Non-traditional forms of productive creative activity. Development of children's creative abilities through non-traditional techniques of productive activity. From cardboard and paper, origami

Plan:

1. Essence and originality productive activity preschoolers.

2. Types of productive activities of preschoolers: drawing, modeling, applique, design.

3. Stages of development of the productive activity of the child.

5. Visual abilities of preschoolers.

1. The formation of a creative personality is one of the most important tasks pedagogical theory and practice at the present stage. Most effective remedy for this - visual activity child in kindergarten.

Visual activity is an artistic and creative activity aimed not only at reflecting the impressions received in life, but also at expressing one's attitude to the depicted.

In the process of drawing, modeling, application, the child experiences a variety of feelings: he rejoices at the beautiful image he created, gets upset if something does not work out, strives to overcome difficulties or gives in to them. He acquires knowledge about objects and phenomena, about the means and methods of their transmission, about the artistic possibilities of visual activity. Children's ideas about the world around them deepen, they comprehend the qualities of objects, remember their characteristic features and details, master visual skills and abilities, learn to use them consciously.

The management of children's visual activity requires the educator to know the specifics of the child's creativity, the ability to tactfully contribute to the acquisition of the necessary skills. The well-known researcher A. Lilov expressed his understanding of creativity as follows: it “has ... common, qualitatively new features and characteristics that define it, some of which have already been quite convincingly disclosed by theory. These general regular moments of creativity are as follows: creativity is a social phenomenon, its deep social essence lies in the fact that it creates socially necessary and socially useful values, satisfies social needs, and especially in the fact that it is the highest concentration of the transformative role of a conscious social subject in its interaction with objective reality.

V. G. Zlotnikov in his study indicates that “creativity characterizes the continuous unity of cognition and imagination, practical activity and mental processes. It is a specific spiritual and practical activity, as a result of which a special material product arises - a work of art.

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

Many experts, analyzing children's creativity and highlighting its similarity with the creative activity of an adult artist, noted its originality and great significance.

N. P. Sakulina, a researcher of the fine arts of the child, wrote: “Children, of course, do not become artists because during their preschool childhood they managed to create several truly artistic images. But this leaves a deep mark on the development of their personality, as they gain experience of real creativity, which they will later apply to any field of work.

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

By explanatory dictionary Russian language, creativity is the creation of new artistic or material values.

The encyclopedia gives the following definition: creativity is an activity that generates something qualitatively new and is distinguished by originality, originality and cultural and historical uniqueness. Creativity is specific to a person, because presupposes the creator - the subject of creative activity.

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

E.A. Flerina pointed out: “We understand children's fine art as a child's conscious reflection of the surrounding reality in drawing, modeling, designing, a reflection that is built on the work of the imagination, on the display of his observations, as well as impressions received by him through the word, picture and other forms of art. The child does not passively copy the environment, but reworks it in connection with the accumulated experience, attitude towards the depicted.

A. A. Volkova wrote: “Education of creativity is a versatile and complex impact on a child. We have seen that the mind (knowledge, thinking, imagination), character (courage, perseverance), feeling (love of beauty, passion for image, thought) take part in the creative activity of adults. We must educate the same aspects of the personality in the child in order to more successfully develop creativity in him. To enrich the mind of a child with various ideas, some knowledge means to provide abundant food for children's creativity. To teach them to look closely, to be observant means to make their ideas clearer, more complete. This will help children to reproduce more vividly in their work what they saw.

Creating an image, the child comprehends the qualities of the reproduced object, remembers the characteristic features and details of various objects, his actions, thinks through the means of conveying images in drawing, modeling, and appliqué.

What characterizes the creative activity of the child? Let us turn to the work of B.M. Teplova: “The main condition that must be ensured in children's creativity is sincerity. Without it, all other virtues lose their meaning. This condition is met by those ideas that are the inner need of the child. But systematic pedagogical work, according to the scientist, cannot be based on this need alone. Many children do not have it, although with organized involvement in artistic activity, these children sometimes show extraordinary abilities. Consequently, a big pedagogical problem arises - to find such incentives for creativity that would give rise to a genuine desire to “compose” in a child.

L.N. Tolstoy, teaching peasant children, proposed one of the possible solutions to the problem of developing creative abilities. This technique consisted in the fact that Tolstoy and his students began to write on one topic “Well, who will write better? And I'm with you." “Who should learn to write from whom...” So, the first method found by the writer was to show the children not only the product, but also the very processes of writing, drawing, etc. As a result, the students saw how "it is done."

