problems:

• firstly, it is necessary to awaken in children emotional responsiveness to the world around them, to their native nature, to the events of our lives;
• secondly, to develop their visual skills and abilities.
• thirdly, the development of creative potential in the younger generation.

In the process of drawing, a child’s powers of observation, aesthetic perception, aesthetic emotions, artistic taste, and creative abilities are improved. It should be noted that almost all children draw. This means that in preschool age, drawing should not be an end in itself, but a means of understanding the world around us. By drawing, the child develops certain abilities: visual assessment of shape, the ability to navigate in space, and feel colors. Special abilities and skills are also developed: hand-eye coordination, free use of the hand, which will greatly help the future student. In addition, drawing classes bring joy to children and create a positive attitude. I consider the topic: “Development of a child’s creative abilities through the use of non-traditional drawing techniques”

.

An analysis of psychological and pedagogical literature on the problem of developing creativity in preschool children indicates that the basis of this process is the productive activity of children. It is with the productive activity of preschool children that most researchers associate the development of a child’s creative abilities.

What is creativity?

Today, creative abilities include a complex concept, which consists of certain components: - the ability to learn everything new;

- desire for knowledge;

- activity and alertness of mind;

- the ability to find the non-standard in ordinary phenomena and familiar things

— the desire for constant discoveries;

— ability to apply acquired skills and knowledge through experience;

- freedom of imagination;

- intuition and imagination, as a result of which corresponding discoveries and inventions appear.

According to scientists O.M. Dyachenko, K. Torrence, V.V. Davydova, E.E. Kravtsova et al., the development of imagination and visual activity occupies a special place in the early stages of child development. It is in it that different aspects of the child’s personality development are manifested. Mental and personal development is closely related to the visual activity of children and allows us to assert that the study of the conditions and mechanisms for the formation of children’s visual activity can be considered as the development of creativity in preschool age.

Therefore, developing children’s creative abilities is one of the main tasks of education.

But very often we, adults, demand that the child quickly complete a task, without giving the opportunity to think and experiment. In this case, the child usually remembers a solution to this problem that is familiar to him or blindly copies the actions of an adult. Creativity requires greater independence and independence from known decisions. Therefore, the education and development of creative abilities requires time and patience from both the child and the adult.

Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children. Unusual materials and original techniques attract children because the word “No” is not present here, you can draw with whatever you want and how you want, and you can even come up with your own original technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.

I put forward the following hypothesis :

I assume that the use of non-traditional methods and techniques in teaching preschool children will provide positive dynamics in the formation of their creative abilities.

MAIN PART

The purpose of my work:

development of creative abilities of preschool children

through the use of unconventional drawing techniques.

The set goal identified the following tasks

:

• to develop technical drawing skills in children, to introduce children to various non-traditional drawing techniques
• teach how to create your own unique image using non-traditional drawings using various techniques.
• develop children's imagination and creativity.
• enrich and expand children's artistic experience
• encourage your child to experiment
• encourage and support creativity
• develop children’s purposeful activities and their desire for creative activity.
• to cultivate a child’s positive attitude towards cooperation with adults, with children, towards their own activities and their results. contribute to the feeling that the product of his activity is interesting to others and to him

To implement the tasks I set, I divided my work into three stages:

1.Ascertaining stage

— methodological and didactic substantiation of the problem.

Having analyzed the theoretical material on the topic “Development of a child’s creative abilities through non-traditional drawing,” I came to the conclusion that in the visual arts, creative inclinations and abilities are realized even with a minimum of materials.

In order to determine the existing knowledge on this topic among the parents of the students, I conducted a survey: “Child’s creativity.” After analyzing the questionnaires, it turned out that the development of creativity, according to parents, is not an important task for preschool children. Therefore, I drew up a plan for working with parents on the topic: “Developing children’s creative abilities through unconventional drawing.”

To determine directions in working with children on this topic, I developed diagnostics for circle work, based on the diagnostic results, developed long-term planning, and took the literature as a basis: “Drawing classes with preschoolers” by R.G. Kazakova; “Children's creativity” by Anke Schmid.

2. Formative stage
-
targeted work with all participants in the educational process.

At this stage I worked in three areas:

• Organized activities with children;
• Interaction with parents;
• Methodological activities with teachers;

• Organized activities with children:

Main forms of organization

The educational process became a circle activity. Unlike main classes, limited by program content and time, in which it is sometimes difficult to provide an individual approach and celebrate the creative manifestations of preschoolers, circle classes can be structured in such a way that it is interesting for both the children and the teacher. Classes of the “Workshop of Joy” circle took place in the afternoon, in free time, 1 – 2 times a week.

In order for the classes to be most effective, I adhered to the principle of integrity,

which lies in the fact that children were offered topics for classes that could combine different areas of science and art.