Pedagogical observations of the process of children's artistic creativity show that the creation of an image by a child, as a rule, is accompanied by speech. Little artists name reproduced objects, explain the actions of the depicted characters, and describe their actions. All this allows the child to understand and highlight the qualities of the depicted; planning your actions, learn to establish their sequence. Researcher of children's fine art E.I. Ignatiev believed: “Education of the ability to reason correctly in the process of drawing is very useful for the development of an analytical and generalizing vision of a child of an object and always leads to an improvement in the quality of the image. The earlier reasoning is included in the process of analyzing the depicted object, the more systematic this analysis is, the sooner and better the correct image is achieved.

Children should be kept in touch! Unfortunately, the reverse process often occurs in practice; conversations are stopped, interrupted by the teacher.

E.I. Ignatiev wrote: “From a simple enumeration of individual details in a drawing, the child proceeds to an accurate transfer of the features of the depicted object. At the same time, the role of the word in the visual activity of the child changes, the word more and more acquires the meaning of a regulator that directs the process of depiction, controls the techniques and methods of depiction ... ". Pedagogical research has shown that children willingly memorize clearly formulated rules for working with visual materials and are guided by them.

2. In kindergarten, visual activity includes such activities as drawing, modeling, applique and design. Each of these types has its own capabilities in displaying the child's impressions of the world around. Therefore, the general tasks facing visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it.
Drawing is one of the favorite activities of children, giving great scope for the manifestation of their creative activity.
The theme of the drawings can be varied. Children draw whatever interests them: individual items and scenes from the surrounding life, literary heroes and decorative patterns, etc. They can use the expressive means of drawing. So, color is used to convey similarity with a real object, to express the relationship of the painter to the object of the image and in a decorative way. Mastering the techniques of compositions, children more fully and richer begin to display their ideas in plot works.
However, awareness and technical mastery of drawing techniques are quite difficult for small child Therefore, the educator should approach the subject of work with great attention.
In kindergarten, mainly colored pencils, watercolors and gouache paints are used, which have different visual capabilities.
A pencil creates a linear shape. At the same time, one part after another gradually emerges, various details are added. The line image is then colored. Such a sequence of creating a drawing facilitates the analytical activity of the child's thinking. Having drawn one part, he remembers or sees in nature which part should be worked on next. In addition, linear outlines help in coloring the drawing by clearly showing the boundaries of the parts.
In painting with paints (gouache and watercolor), the creation of a form comes from a colorful spot. In this regard, the colors are great importance to develop a sense of color and form. It is easy to convey the color richness of the surrounding life with paints: a clear sky, sunset and sunrise, blue sea, etc. When performed with pencils, these themes are laborious and require well-developed technical skills.
The kindergarten program defines the types of graphic materials for each age group. For senior and preparatory groups it is recommended to additionally use a charcoal pencil, colored crayons, pastels, sanguine. These materials expand the visual possibilities of children. When working with charcoal and sanguine, the image turns out to be one-color, which allows you to focus all your attention on the shape and texture of the object; colored crayons make it easier to paint large surfaces and large shapes; pastel makes it possible to convey a variety of shades of color.
The originality of modeling as one of the types of visual activity lies in volumetric method Images. Modeling is a kind of sculpture that includes working not only with soft material, but also with hard material (marble, granite, etc.) - Preschoolers can master the techniques of working only with soft plastic materials that are easily influenced by the hand - clay and plasticine.
Children sculpt people, animals, dishes, transport, vegetables, fruits, toys. The variety of topics is due to the fact that modeling, like other types of visual activity, primarily performs educational tasks, satisfying the cognitive and creative needs of the child.
The plasticity of the material and the volume of the depicted form allow the preschooler to master some techniques in modeling rather than in drawing. For example, the transfer of movement in a drawing is a complex task that requires a long learning curve. In modeling, the solution of this problem is facilitated. The child first sculpts the object in a static position, and then bends its parts in accordance with the plan.
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. Questions of perspective in modeling are simply removed.
The main tool in creating an image in modeling is the transfer of a three-dimensional form. Color is limited. Usually those works are painted that will later be used in children's games.
Clay occupies the main place in modeling classes, as the most plastic material. Well-cooked, it is easy to handle even a 2-3 year old child's hand. Dried clay works can be stored for a long time. Plasticine has less plastic capabilities. It requires pre-warming, while in a very hot state it loses its plasticity, sticks to the hands, causing unpleasant skin sensations. Preschoolers work with plasticine mostly outside of group activities.
In the process of applique, children get acquainted with simple and complex shapes various objects, parts and silhouettes of which they cut and paste. The creation of silhouette images requires a lot of thought and imagination, since the silhouette lacks details that are sometimes the main features of the subject.
Application classes contribute to the development mathematical representations. Preschoolers get acquainted with the names and features of the simplest geometric shapes, get an idea of ​​the spatial position of objects and their parts (left, right, in the corner, center, etc.) and sizes (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.
In the process of classes, preschoolers develop a sense of color, rhythm, symmetry, and on this basis an artistic taste is formed. They don't have to make up their own colors or fill in the shapes. Providing children with paper of different colors and shades, they are brought up the ability to select beautiful combinations.
Children get acquainted with the concepts of rhythm and symmetry already in younger age when distributing elements of a decorative pattern. Appliqué classes teach kids to plan the organization of work, which is especially important here, since in this art form the sequence of attaching parts is of great importance for creating a composition (large forms are glued first, then details; in plot works, first the background, then secondary objects, obscured by others, and last but not least, objects of the first plan).
The performance of applicative images contributes to the development of the muscles of the hand, coordination of movements. The child learns to use scissors, cut out forms correctly by turning a sheet of paper, lay out forms on a sheet at an equal distance from each other.
Construction from various materials more other types of visual activity are connected with the game. Play often accompanies the building process, and crafts made by children are commonly used in games.
In kindergarten, the following types of design are used: from building material, sets of designers, paper, natural and other materials.
In the process of designing, preschoolers acquire special knowledge, skills and abilities. Designing from building material, they get acquainted with geometric volumetric forms, get ideas about the meaning of symmetry, balance, proportions. When constructing from paper, children's knowledge of geometric plane figures, the concepts of side, corners, and center are clarified. The children get acquainted with the methods of modifying flat forms by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional form appears.
Working with natural and other materials allows children to show their creative abilities, acquire new visual skills.

3. The pre-pictorial stage in the development of children's artistic abilities begins from the moment when the child's hands for the first time get pictorial material - paper, pencil, piece of clay, cubes, crayons, etc. There is still no image of the object and there is not even a plan and desire for what - depict something. This period plays a significant role. The child gets acquainted with the properties of materials, masters the various hand movements necessary to create pictorial forms.
The pre-pictorial period is very important for the development of the child's further abilities.
On their own, few children can master all the movements available to them and necessary forms. The teacher should lead the child from involuntary movements to limiting them, to visual control, to a variety of forms of movement, then to the conscious use of the acquired experience in drawing, modeling.
The associative stage consists in the emergence of the ability to depict objects, conveying their expressive character. This indicates the further development of abilities. Children through associations learn to find similarities in the simplest forms and lines with any object. Such associations may occur involuntarily when one of the children notices that his strokes or a shapeless piece of clay resemble a familiar object. They can be caused by different qualities of a pattern, a molded product - color, shape, compositional construction.
Usually the child's associations are unstable; in the same drawing he can see different objects. In his mind, when drawing, there is still no solid trace that is formed common work ideas, memory, thinking, imagination. A simple drawn shape can resemble many objects approaching it.
Associations help to move to work according to the plan. One of the ways of such a transition is the repetition of the form that he obtained by chance.
Having recognized some object in the drawn lines, the child consciously draws again, wanting to depict it again. Sometimes such initial drawings, by design, have less resemblance to the object than the associated form, since the association turned out by chance, the child did not remember what hand movements it resulted from, and again makes any movements, thinking that it depicts the same object. Nevertheless, the second drawing still speaks of a new, higher stage in the development of visual abilities, since it appeared as a result of the plan.
Sometimes there may not be a complete repetition of the entire image, but the addition of some details to the associated form: arms, legs, eyes - for a person, wheels - for a car, etc.
A large role in this process belongs to the teacher, who, by asking questions, helps the child to understand the image, for example: what did you draw? What a good ball, draw the same one.
With the advent of the conscious image of objects, the visual period in the development of abilities begins. The activity becomes creative. Here the tasks of systematic education of children can be set.
The first images of objects in the drawing, modeling are very simple, they lack not only details, but also some of the main features. This is explained by the fact that a small child still lacks analytical-synthetic thinking, and, consequently, the clarity of recreating a visual image, coordination of hand movements is poorly developed, there are still no technical skills.
At an older age, with properly organized upbringing and educational work, the child acquires the ability to convey the main features of the subject, observing the form characteristic of them.
In the future, with the accumulation of experience by children, the mastery of visual skills, they can be given a new task - to learn to depict the features of objects of the same type, conveying the main features, for example, in the image of people - the difference in clothes, facial features, in the image of trees - a young tree and an old, different shape of the trunk, branches, crown.
The first children's works are distinguished by the disproportion of parts. This is explained by the fact that the attention and thinking of the child are directed only to the part that he depicts in this moment, without its connection with others, hence the mismatch of proportions. He draws each part of such a size that all the important details for him fit on it at once.

4. Conditions for the creative development of preschoolers in the process of productive activity.

1. An important condition for the development of creative abilities of a preschooler is the organization of purposeful leisure activities of older preschoolers in a preschool institution and family: enriching it with vivid impressions, providing emotional and intellectual experience that will serve as the basis for the emergence of ideas and will be the material necessary for the work of the imagination. The unified position of teachers, understanding the prospects for the development of the child and the interaction between them is one of the important conditions for the development of children's creativity. The development of creative activity is unthinkable without communication with art. With the right wagging of adults, the child understands the meaning, the essence of art, figurative and expressive means [Venger A.A. Pedagogy of abilities].