Psychological conditions were also created

, in order to create in a child a sense of personal security, relaxedness and freedom through adult support for their creative endeavors.

The success of teaching non-traditional techniques largely depends on what methods and techniques

The teacher uses it to convey certain content to children, to form their knowledge, skills, and abilities. In my work I use gaming techniques, fairy-tale images, the effect of surprise, riddles. For classes, I tried to prepare beautiful and varied materials and provide children with the opportunity to choose the means of representation.

All this helped to interest the children and set them up for creative activities.

I started my work with the 2nd junior group, gradually, as is customary “from simple to complex,” according to the prompt of the Chinese proverb: “Tell me and I will forget, show me and I will remember, let me do it and I will understand.” And I began not only to talk, but also to show, and gave the kids the opportunity to do what they knew how to do. Just so that at the end of the work, they receive not just “doodles” understandable only to them, but get a result that is understandable to everyone: both to us and to the parents who see their masterpieces.

I opted for such unconventional drawing techniques as finger, palm, fist, toe, poke (hard brush or cotton swab), press and print (foam rubber, signets). Thinking through each lesson, I selected the material in which the image of the object could be particularly expressive, interesting, beautiful, and would give children aesthetic pleasure. Of course, before drawing any object or phenomenon, the child must have a good idea of ​​what it is and what it looks like. To do this, I started drawing with a story about the phenomenon or object that needs to be depicted, then I explain the drawing technique, there were always physical education classes, finger exercises, eye exercises, and analysis of the children’s work at the end of the lesson.

Finger painting

It gave the child special pleasure when, having dipped his finger in the paint, he left his mark on a sheet of paper. This method of depiction provides children with freedom of depiction. The work began immediately using several colors.

Learned to draw with your palm

cockerel, butterfly.

The children really liked drawing with their fists:

kitten, baby elephant, bunny. To draw an animal using this technique, we place a child’s folded fist and trace it with a pencil, paint it over, and finish drawing the legs, ears, and eyes.

In the autumn, while walking with the guys, we collected leaves from different trees, differing in shape, size and color. Using
leaf
printing technique , you can create entire pictures - bouquets of leaves, trees, insects and animals, etc. This performance technique is good for its variety of techniques. If the sheet is smeared with paint in a tone higher than the background, the print will be more expressive. Applying a clean sheet of paper gives smooth, soft outlines. You need to apply a little paint to the sheet, place it, painted side down, on a clean sheet of paper and press tightly, trying not to move, otherwise the image will turn out blurry.

Carefully take the leaf by the stem and gradually peel it off the album sheet with a smooth upward movement

Another interesting painting option that I used was the “poke with a hard semi-dry brush” method.

. For this method, it is enough to take a cotton swab or a hard brush. What are we doing? We dip a cotton swab or a hard brush into the paint and make precise movements along the landscape sheet. Sticks or a brush will leave a clear imprint. The shape of the print will depend on the shape of the poked item. If the poke is done purposefully, for example, along the finished contour and inside it, then the depicted object will turn out to have an interesting heterogeneous texture. This method was used to depict a cheerful snowman, a pet, a Christmas tree, a chicken, and a dandelion. The works came out very interesting and different.

Using a cotton swab

They drew a bunny on the lawn and a fish.

The work involved drawing with signets, corks, and foam plastic. This technique allows you to repeatedly depict the same object, making a wide variety of compositions from its prints, for example, berries, snowflakes, etc. . Children carefully pressed the object into a stamp pad with paint and made an impression on the paper.

From the second half of the year we tried the paper rolling

. The children tried to crumple the paper, roll it into a ball and carefully stick it onto the base. As a result, funny snowmen and mimosas for mom appeared.

Painting with my toe brought a lot of joy

. To start, I asked the children to leave their footprints on the paper. Then everyone drew whatever they wanted. It is better to draw with your toes while sitting on a chair. The paint is poured into small bowls to make it easy to dip with your fingers. It's best to draw with your thumb, but you can use all five.

As part of the Open Day, kindergarten, children showed their skills in the technique of emerging drawing.

This is a mixed technique of drawing with various materials. The planned plot is carried out with wax pencils (crayons). Then watercolor is applied over the drawing. Watercolor paints roll off the drawing, and it seems to appear.

At an open lesson for our kindergarten teachers, preschoolers tried out the technique of tearing paper

. The result was a collective work called Kolobok.

In middle preschool age, children became acquainted with such techniques as Drip batik, frottage (rubbing technique), drawing with soap bubbles, drawing with a comb, fork, drawing on a record player, drawing with large beads, flowing paints, wax drawing technique, drawing with ice cubes.

with soap bubbles became an unexpected discovery for children

gift for Carlson. I diluted the soap solution in water, added it to the paint, and it turned out to be a thick, rich color. The children lowered the tube into the plate and began to blow through it into the water. Thanks to this, bubbles appeared on the surface of the water. We took a sheet of paper and carefully placed it on top of the bubbles. Beautiful color patterns appeared.