2. The next important condition for the development of creative abilities is taking into account the individual characteristics of the child. It is important to take into account the temperament, and character, and the characteristics of some mental functions, and even the mood of the child on the day when the work is to be done. An indispensable condition for creative activity organized by adults should be an atmosphere of creativity: “I mean the stimulation by adults of such a state of children when their feelings, imagination are “awakened”, when the child is passionate about what he is doing. Therefore, he feels free, comfortable. This is not possible if an atmosphere of confidential communication, cooperation, empathy, faith in the child, support for his failures reigns in the classroom or in independent artistic activity. [Venger A.A. Pedagogy of abilities].

3. Also a condition for the development of creative abilities is education, in the process of which knowledge, methods of action, and abilities are formed that allow the child to realize his plan. For this knowledge, skills must be flexible, variable, skills - generalized, that is, applicable in different conditions. Otherwise, at the senior preschool age, the so-called "decline" of creative activity appears in children. So, a child, realizing the imperfection of his drawings and crafts, loses interest in visual activity, which affects the development of the creative activity of a preschooler as a whole.

4. The most important condition for the development and stimulation of creative abilities is the complex and systematic use of methods and techniques. Task motivation is not just motivation, but a suggestion of effective motives and behavior of children, if not for independent setting, then for accepting the task set by adults.

5. Creative visual abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.

B.M. Teplov divided abilities and inclinations into innate, physiological features human, which serve as the basis for the development of abilities. However, the data of modern psychological research indicate that the abilities measured by tests have a higher coefficient of determination than their supposed psychophysiological inclinations - properties nervous system abilities.

Distinguish between general and special abilities.

General abilities include a high level of sensory organization, the ability to see problems, build hypotheses, solve problems, critically evaluate results, perseverance, emotionality, diligence, and others. Special ones are those that are necessary for activities only in certain areas, for example: artistic taste and ear for music, etc.

Productive activities are an important means of comprehensive development of children.

Education

• drawing

• construction
• applications

Contributes to education

• mental
• moral
• aesthetic
• Physical

important path pedagogical process, creating an emotionally favorable environment for each child and ensuring his spiritual development - increased attention to aesthetic education and the formation of artistic and creative abilities in all children brought up in preschool institutions. One of the main conditions is to develop the creativity of children in various ways, including in productive activities. .

Productive activity is closely connected with the knowledge of the surrounding life. At first, this is a direct acquaintance with the properties of materials (paper, pencils, paints, clay, etc.), knowledge of the connection between actions and the result obtained. In the future, the child continues to acquire knowledge about the surrounding objects, about materials and equipment, however, his interest in the material will be due to the desire to convey in a pictorial form his thoughts, impressions of the world around him. In the process of productive activity, children's visual representations of surrounding objects are refined and deepened.

Productive activity is also closely related to problem solving. moral education. This connection is carried out through the content of children's works, which reinforce certain attitude to the surrounding reality, and the education in children of observation, activity, independence, the ability to listen and complete the task, to bring the work begun to the end .

The surrounding life gives children impressions, which are then reflected in their drawings. In the process of the image, the attitude to the depicted is fixed, since the child experiences the feelings that he experienced when perceiving this phenomenon.

The development of children's creativity is an urgent problem of modern pedagogy, and they set the main goal for the education system - to educate the younger generation in a creative approach to transforming the world around them, activity and independence of thinking, contributing to the achievement of positive changes in society. We must educate our children inquisitiveness, ingenuity, initiative, imagination, fantasy - that is, qualities that find vivid expression in the work of children. In the process of creating a drawing, crafts, the child experiences a variety of feelings: he rejoices at the beautiful image created by him, upset if something does not work out. In working on his works, the child acquires various knowledge; clarifies and deepens his ideas about the environment. When creating a work, the child comprehends the qualities of objects, remembers their characteristic features and details, masters certain skills and abilities, learns to use them consciously. Discussion of creative work by children and the teacher helps the child to see the world not only from his own point of view, but also from the point of view of other people, to accept and understand the interests of another person.

“The origins of children's abilities and talents are at their fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter baby"- said V.A. Sukhomlinsky.

From the fingers, figuratively speaking, the thinnest streams flow, which feed the source of creative thought. The more confidence and ingenuity in the movements of the child's hand, the more subtle the interaction with the tool, the more complex the movement necessary for this interaction, the deeper the interaction of the hand with social labor enters into the spiritual life of the child.

Research recent years show that from year to year the number of children with deviations in speech development is growing. Everyone knows that the level of speech development is directly dependent on the degree of formation of fine finger movements.

In the course of work develops:

• Fine motor skills of the fingers, which has a positive effect on the speech zones of the cerebral cortex;
• Sensory perception, eye;
• logical imagination;
• Volitional qualities (perseverance, patience, the ability to bring the work to the end, etc.);
• Artistic ability and aesthetic taste.
• It contributes to the formation of good feelings for loved ones, and makes it possible to express these feelings, because origami allows you to make a gift with your own hands;
• Affects the formation of independence, self-confidence, self-esteem.

The development of children's creativity is an urgent problem of modern pedagogy and psychology.

In creating crafts using non-traditional techniques, it gives children great pleasure when they succeed, and great disappointment if the image does not work out. At the same time, the desire to achieve positive result .

During classes, the correct training fit is developed, since productive activity is almost always associated with a static position and a certain posture. Drawing classes greatly contribute to the preparation for further educational activities, in particular, for mastering writing, mathematics, and labor skills.

Learning to draw, applications, design contributes to the development of the child's creative imagination, his imagination, artistic taste. And most importantly, a variety of hand actions develop: coordination of both hands, coordination of hand and eye movements, visual control, which are so necessary for children in elementary school.

One of the objectives of the educational field

"Artistic and aesthetic development"

is the task of implementing the independent creative activity of children. This task can be carried out most fully in the process of productive activity.

productive activity is an activity that results in a particular product. In a preschool institution, productive activities include design, drawing, modeling, and appliqué.

In addition to the development of creativity, in productive activities: - the personal qualities of the child develop; - cognitive processes develop (imagination, thinking, memory, perception); - develops emotional sphere; - formed aesthetic ideas about the world around .

The necessary conditions for creative development: - aestheticization of educational space; - problematization of the content of productive activity (identification of a non-specific topic, but problems as a way for each child to comprehend the world around him and his being in this world);- the relationship of activities, which is organized by the teacher, with independent experimentation and independent creativity of the child; - integration of productive activities with other types of children's activities.

It should be remembered that for development of creativity preschooler needs set of certain knowledge, skills and abilities. Among them - knowledge of the basic forms, structures, colors, sizes; proportional relations in objects and between them; knowledge of how to depict them and the ability to use them in the process of drawing, sculpting, creating applications, designing.

Stages of development of creativity in productive activities:

1. Stage of accumulation and enrichment. The accumulation of sensory, emotional, intellectual experience is the basis for creativity. An important element is the developing object-spatial environment.

2 . Stage of imitation and imitation. There is a development of standards of creative activity, its methods, technologies and means. The main thing at this stage is the activation of the existing experience of the child in the aesthetic educational space.

3. Stage of transformation . The use of mastered standards and their transformation in new conditions in accordance with the individual characteristics and capabilities of preschoolers.

4. Stage of alternatives . It is aimed at the individualization of creative activity, at the independent expression of artistic images.

The comprehension of the surrounding world by preschoolers begins with objective perception and is gradually replaced by figurative perception. And among the universal ways of making this transition, one can name productive activity. Its organization has some features depending on the age of kindergarten students, as well as the educational goals of a particular segment of the educational process.

Productive (in some sources "practical or creative activity") is creative work aimed at transforming the source material or combinations of materials into an end product that will fit the idea. Engaging in productive activities usually have game form holding. They help children to socialize, develop such important qualities for the next stage of education as perseverance, consistency in completing tasks, and also develop graphic skills. So combined with the game practical activity prepares the psyche of preschoolers for schooling.

Practical activities help children to socialize

Goals of productive activity in kindergarten

The mission of productive activity in kindergarten is:

• development of imagination, thinking (in the younger and middle preschool years to compare objects, and in the older one to analyze, systematize);
• creation of optimal conditions for physical development;
• education of purposefulness (children persistently try to achieve their goals when performing a drawing, memorizing dance movements, etc.);
• expansion of the sphere of knowledge (if at a younger preschool age this aspect is associated with the study of materials for productive activity, then in the middle and older years these are options for creating the final product, as well as inventing ways to interact with it);
• development of general muscles and fine motor skills;
• education of initiative (kids draw, sculpt, sing and dance with great pleasure in their free time).