Drawing with a fork also became fun for children.

. They poured paint into saucers, dipped the back of a fork into it and transferred the paint to paper, thereby imprinting the hedgehog’s needles.

Preschoolers happily completed the task of the Snow Maiden, who came to class, drawing with colored ice floes

gifts for forest dwellers. To do this, I stirred the gouache in water, poured it into molds and froze. The colors on the paper turned out bright and saturated.

Drawing with large beads

The children had a lot of fun and joy. Drawing method: a sheet of cardboard is fixed at the bottom of the package and a silhouette image is attached to it. Afterwards, large beads are divided and dipped in 4-5 containers with different diluted paints and laid out along the edges of the cardboard. The package is closed and shaken chaotically. Next, the cardboard is carefully removed and freed from the silhouette insert.

The children put a lot of effort and patience into using the wax drawing technique,

drawing flowers for mothers. To work, we drew several small circles with wax crayons. Then they outlined each one with paints of different colors, using an eraser, and with light movements they pulled the paint out from the middle of the circles in different directions. The flowers turned out especially beautiful with a combination of blue, yellow and red.

The children also found drawing on the record player

"The mouse runs away from the cat." A hole is cut out in the middle of a disposable flat cardboard plate, we put the plate on the player disk and attach it with tape. Turn on the player. Place the marker on the edge of the plate and slowly move your hand towards the center. Spiral circles are automatically drawn.

In my work, I noticed that children like to draw with blots. We got acquainted with the painting technique - blowing paint

. We applied a few drops of liquid paint to a sheet of paper, then blowing into a tube we blew the blot from the center to the sides. Drawing in this way, one could get playful dancing people and sad “Autumn motives.”

Using a comb

painted "Camel in the Desert". The children drew a blot and smeared it on the paper with a comb. The teeth of the comb left characteristic striped marks.

The children also liked such a technique as “Frottage” (mashing technique).

During the lesson, we placed templates under a sheet of paper and shaded it with wax chalk, and an apple orchard “grew.”

Club members learned that using sandpaper

You can also draw. Children painted over a sheet of sandpaper with wax crayons, depicting any subject. Then we placed a white sheet of paper on a stack of old newspapers and placed a sheet of sandpaper on top of it with the painted side on top. I smoothed the sandpaper. The wax was imprinted on a sheet of paper.

We also learned a new technique: “ sprinkling salt”

over wet paint to create a three-dimensional image. It turned out to be a beautiful caftan for Santa Claus.

Spray technique

"We drew Zimushka-winter. The child puts paint on a brush and hits the brush on the cardboard, which he holds above the paper. Then he paints the sheet with watercolors in one or more colors. Paint splashes onto the paper.

Introduction to the technique of drip batik

became a real mystery for children. Only at the end of the work did it become clear what was depicted in the picture. I dripped wax onto a sheet of paper with a lit candle, then the children applied layers of paint, this was repeated several times. Then the work was ironed. The result was bright, New Year's confetti.

Each of these methods is a small game that brings children joy and positive emotions. By creating an image, conveying a plot, the child reflects his feelings, his understanding of the situation.

I believe that non-traditional drawing techniques can make children's work more interesting and colorful. And the use of these techniques has a number of advantages:

• Helps develop fine motor skills and tactile perception in children
• Spatial orientation on a sheet of paper, eye and visual perception, attention and perseverance
• Clarify their ideas about the color, shape, and size of objects and their parts
• Thinking, speech, imagination develops
• Promotes enrichment of knowledge about the environment and familiarization with folklore and literature, since the topics of classes include the use of riddles and poems
• The magical appearance of the image gives children pleasure. Causes positive emotions
• The child sees the results of his activities, learns to analyze them and find use for them.

• Interaction with parents .

Many researchers note that work to develop a child’s creativity should be carried out in close contact with parents.

The results of the survey determined the directions along which I built interaction with parents. Interaction was built through children to parents. Everything we did with children in group work was documented in memos for parents, individual consultations were held, etc.

In order to involve parents in organizing the developmental environment, I proposed to design a multifunctional drawing screen in order to stimulate children’s desire to apply the acquired knowledge and skills in independent activities.

Together with parents, newspapers “I draw with my mother”, drawings for the kindergarten anniversary, “Winter fun”, etc. were designed.

A “Our Creativity” corner was created in the reception area, where children’s work was displayed.

Information on the topic “Development of children's creative abilities through non-traditional drawing” was systematically changed. Such consultations were offered as “How to teach a child to draw”, “Let’s draw”, “What to do with children”, “What does a child’s drawing mean”, etc.

A workshop was held for parents on non-traditional drawing, where the parents themselves gained skills in drawing in non-traditional ways.