Tasks of productive activity in kindergarten

It is possible to achieve the goals of creative activity provided that the tasks of productive activity are solved. Their direction will be the same for all children age groups, the differences will relate to the choice of implementation methods:

• development of creative abilities (kids try themselves not only in various types creative activities, for example, in theatricals, but also master techniques in hotel genres, for example, monotype in drawing for the middle group or appliqué from cereals in the second younger one);
• development of physical abilities (in singing, children train the respiratory system, in choreography - the musculoskeletal system);
• activation of the baby's interest in the performance of one or another type of productive activity;
• the formation of one's own vision of life (this is especially evident in creative tasks on a free topic);
• stimulating interest in productive activity (the desire to draw, build, sculpt, dance, sing, engage in dramatization are important indicators of a child growing up, so such impulses cannot be suppressed at any age);
• the formation of a sense of the objective world, as well as its modeling in various types of productive activities (for example, from the second younger group, children begin to talk about the planet Earth, embodying these conversations in coloring ready-made templates of the planet, creating an application, then in middle group children, having received an idea of ​​\u200b\u200bvolume, perform the craft "Earth" from papier-mâché and ready-made scaled pictures, and in senior group the guys, having familiarized themselves with such concepts as the sea, land, mountains, etc., make mock-up applications, comparing the location of natural objects with the globe);

  In design and other types of productive activities, children master the objective world

• getting ideas about sensory standards and their consolidation (at a younger preschool age, children get acquainted with sensory patterns - shape, color, size, in the middle they learn to find these forms in surrounding objects, and in the older ones they try to create objects perceived by the eye with their own hands);
• fine motor skills training (at a younger age this is important for the development of speech, in middle and senior preschool - to prepare the hand for writing);
• replenishment vocabulary and ideas about the language (children of the first, second junior groups expand their passive and active vocabulary, getting acquainted with the names of materials for crafts, the simplest operations - “glue”, “fold”, “draw a line”, etc., in the middle and senior children learn to perceive complete instructions for doing the work, as well as compiling your own according to the model of the worked ones - for example, explaining to a friend the procedure for gluing colored paper squares when working with Nikitin's cubes);
• educating the ability to engage in joint activities (for example, in the first junior group in this sense, children are not required to do anything except the ability to work side by side without interfering with each other; in the second and middle years, the children learn to help their comrades in order to come to the completion of tasks in pairs and mini-groups with the distribution of responsibilities by the senior preschool age - all are selected together relevant pictures on the topic, one places them on the sheet, and the third glues them).

Video: development of creative abilities of a preschooler through productive activities on the example of non-traditional visual techniques

Types of productive activities

In preschool educational institutions children learn the following types of productive activities:

• drawing (in addition to traditional techniques, kids master a number of non-traditional ones - drawing with cotton swabs, fingers, stamps, etc.);
• modeling (from plasticine, kinetic sand, polymer clay, test);
• construction (at a younger preschool age, these are mainly cubes, natural material, in the middle and senior list is replenished with paper modeling, designers);
• singing, choreography, theatrical activities;
• classes with models (this type of productive activity is practiced mainly at senior preschool age, for example, when children create a model of the roadway together with their parents and use it to work out traffic rules, connecting theatrical activities with cardboard puppets).

The introduction into practice of certain types of productive activity (except for models) occurs in parallel, starting from the early preschool age. Only the forms of tasks vary depending on the topic of the lesson and the level of development of children.

For example, when studying the topic “Pets” in the middle group in a modeling class, my students are given the task of making a kid. The figurine can be made voluminous if the kids have mastered the skill of rolling “sausages” between their palms, creating “balls”, they know how to smooth, pinch the joints. If the creation of proportional volumes through “sausages” and “balls” causes difficulty for the children, I suggest that they work out these skills in the process of doing crafts on a plane, that is, by placing it on cardboard. At the same time, it is imperative to discuss with the child the shortcomings in the implementation of the elements (non-observance of proportions, uneven application of efforts for pinching, etc.).

This is interesting. Productive activity is included not only in direct educational activities, but also in other types of independent and joint activities kids. On walks, for example, this is realized when children make Easter cakes in the sandbox. And as part of leisure activities, practice is carried out when, for example, kids of older preschool age draw in a race or together with their parents and compete in teams for the title of the best group artist.

Connecting to productive activities

Municipal budgetary preschool educational institution

Compensating view view

"Kindergarten No. 195"

USAGE

NON-TRADITIONAL ART TECHNIQUES

IN THE PRODUCTIVE ACTIVITY OF PRESCHOOL CHILDREN

Novokuznetsk 2015

Drawing is one of the most important means of understanding the world and developing aesthetic perception, as it is associated with the independent practical and creative activity of the child.

Preschool age is a sensitive period for the development of productive activities in children: drawing, modeling, appliqué and design. In them, the child can express his attitude to the world around him, develop creative abilities, as well as oral speech and logical thinking..

In many ways, the result of the child's work depends on his interest, so it is important to activate the attention of the preschooler in the lesson, to encourage him to work with the help of additional incentives. Such incentives can be: the novelty of the environment, an unusual start to work, beautiful and diverse materials, non-repetitive tasks that are interesting for children, the opportunity to choose, and many other factors. This helps to prevent monotony and boredom in children's visual activity, provides liveliness and immediacy of children's perception and activity, causes positive emotions in the child, joyful surprise.

So that children do not create a template (draw only on a landscape sheet), sheets of paper can be different shapes: in the form of a circle (plate, saucer, napkin), square (handkerchief, box).

The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they act, the more intensively children's artistic abilities will develop.

To do this, it is proposed to diversify direct educational activities with non-standard techniques.

Each of the non-traditional techniques is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression.

Visual activity using non-traditional materials and techniques contributes to the development of the child:

• Fine motor skills of hands and tactile perception;
• Spatial orientation on a sheet of paper, eye and visual perception;
• Attention and perseverance;
• Visual skills and abilities, observation, aesthetic perception, emotional responsiveness;
• In addition, in the process of this activity, the preschooler develops the skills of control and self-control.

With children of preschool age it is recommended to use:

• finger painting;
• palm drawing;
• imprint with stamps from potatoes, etc.;

Children of middle preschool age can be introduced to more complex techniques:

• poke with a hard semi-dry brush, stroke painting
• foam printing;
• stopper printing;
• wax crayons + watercolor
• candle + watercolor;
• leaf prints;
• palm drawings;
• drawing with cotton swabs;
• drawing on raw paper;
• magic ropes.
• Drawing with chalk, charcoal;
• decoy drawing;
• drawing with thread.

And at older preschool age, children can master even more difficult methods and techniques:

• sand painting;
• drawing with soap bubbles;
• drawing with crumpled paper;
• blotting with a tube;
• landscape monotype;
• screen printing;
• monotype and diotopy;
• blotting ordinary;
• batik - painting on fabric;
• spatter;
• plasticineography.

The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children, to form their knowledge, skills and abilities. We adhere to the modern classification of methods, the authors of which are Lerner I.Ya., Skatkin M.N. It includes the following teaching methods:

• information-receptive;
• reproductive;
• research;
• heuristic;
• method of problematic presentation of the material.

The information-receptive method includes the following techniques:

• viewing;
• observation;
• excursion;
• teacher sample;
• teacher display.

The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is an exercise method that brings skills to automatism. It includes:

• receiving a repeat;
• work on drafts;
• performing shaping movements with the hand.

The heuristic method is aimed at the manifestation of independence in any moment of work in the classroom, i.e. The teacher asks the child to do part of the work independently.

The research method is aimed at developing in children not only independence, but also imagination and creativity. The educator offers to independently perform not any part, but all the work.

The method of problem presentation, according to didactics, cannot be used in teaching preschoolers; it is applicable only for older students.

Immediate educational activities for creative activities with children with developmental problems - this is a special situation that stimulates the development of the communicative function of speech, active and passive vocabulary. In the art classes, we introduce children to the names of objects, the actions that they perform with objects, we learn to distinguish and use words denoting external signs of objects and signs of actions.

Zamyatina Valentina Vasilevna,

educator MBDOU DS No. 72 "Watercolor",

Stary Oskol urban district

Productive activities of a preschooler include visual and constructive. 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 a material embodiment in a drawing, design, three-dimensional image.

For many of us, it is no secret that in the classroom for productive activities, children try to copy the proposed model. IN best case color or shade changes. Children do not strive to bring innovation, a distinctive feature to their work, and creativity is perceived almost as an image error. In general, children do not seek to be creative.

The problem of the development of children's creativity is currently one of the most relevant both in theoretical and practical terms, because we are talking about essential condition formation of individual identity of the personality already at the first stages of its formation.

Creation- the process of activity that creates qualitatively new material and spiritual values ​​or the result of creating a subjectively new. The main criterion that distinguishes creativity from manufacturing (production) is the uniqueness of its result. The result of creativity cannot be directly deduced from initial conditions. No one, except perhaps the author, can get exactly the same result if the same initial situation is created for him. Thus, in the process of creativity, the author puts into the material some possibilities that are not reducible to labor operations or a logical conclusion, and in the end expresses some aspects of his personality. It is this fact that gives the products of creativity an additional value in comparison with the products of production.

“Creativity is the quality you bring to the activity you do.” Osho (Bagwan Shri Rajneesh) is an enlightened Master from India.

Target: to develop creative activity in children, without imposing their own opinions and tastes.

Tasks: Develop aesthetic perception (learn to see the diversity and beauty of the shape of objects, color combinations); Develop figurative thinking (it can be distinguished visually - effective, visually-figurative, logical thinking); Develop imagination, without which no artistic and creative activity is possible and which develops on the basis of perceived images; To instill an emotional attitude to objects of an aesthetic nature. An emotional attitude to artistic activity is an important factor in the formation of children's creative abilities and aesthetic education; Develop fine motor skills hands; Cultivate independence.

Productive activities:

Drawing- creating an image on any surface using graphic tools.

modeling- shaping plastic material (plasticine, clay, etc.) with the help of hands and other tools - stacks, etc.