• Methodological activities with teachers.

Working in depth on this topic, I shared my acquired experience with colleagues. Conducted the following open classes: “Kolobok”, for kindergarten teachers; “Patterns on the window”, for city teachers.

To talk about the latest literature on this topic, I held a consultation “Teaching preschoolers non-traditional methods of drawing” and a workshop “Non-traditional drawing techniques.”

3. Analytical stage - determining the dynamics in the development of children’s creative abilities, mastering non-traditional drawing skills. Identification of the effectiveness of the created conditions for the development of children's creative abilities.

The analysis of the work carried out reflects positive dynamics, as evidenced by the following results:

Diagnostics for the development of children's creative abilities:

The diagnostics carried out indicate that the children have acquired certain skills and abilities.

Diagnosis of parental participation in joint work:

A survey of parents in May 2012 revealed an increase in the level of parental competence in raising and teaching children non-traditional drawing techniques, compared to the indicators in September 2010.

Most parents believe that this topic is one of the important areas in the work of both the kindergarten and parents.

FINAL PART.

Thus, the hypothesis I put forward was confirmed. In-depth work on the topic: “Development of children’s creative abilities through non-traditional drawing” contributed to the fact that pupils and their parents strive to create something new, original, to develop in preschoolers the ability to express the perception of the world around them, to improve their intellectual and creative abilities, creative thinking.

Famous academician Poddyakov N.N. wrote “The child, in the process of his own activity, acts as a full-fledged personality, the creator of his own activity, setting its goals, looking for ways and means to achieve it. This type of activity underlies children’s creativity in the broadest sense of the word.”

I believe that this topic has always been and will be relevant. Drawing for a child is a joyful, inspired work, which is very important to stimulate and support, gradually opening up new possibilities for visual activity. And the main thing is that unconventional drawing plays an important role in the overall mental development of the child. After all, what is intrinsically valuable is not the final product - a drawing, but the development of personality: the formation of self-confidence in one’s abilities, self-identification in creative work, purposefulness of activity.

LITERATURE

1. 1. Shark T.S. . The use of non-traditional drawing techniques in preschool educational institutions. Preschool education.
2. Alekseeva V.V. What is art? - M.: Education, 1991.
3. Anke Schmid. Children's creativity: trans. with him.. – M. My World, 2007.
4. Alekhin A.D. When an artist begins / A.D. Alekhine - M.: Flinta, 1993.
5. Arkin E. A. Child in preschool years. - M.: Education, 1968.
6. Wenger L.A. Pedagogy of abilities. - M.: Education, 1973.
7. Vygotsky L. S. Imagination and creativity in childhood, 3rd edition / L. S. Vygotsky - M.: Pedagogika, 1998. - 355 p. 15.
8. 16. Galanov A.S. Classes with preschoolers in fine arts / A.S. Galanov [et al.] - M.: Nauka, 2005 - 354 p.99 17.
9. Davydova G.N. Unconventional drawing techniques in kindergarten. Part 2. – M.: “Publishing house Scriptorium 2003”, 2010.
10. Kazakova T.T. Development of creativity in preschoolers. - M.: Education, 1985.-78 p.
11. Kazakova R.G. Drawing with preschool children. - M.: Creative Center SPHERE, 2004.
12. Komarova T.S. Children in the world of creativity. - M.: Mnemosyne, 1995. - 98 p. 29
13. Nikitina A.V. Unconventional drawing techniques in kindergarten. Planning, lesson notes: A manual for educators and interested parents. - St. Petersburg: KARO, 2010. 3
14. Flerina E. A. Aesthetic education of a preschooler. - M.: Education, 1966.
15. Artistic creativity in kindergarten / Ed. N. A. Vetlugina. - M.: Education, 1974. - 175 p. 41.

What contributes to the development of creative activity in a child

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

The world

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

Educational games and toys

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

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

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

Modeling

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

Reading

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

Music

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

Application

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

Theatrical activities

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

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

Development of creative abilities in preschool children.

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

When is it necessary to develop creativity?

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

Where to start developing creative abilities in children?

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

Methods for developing children's creative abilities

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

1. The world around us

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

2. Educational toys and games

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

- "Transformation"

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

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"What is there?"

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

-"Good bad"

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

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Games with words"

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

- “Non-standard problems”

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

"What happens if…"

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

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

3. Drawing

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

4. Modeling

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

5. Reading

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

6. Music

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

7. Application

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

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

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

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

Be guided by this wisdom when raising your little creator.

Games and exercises to develop creativity

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

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

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

Tasks:

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

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

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

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

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

Guidelines

1. Psychokinetic warm-up.

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

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

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

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

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

2. Fairy tale game.

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

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

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

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

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

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

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

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

3. Practical independent activity.

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

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

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

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

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

Conclusion

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

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