Application- cutting and gluing various figures, patterns or whole pictures from pieces of paper, fabric or other materials onto the material - the base (background).

Construction- bringing various objects, parts, elements into a certain mutual position in order to obtain a certain, preconceived real product .

traditional drawing using: paints (gouache, watercolor, ink, acrylic, etc.) pencils (graphite, wax, on water based etc.), felt-tip pens, crayons, pastels, etc.

As you know, children often copy the model offered to them. Non-traditional imaging techniques make it possible to avoid this, since instead of a ready-made sample, the teacher demonstrates only a way of working with non-traditional materials.

Non-traditional monotype

On a smooth surface - glass, plastic board, film, thick glossy paper - a drawing is made with oil or gouache paint. Of course, the material on which the paint is applied should not let water through. A sheet of paper is placed on top and pressed against the surface. The result is a mirror image. Always only one.
Scratch-e This is a method of highlighting a drawing by scratching paper or cardboard covered with ink with a pen or a sharp instrument.

Crumpled paper or plastic bag, splashing, wet, bulk material, finger, palm, blotography (with thread, tube), potato stamps, hard glue brush, wax crayons or candle + watercolor, poking, bitmaps, eggshell drawing.

Salt painting. First, you need to make sketches on paper, moisten it with water with a brush, sprinkle with salt, wait until it absorbs water, pour in excess salt. When everything dries, draw the missing elements and color.
Salt is good for drawing dragonflies, smoke, snow, butterflies, birds, jellyfish.

Drawing with soap bubbles. To do this, you need shampoo, gouache, water, a sheet of paper and a cocktail tube. Shampoo, a little water are added to the gouache, stir and blow into the tube until foam forms. Then attach a sheet of paper to the foam, draw the details.

Colored threads. Take threads 25–30 cm long, dye them in different colors, lay them out as you like on one side of a sheet folded in half, bring the ends of the threads out, fold them in half, attach them to each other, smooth them out without removing your palms, pull out the threads one by one . In this technique, you can make frosty patterns on the window, the land of colored dreams, Vologda lace.

Plasticine drawing we apply the outline of the drawing on thick paper or cardboard and “paint” with soft plasticine.

Drawing with shaving foam. tear off long sheet foil and apply a few heaps of shaving foam to it. Let the child choose the colors of the paints and mix them into the foam. Paints are ready, now you can paint with brushes or fingers.

Relief drawing flour is added to the paint, applied to the sheet. With a toothpick, fork or match, we draw patterns along and across.

Drawing with toothpaste outline the light contours of the drawing with a pencil, slowly squeezing out the paste, go through all the contours.

Sculpting is a visual activity during which children display objects of the surrounding reality, make elementary sculpture using clay or plasticine.

Also, in the course of working with clay or plasticine, the child gains aesthetic pleasure, observing its plasticity, the volume of forms that emerge in the process of modeling.

The process of creating even the most elementary sculptures by children is always creative.

From salt dough, color test.

Pieces of colored dough can be mixed, like paints, and achieve the desired shade. To do this, you just need to take 2 pieces of dough and knead them together until the dough becomes homogeneous: blue + white = cyan, white + red = pink, blue + pink = purple, cyan + yellow = green, yellow + red = orange, green + red = brown, green + blue = emerald.

Drying, firing and coloring: in order for dough products to become durable, they must be dried or burned in the oven.

Application may be flat or solid. It comes from paper from cereals and seeds: you will need cardboard, various seeds, cereals, PVA glue, paints, dried leaves, felt-tip pens.

From dried plants, straw, poplar fluff, sawdust

Collage: children are encouraged to make clippings from magazines. Subsequently, they are glued to a common base to obtain the overall picture.

ABOUT break, overhead, modular, symmetrical, tape, silhouette. From pasta: children are offered pasta of various shapes, PVA glue, cardboard or thick paper for the base. Pasta can be painted with gouache.

From natural material: cones, tree bark, acorns, twigs, sunflower seeds, watermelon, persimmon, melon, leaves, dried fruits, etc.

From waste and improvised materials: buttons, wire, disposable tableware, corks, toothpicks, all kinds of boxes, tubes, bottles, lids, containers, bottles, CDs, Kinder surprise containers, cocktail tubes, cells from eggs, from sweets, etc.

From cardboard and paper, origami.

The child is provided with almost unlimited opportunities for self-expression and creativity in the products of activity (drawing, crafts), he trains in communication with others, receives a positive affect from the result and process of activity.

As V.A. Sukhomlinsky: “The origins of the abilities and talents of children at their fingertips. From the fingers, figuratively speaking, go the thinnest threads-streams, which are fed by the source of creative thought. In other words, the more skill in a child's hand, the smarter the child."